University of California, Santa Cruz General Catalog 2004–06

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this catalog, which was prepared well in About the Catalog advance of the 2004–06 academic years. Contents Updates to catalog information are available 5 Welcome in the quarterly Schedule of Classes, which is on his catalog contains the basic informa- the World Wide Web at reg.ucsc.edu/soc/. 6 Introducing UCSC tion about UC Santa Cruz. A complete 6 The University of California T (Additional web sites are referenced through- 6 The Santa Cruz Campus list of academic programs and concentrations, out this catalog. However, they are main- both graduate and undergraduate, appears on tained by individual units and may not reflect 8 Fields of Study pages 8–9. approved general information, curricula, or 10 Academic Calendar The next part of the catalog, pages 10–102, course information.) In addition, several pub- is divided into sections describing various lications are available that include detailed 11 UNDERGRADUATE ADMISSION AND FINANCIAL INFORMATION aspects of the campus: undergraduate admis- information about specific subjects such as sion and financial information, the undergrad- graduate programs, housing, and financial aid. 13 Admission uate academic program (including advising Each college issues a handbook. 13 Admission Procedures and support services), graduate education 14 Preparing for University Work It is the responsibility of the individual stu- 15 Admission as a Freshman (including information on graduate student dent to become familiar with the announce- 16 Admission as a Transfer Student admission, expenses, and financial support), ments and regulations of the university that 17 Admission of International Students research programs and facilities, and the ten are printed in this catalog and other campus 17 Readmission residential colleges and student life. publications. The catalog is the document of 17 Admission to Special Categories The academic programs and courses offered record for undergraduate major requirements. 18 Nondiscrimination/Affirmative Action at UCSC are described in detail on pages It is updated annually on the web at 19 Expenses and Financial Resources 103–384. The listings are alphabetical, with reg.ucsc.edu/catalog/. 19 Expenses appropriate cross-references. More detailed information on particular 21 Financial Aid 22 Veteran Services The Santa Cruz teaching staff and their subjects is available from appropriate campus academic qualifications, the University of units. (A list of key phone numbers appears 23 UNDERGRADUATE ACADEMIC California administration, and the Santa Cruz on the inside back cover.) Most office hours PROGRAM campus administrative staff appear on pages are Monday through Friday, 8 A.M. to noon 25 Planning Your Academic Program 385–418. and 1 to 5 P.M. during the academic year; 25 Graduation Requirements The catalog constitutes the campus’s docu- most offices close from noon to 1 P.M. and on ment of record. While every effort is made to 25 University Requirements weekends and holidays. 27 Advanced Placement and International ensure the correctness and timeliness of Baccalaureate information contained in this catalog, changes 27 Credits for Transfer Students are likely to occur after publication. On an Campus information: 30 General Education Requirements ongoing basis, the university is examining University of California, Santa Cruz 33 College Requirements ways to bring the greatest possible efficiency 1156 High Street 33 Major and Minor Requirements to the delivery of its programs and curricula. Santa Cruz, CA 95064-1077 35 Evaluating Academic Performance This process may result in changes in services, (831) 459-0111 (directory assistance) 35 Evaluations teaching and administrative staff, and curricu- Web: www.ucsc.edu 35 Grades 36 Academic Standing/Minimum Progress la and courses that could not be reflected in 36 Repeating Courses 36 Comprehensive Exam/Senior Thesis 36 Academic Integrity 36 Honors 37 Transcripts 37 Privacy of Records 37 Advising: Course Selection to Careers 38 Career Center 39 Educational Opportunity Programs (EOP) UC Santa Cruz (USPS 650940) / Volume 42, Number 1 / August 2004 39 MARC/MBRS Programs UC Santa Cruz (USPS 650940) is a series of administrative publications published in August, September, 39 Academic Excellence Program (ACE) November, and March by University Relations at UC Santa Cruz. 39 Services for Transfer and Re-Entry Students (STARS) Periodicals postage paid at Santa Cruz, CA 95060. Postmaster: Send address changes to the University of California, 40 Part-Time Program Santa Cruz, 1156 High Street, Santa Cruz, CA 95064-1077. 40 Disability Resource Center (DRC) Price $6.00 (on campus from the Bay Tree Bookstore), $12.50 shipped. Checks, payable to UC Regents, 40 ROTC and Military Affairs should be sent to the Catalog Order Department, Bay Tree Bookstore, University of California, Santa Cruz, 40 Office of International Education 1156 High Street, Santa Cruz, CA 95064-1077, (831) 459-4544. Web site: slugstore.ucsc.edu 40 Education Abroad Program Alternate formats of this document—such as large-print, audiotape, braille, or electronic—can be provided. 40 International Scholar and Student Services Please call (831) 459-4446 for referral. 41 Fulbright Grants 246_UCSCGenlCatalog.01_001 9/13/2004 1:59 PM Page 3

41 Field and Exchange Programs 73 CAMPUS LIFE 226 Environmental Sciences and Policy 41 UCDC Program 75 The Colleges 226 Environmental Studies 41 UC Center in Sacramento 75 Cowell College 235 Environmental Toxicology 41 Intercampus Visitor Program 77 Stevenson College 238 Ethnic Studies 41 Domestic Exchange/Field Programs 79 Crown College 238 Film and Digital Media 43 Summer Programs 81 Merrill College 244 French 245 German 44 UCSC Extension 83 Porter College 84 Kresge College 246 German Studies 44 Intersegmental Cross-Enrollment 86 Oakes College 247 Greek 87 College Eight 247 Hebrew 45 GRADUATE STUDIES 89 College Nine 248 Hindi 91 College Ten 248 Historical Studies 47 Graduate Education at UCSC 248 History 47 Degrees and Programs/Descriptions 94 Student Life 258 History of Art and Visual Culture 47 Administration 94 Santa Cruz Community 265 History of Consciousness 47 Evaluation of Performance 94 Housing 270 Humanities 47 Graduate Opportunity/Diversity Programs 95 Student-Run Cooperatives 270 Italian 48 Intercampus Exchange Program 96 Transportation and Parking Services 271 Italian Studies 48 Student Life 96 Student Health Services 271 Japanese 97 Counseling and Psychological Services 272 Jewish Studies 48 Application and Admission 97 Rape Prevention Education Program 273 Journalism 51 Fees and Expenses/Financial Support 97 Resource Centers 273 Kresge College 98 Phys. Education, Recreation, Sports, Wellness 274 Language Program 53 RESOURCES FOR LEARNING 99 Student Union/Student Activities 275 Language Studies AND RESEARCH 101 Campus Cultural Programs 276 Latin 102 Bay Tree Bookstore 276 Latin American and Latino Studies 55 University Library 102 Child Care and Youth Programs 55 Center for Teaching Excellence 283 Legal Studies 102 UCSC Alumni Association 287 Linguistics 55 Computing Facilities and Services 290 Literature 56 Information Technology Services 103 PROGRAMS AND COURSES 303 Marine Sciences 57 Research Programs and Facilities 105 American Studies 303 Mathematics 57 Arboretum 109 Anthropology 309 Merrill College 57 Arts Computing Labs 119 Arabic 310 Music 57 Baskin Engineering 119 Art 319 Oakes College 59 Carlyle 124 Arts 320 Ocean Sciences 59 CASFS (Agroecology) 125 Astronomy and Astrophysics 324 Philosophy 60 CBSE (Biomolecular Sci./Eng.) 128 Biochemistry and Molecular Biology 329 Physical and Biological Sciences 60 Cultural Studies 130 Biological Sciences 330 Physical Education 60 CGIRS (Global, Int., Reg. Studies) 133 Biology 332 Physics 60 CILS (Informal Learning & Schools) 134 Ecology and Evolution 338 Politics 61 CITRIS and ITI (Information Tech.) 134 Health Sciences 346 Porter College 61 CJTC (Justice, Tolerance, Community) 135 Marine Biology 347 Portuguese 61 Center for RNA 135 Molecular, Cell, and Developmental 348 Psychology 62 CREDE (Education, Diversity, Excel.) 136 Neuroscience and Behavior 357 Religious Studies 62 CLRC (Chicano/Latino Research) 136 Plant Sciences 358 Russian 62 Dickens 145 Chemistry and Biochemistry 358 Russian Studies 62 EPC (Educational Partnerships) 152 Chinese 358 Science Communication 63 FRA/Performance/Visual Studies 153 Classical Studies 359 Social Sciences 63 FRA/Performance Practice/Context in Arts 154 College Eight 359 Sociology 63 FRA/Shakespeare 154 College Nine 367 South and Southeast Asian Studies 64 GIS Lab 155 College Ten 367 Spanish and Spanish for Spanish Speakers 64 IAFR ((Feminist Research) 156 Communication and Rhetoric 369 Stevenson College 64 IHR (Humanities Research) 156 Community Studies 370 Theater Arts 65 QB3 (Biomedical Research) 161 Cowell College 376 Women’s Studies 65 IGPP (Geophysics/Planetary Physics) 162 Crown College 380 Writing Program 65 IMS and SCPRG (Marine Sci./Birds) 163 Digital Arts and New Media 67 Linguistics 164 Earth Sciences 385 TEACHING STAFF 67 MBEST (Education, Science, Tech.) 173 East Asian Studies 413 UNIVERSITY ADMINISTRATION 67 NRS (Natural Reserve) 174 Economics 68 NTC (New Teachers) 184 Education 419 APPENDIXES 68 Phys./Bio. Sciences Division 190 Engineering 425 INDEX 70 Ray FASC (Satyajit Ray) 193 Applied Mathematics and Statistics 432 Campus Map 70 SCCIE (International Economics) 195 Biomolecular Engineering 70 SCIPP (Particle Physics) 199 Computer Engineering Key Campus Phone Numbers and 71 Social Sciences Media Lab 208 Computer Science Mailing Address (inside back cover) 71 STEPS (Interdisciplinary) 217 Dual-Degree Engineering 71 UARC (NASA) 217 Electrical Engineering 72 UCO/Lick and CfAO (Adaptive Optics) 223 Information Systems Management 246_UCSCGenlCatalog.01_001 9/13/2004 1:59 PM Page 4 246_UCSCGenlCatalog.01_001 9/13/2004 1:59 PM Page 5

discovering new knowledge through close Welcome cooperation with their professors. At UC Santa Cruz, we are committed to the affirmation and appreciation of diversity elcome to UC Santa Cruz, a communi- of every sort. You will study, work, and live W ty of distinguished faculty, staff, stu- with people who reflect a rich array of experi- dents, and alumni. In only 40 years, this cam- ences, different perspectives, exciting ideas, pus has earned an international reputation for and new ways to address challenges, and who its welcome the advantages of a multicultural outstanding scholarship and commitment to society. UCSC’s college system was designed excellence in undergraduate and graduate to both accommodate individual needs and education. By joining our campus, you choose foster various dialogues within the campus to be among some of the most capable and community. The campus itself, integrated in talented scholars in California and the United the groves of redwood trees and offering States, who will become leaders of the new stunning views of the Monterey Bay National millennium. I have no doubt that through Marine Sanctuary, is an inspirational setting your experience and learning at UCSC, in which to pursue a world-class education. your life will change for the better, and you A measure of the quality of UC Santa will prepare to change the lives of others in Cruz’s education is the accomplishments of a positive way. its graduates. Our alumni have achieved This catalog will help you to experience the distinction in every field, profession, scholarly best of UCSC by providing information about discipline, and artistic expression. They are the academic programs, plus resources for learning people who make a difference and bring about and research, student life, and engaging in the changes in our society. As a member of the wider campus community. UCSC community, you will also benefit from Here at UCSC, you will have the opportu- the inspiration, guidance, and assistance of nity to take classes from and work with our accomplished alumni. outstanding faculty, whose scholarship and Congratulations on your admission to academic achievements have earned national UC Santa Cruz. I hope to meet many of and international acclaim. Many are leading you personally, and I look forward to congrat- innovators of their discipline and have been ulating you again on the occasion of your recognized by numerous awards and honors, commencement. such as membership in prestigious professional organizations, including the National Academy of Sciences and the American Academy of Arts and Sciences, the American Psychological Association, and many others. They are also dedicated teachers, who will MARTIN M. CHEMERS provide guidance in your studies in class- Acting Chancellor rooms, research laboratories, performance halls, and at field sites. Our graduate and August 2004 undergraduate students alike are involved in

facing page: The Chancellor’s Office is located in McHenry Library, which houses the campus’s collections in the humanities, arts, and social sciences. The photograph was taken in 1965— UCSC’s first year—by the late Ansel Adams. 246_UCSCGenlCatalog.02_006 9/13/2004 2:12 PM Page 6

Fellowships, and several have been awarded Undergraduate education at Santa Cruz Introducing national awards for distinguished teaching. is focused on the individual student. UCSC’s Furthermore, one faculty member, two bache- college core courses give first-year students UCSC lor’s degree recipients, and two Ph.D. recipients a small-seminar experience; intensive work have been named MacArthur Fellows, and since in writing, discussion, and critical reasoning; 1972, when UC Santa Cruz began participating as well as an orientation to academic life. To The University of California in the program, over 100 Fulbright scholarships fulfill UCSC’s rigorous comprehensive have been awarded to UC Santa Cruz students requirement, every senior must pass a com- he University of California was chartered as and alumni. Four UC Santa Cruz alumni have prehensive examination or complete an equiv- T a land-grant college in 1868. From this been awarded Pulitzer Prizes. alent body of work. rural beginning, the university has developed The planned enrollment of the campus for Annually, about 500 Santa Cruz students into one of the world’s most distinguished uni- 2004–06 is about 15,000 students, of whom broaden their academic careers through the UC versities, acclaimed for its research, scholarship, some 1,500 will be graduate students. UCSC Education Abroad Program (EAP), which and dedication to undergraduate and graduate education. There are 10 University of California seeks and welcomes students, faculty, and staff allows students to incorporate full-time study campuses located regionally throughout the of diverse ethnic and cultural experiences. abroad as UC credit toward their major. The state: Berkeley, Davis, Irvine, Los Angeles, UCSC plans to increase both its enrollment EAP provides a vital international connection Merced (scheduled to open to graduate students and resources and to diversify its educational for academic preparation in an increasingly in 2004), Riverside, San Diego, San Francisco, and research opportunities over the next few interdependent world (see pages 40–41). Santa Barbara, and Santa Cruz. In addition, years. New facilities are being built to meet cur- The UCSC campus strongly encourages there are some 150 associated research institutes, rent and future needs. College Ten opened fall undergraduate students to take advantage of the laboratories, agricultural field stations, and 2002, and College Nine opened in fall 2000. many opportunities for public service such as extension centers serving California and the Other projects under construction include a those provided through the campus’s field pro- nation. The university is the primary state-fund- Physical Sciences Building and an Engineering grams, colleges, and Career Center. Individual ed academic agency for research. Its library col- Building, both scheduled to open in 2004. studies, apprentice teaching, field studies, and lection, with 32 million volumes, is among the New student apartments at Cowell, Stevenson, internships are important parts of the under- best in the country. and Porter Colleges are also scheduled for com- graduate curriculum. Over 1,400 students par- The University of California faculty, nearly pletion in 2004. ticipate in the campus’s field programs each 8,400 in number, is distinctive in its 27 Nobel The residential college is an important part year (see pages 41–43). Laureates and 324 members of the National of the Santa Cruz experience. The ten colleges Furthermore, individual research is encour- Academy of Sciences—more than any other divide the university into smaller communities aged, and hundreds of research papers coau- college or university system. Faculty member- that serve as a social and intellectual gathering thored by Santa Cruz undergraduates and their ship in the American Academy of Arts and place for 750 to 1,550 students and 20 to 90 professors have been published in journals. Sciences totals 484. faculty fellows from a variety of academic disci- Based on a survey of students who graduated There are about 160,000 undergraduates plines. Every undergraduate student affiliates in 1995, 1996, and 1997, 13 percent of UCSC culled from the top 12.5 percent of the state’s with a particular college while participating in a graduates continued their education in high school graduates and nearly 42,000 gradu- campuswide academic program. All academic advanced-degree programs within about six ate students. The 1.2 million living alumni majors are open to students from all colleges. months following graduation. Seventy-seven per- enrich the nation with public service and lead- Each college has a distinctive quality derived cent of the UCSC students applying to graduate ership. from its core course and extracurricular pro- school were accepted into a program. Popular grams, its faculty and their academic disciplines, career choices included education and teaching, The Santa Cruz Campus and its architectural style. Detailed descriptions psychology, law, business, management and of the ten colleges begin on page 75. administration, computer science, financial ser- Since its inception in 1965, the University of Undergraduate education. The campus vices, health sciences, and advertising. UCSC’s California, Santa Cruz, has been dedicated to offers about 60 major programs within the arts, Office of Planning and Budget estimates that excellence in undergraduate education, gradu- engineering, humanities, physical and biological over 50 percent of graduates eventually attend ate studies, and research. UCSC students can sciences, and social sciences—as well as interdis- graduate or professional school. UCSC ranked take advantage of innovative academic planning ciplinary-major programs. A complete 15th among more than 60 elite Association of combined with the research resources and list of academic programs and concentrations American Universities member schools in the scholarship strengths of the University of appears on pages 8–9, and detailed descriptions ratio of bachelor’s degree recipients who went on California system. At UC Santa Cruz, a pro- begin on page 105. to receive doctorates in the years 1991–95. gram of general education is enhanced with The major programs are administered by Graduate education. The UCSC campus opportunities for academic specialization. departments. In most cases, departments are offers 32 graduate programs, including recently Among the faculty and emeriti drawn to UC composed of faculty in the same field, but the established programs in bioinformatics, digital Santa Cruz by the opportunity for innovative interdisciplinary programs draw on faculty arts/new media, education, music, and social teaching and scholarship are 10 members of the from several fields. In addition to established documentation. Within the graduate programs, National Academy of Sciences, 19 members of major programs, individual majors are available. there are a range of options for concentrated the American Academy of Arts and Sciences, At Santa Cruz, academic performance in each study in a specialized field. Graduate study at and two members of the National Academy of course is recorded by a performance evaluation. Santa Cruz emphasizes close interaction Sciences’ Institute of Medicine. Numerous fac- In addition, letter grades are assigned in all cred- between faculty and students, independent stu- ulty have been awarded Guggenheim it courses. (See pages 35–37.) dent research, supervised teaching experience, 246_UCSCGenlCatalog.02_006 9/13/2004 2:13 PM Page 7

and interdisciplinary work. Further graduate ports other organized research endeavors rang- that covers most of the site. Each residential information begins on page 47. ing from Dickens studies to Chicano/Latino college is within easy access of the campus’s A number of major university research research to agroecology. Programs stem from central core, which includes an extensive units are based or have a branch at the Santa existing academic strengths and the unique library, science laboratories, lecture halls, art Cruz campus: UC Observatories/Lick assets afforded the campus by its location in the studios, theater arts and music centers, a stu- Observatory, the Institute of Marine Sciences, Monterey Bay region (see page 55). dent union, and athletic facilities. Although the the Santa Cruz Institute for Particle Physics, The central Santa Cruz campus occupies campus is spread out over many acres of hilly the Institute of Geophysics and Planetary 2,000 acres on the west side of the city of Santa terrain, its programs are accessible to people Physics, the Institute for Quantitative Cruz, on Monterey Bay, about 75 miles south with mobility impairments (see page 40). Biomedical Research (QB3), and the Center for of San Francisco and 35 miles southwest of San The city of Santa Cruz is a well-known Information Technology Research in the Jose. Expansive meadows at the campus recreational area and center for the arts. Mild Interest of Society (CITRIS). The campus sup- entrance gradually slope up to a redwood forest weather, miles of beaches, and many cultural opportunities combine to make Santa Cruz an enjoyable place to study and live. The UCSC campus (foreground) is located on 2,000 acres of forest and meadows overlooking the city of Santa Accreditations and affiliations. The Cruz and the Monterey Bay National Marine Sanctuary. Ten residential colleges surround a central core, which University of California, Santa Cruz, is accred- includes an extensive library, science laboratories, lecture halls, art studios, theater arts and music centers, a ited by the Accrediting Commission for Senior student union and bookstore, and athletic facilities featuring a fitness center, playing fields, and a 50-meter pool. Colleges and Universities of the Western Association of Schools and Colleges (WASC), 985 Atlantic Avenue, Suite 100, Alameda, CA 94501, (510) 748-9001. The institution is a member of the Association of American Colleges and is listed in the official publications of the U.S. Department of Education. Listed below are other professional and academic organizations in which UC Santa Cruz holds membership, or which approve the quality of its educational programs, or both. Persons interested in reviewing the accreditation documents should contact the Office of the Campus Provost and Executive Vice Chancellor, McHenry Library, (831) 459-3885. • Accreditation Board for Engineering and Technology (Computer Engineering) • American Association of Collegiate Registrars and Admissions Officers • American Chemical Society Committee on Professional Training (Chemistry) • American Council of Learned Societies • American Council on Education • American Geological Institute (Earth Sciences) • American Psychological Association (Counseling and Psychological Services) • California Healthcare Institute • California State Commission on Teacher Credentialing (Education) • Council of Graduate Schools in the U.S. • Institute for International Education • Institute of Electrical and Electronics Engineers (Computer Engineering) • NAFSA: Association of International Educators • National Association for the Education of Young Children (Children’s Center) • National Council of University Research Administrators • Phi Beta Kappa Honor Society • Sigma Xi (scientific research society). 8

Undergrad. Graduate Undergrad. Graduate Fields of Study Education Education Education Education Programs and concentrations. Page numbers refer to the detailed discussion of each program, including its courses, later in the catalog. B.A. B.S. Minor Certificate M.A. M.S. Ph.D. B.A. B.S. Minor Certificate M.A. M.S. Ph.D. American literature: see Literature Education4 (pp. 184–190) ••• American studies (pp. 105–109) • Bilingual-multicultural education c Anthropology (pp. 109–119) •• • Multiple subjects credential (elementary) c Archaeology c c Single subjects credential (secondary) c Cultural anthropology c c Electrical engineering (pp. 217–223) ••• Physical anthropology c c Engineering (freshmen only: dual-degree program Applied physics (pp. 333) • offered in conjunction with UC Berkeley, p. 217) Arabic language (p. 119) (see also Computer engineering; Electrical engineering) Art (pp. 119–124) • English literature: see Literature Art history: see History of art and visual culture Environmental studies (pp. 226–235) •• Asian studies: see East Asian studies; South and Environmental toxicology (pp. 235–237) •• Southeast Asian studies Ethnic studies (options, p. 238) Astronomy and astrophysics (pp. 125–128) • Film and digital media (pp. 238–244) •• Astrophysics (p. 126; see also Physics Production c [Astrophysics]) • French language (pp. 244–245) Bilingual-multicultural education: see Education French literature: see Literature Biochemistry and molecular biology (pp. 128–130) • Geology: see Earth sciences Bioinformatics (pp. 195–199) •• •• German language (pp. 245–246) Biology (pp. 130–145) •••••German literature: see Literature Ecology and evolution • German studies (pp. 246–247) • Ecology and evolutionary biology ••Global economics1 (pp. 177–178) • Health sciences • Greek language: see Greek (p. 247) and Literature Marine biology • (p. 292) Molecular, cell, and developmental biology •••Greek literature: see Literature Neuroscience and behavior •• Health sciences (pp. 134–135) • Plant sciences • Hebrew language (p. 247) Business management economics1 (p. 177) • Hindi language (p. 248) Chemistry and biochemistry (pp. 145–152) ••• •• History5 (pp. 248–258) •••• Biochemistry c Asian/Islamic/world history c Environmental chemistry c Colonialism, nationalism, and race c Chinese language (pp. 152–153) Culture, society, and power in the early modern world c Classical studies (pp. 153–154) (see also Literature) •• European history c Communication and rhetoric (p. 156; suspended) • History of gender c Community studies (pp. 156–161) • History of the Americas and Africa c Computer engineering2 (pp. 199–208) •• •• Society and culture c Computer science (pp. 208–217) ••• •• History of art and visual culture (pp. 258–265) •• Creative writing: see Literature Religion and visual culture c Dance: see Theater arts History of consciousness (pp. 265–270) • Digital arts and new media3 (pp. 163–164) • Information systems management (pp. 223–226) • Drama: see Theater arts Italian language (pp. 270–271) Dramatic literature: see Theater arts Italian literature: see Literature Earth sciences (pp. 164–173) ••• •• Italian studies (p. 271) •• Environmental geology c Japanese language (pp. 271–272) Geochemistry c Jewish studies (pp. 272–273) • Geology c Journalism (p. 273; suspended) • Geophysics c Language studies (pp. 275–276) •• Ocean sciences c Chinese c c Planetary sciences c c c French c c East Asian studies (pp. 173–174) i • German c c Ecology and evolution (p. 134) • Italian c c Ecology and evolutionary biology (p. 133) •• Japanese c c Economics1 (pp. 174–184) (see also Business management Modern Hebrew c c economics; Global economics) •• Russian c c Applied economics and finance • Spanish c c International economics • Latin American and Latino studies5 (pp. 276–283) •• 9

Undergrad. Graduate Undergrad. Graduate Education Education Education Education B.A. B.S. Minor Certificate M.A. M.S. Ph.D. B.A. B.S. Minor Certificate M.A. M.S. Ph.D. Latin language: see Latin (p. 276) and Literature (p. 292) Russian studies (p. 358) i Latin literature: see Literature Science communication: Science writing (pp. 358–359) • Legal studies (pp. 283–287) •• Social documentation (p. 158) • Linguistics6 (pp. 287–290) (see also Language studies) ••••Sociology (pp. 359–367) •• • Applied linguistics c South and Southeast Asian studies8 (p. 367) i • Computational linguistics c Spanish for Spanish speakers (pp. 367–369) Psycholinguistics c Spanish language (pp. 367–369) Theoretical linguistics c c c Spanish literature: see Literature Literature5 (pp. 290–303) ••••Theater arts (pp. 370–376) ••• Creative writing c Asian theater c English-language literatures c c c Dance c c French literature c c c Design and technology c c German literature c Drama c c Greek and Latin literatures c Dramatic literature c Italian literature c Playwriting c Modern literary studies c c c Western civilization (p. 376) Pre- and early modern studies c c c Women’s studies (pp. 376–380) • Spanish/Latin American/Latino literatures c c c Movements, institutions, policy, and legal studies c World literature and cultural studies c c c Nations and cultures c Marine biology (p. 135) • Race, class, and ethnicity c Marine sciences: see Ocean sciences Representations c Mathematics7 (pp. 303–309) •••• Theory c Computational mathematics c Writing (pp. 380–383) Mathematics education c Pure mathematics c c c Medieval studies (p. 309) Molecular, cell, and developmental biology (pp. 135–136) ••• Music7 (pp. 310–319) •••• Electronic music • Combined majors. In addition, students may complete a combined major leading to a B.A. Jazz • degree in a number of designated fields. Combined majors currently available include those in Earth sciences/anthropology, environmental studies/biology, environmental studies/Earth Neuroscience and behavior (p. 136) •• sciences, environmental studies/economics, Latin American and Latino studies/global Ocean sciences (pp. 320–324) •• economics, Latin American and Latino studies/politics, and Latin American and Latino Biology (see also Marine biology) c studies/sociology. Students also have the option of pursuing a double major (see page 33). Biological oceanography c c = concentration, or emphasis, within a program. Some programs give students the Chemistry c option of following a general course of study or selecting a concentration; other programs Chemical oceanography c require students to choose a concentration. Consult the particular program description on the page indicated. Earth Sciences c i = individual major. A group of faculty with interests in this area is available to assist Geological oceanography c students who want to declare an individual major in this cross-disciplinary program, which Physical oceanography c is described on the page indicated. Further information about individual majors appears on Physics c page 34. Philosophy (pp. 324–329) ••••1 Combined B.A./M.S. programs in business management economics, economics/applied Religious thought c economics and finance, and global economics are also available. Photography: see Art 2 A combined B.S./M.S. program in computer engineering is also available. Physics (pp. 332–338) •• •• 3 A master of fine arts (M.F.A.) degree is awarded in digital arts and new media. Physics (Astrophysics) (p. 333) • 4 Because California state law requires prospective teachers to earn a bachelor’s degree in an Plant sciences (pp. 136–137) • academic discipline other than education, no undergraduate major is offered. All teaching Playwriting: see Theater arts credentials are earned postbaccalaureate. UCSC offers the professional clear Crosscultural, Politics (pp. 338–346) •• •Language and Academic Development (CLAD) and Bilingual Crosscultural, Language and Academic Development (BCLAD) multiple subjects credentials, which are used in self- Peace and security studies c contained elementary classrooms (K–6) where all subjects are taught by the same teacher. Portuguese language (pp. 347–348) In addition, UCSC offers the CLAD and BCLAD single subjects credentials, which are Psychology5 (pp. 348–357) •• •used in departmentalized settings where the teacher is responsible for one subject (7–12). Cognitive psychology c 5 An intensive major is also available. Developmental psychology c 6 A combined B.A./M.A. program in linguistics is also available. Social psychology c 7 A B.M. degree in music is also available. Doctoral recipients are awarded the doctor of Religious studies (pp. 357–358) i musical arts (D.M.A.) degree in composition. Russian language (p. 358) 8 A minor is available in Southeast Asian studies only. 246_UCSCGenlCatalog.04_010 9/13/2004 2:15 PM Page 10

Academic Calendar Fall Quarter 2005 Fall quarter begins...... September 17 Fall Quarter 2004 Instruction begins ...... September 22 Fall quarter begins...... September 18 *Veterans Day...... November 11 Instruction begins ...... September 23 *Thanksgiving recess...... November 24–25 *Veterans Day...... November 11 Instruction ends ...... December 2 *Thanksgiving recess...... November 25–26 Final examinations...... December 5–8 Instruction ends ...... December 3 Fall quarter ends ...... December 8 Final examinations...... December 6–9 Campus closure...... December 24– Fall quarter ends ...... December 9 January 2 Campus closure...... December 24– January 2 Winter Quarter 2006 Winter quarter begins ...... January 4 Winter Quarter 2005 Instruction begins ...... January 5 Winter quarter begins ...... January 3 *Birthday of Instruction begins ...... January 4 Martin Luther King Jr...... January 16 *Birthday of *Presidents’ Day ...... February 20 Martin Luther King Jr...... January 17 Instruction ends...... March 16 *Presidents’ Day ...... February 21 Final examinations ...... March 20–23 Instruction ends...... March 14 Winter quarter ends...... March 23 Final examinations ...... March 15–18 Winter quarter ends...... March 18 Spring Quarter 2006 Spring quarter begins ...... April 3 Spring Quarter 2005 Instruction begins ...... April 4 Spring quarter begins ...... March 28 *Memorial Day holiday ...... May 29 Instruction begins ...... March 28 Instruction ends...... June 9 *Memorial Day holiday ...... May 30 Final examinations...... June 12–15 Instruction ends...... June 3 Spring quarter ends...... June 15 Final examinations...... June 6–9 Commencements...... June 16–18 Spring quarter ends...... June 9 Commencements...... June 10–12

*Academic and administrative holiday. Web: reg.ucsc.edu/calendar 246_UCSCGenlCatalog.04_010 9/13/2004 2:15 PM Page 11

Undergraduate Admission and Financial Information

Admission 13 Admission Procedures 13 Preparing for University Work 14 Admission as a Freshman 15 Admission as a Transfer Student 16 Admission of International Students 17 Readmission 17 Admission to Special Categories 17 Nondiscrimination and Affirmative Action Policies 18 Expenses and Financial Resources 19 Expenses 19 Financial Aid 21 Veteran Services 22 246_UCSCGenlCatalog.04_010 9/13/2004 2:15 PM Page 12 246_UCSCGenlCatalog.05_013 9/13/2004 2:17 PM Page 13

ADMISSION 13

Admission by Exception. Special considera- Submit your completed application form to tion may be given to a limited number of appli- Admission University of California cants who do not meet standard admission Undergraduate Application ndergraduate admission to the University requirements. Admission by Exception is grant- Processing Service of California is based on two principles: ed to a very small percentage of those consid- U P.O. Box 4010 that the best predictor of a student’s success in ered for admission each quarter. Such factors as Concord, CA 94524-4010 the university is high scholarship in previous academic accomplishments in light of a per- work and that the study of certain subjects gives son’s life experiences and/or special circum- If requested, transcripts and supporting materi- a student good preparation for university work. stances, socioeconomic background, special tal- als should be sent directly to the campus. Minimum admission requirements are the same ents and/or achievements, contributions to the for each UC campus, but each sets additional community, and the quality of the applicant’s Application Filing Periods standards when the number of qualified appli- personal statement are taken into consideration cants exceeds capacity. Last year, UCSC received when reviewing applicants seeking Admission You should submit an application for admis- over 23,000 applications for 3,000 places in the by Exception. sion during the filing period for the quarter freshman class and 900 in the transfer category. Graduation rates. The following gradua- in which you want to attend the university. If you are considering applying to UC Santa tion-rate information is listed in compliance Enrollment opportunities for winter are more Cruz, the Office of Admissions wants to help with the 1990 Title I: Federal Right-to-Know limited than for fall. Check with the Office of you learn more about the campus and its dis- Act, Section 103. Forty-nine percent of the stu- Admissions to see if UCSC is accepting applica- tinctive educational programs. Admissions dents who entered as freshmen in 1999 graduat- tions for winter quarter. counselors from UCSC visit many high schools ed after four years; 65 percent of those who and community colleges throughout California Quarter of entered in 1998 graduated after five years; and Attendance Filing Period and are available to answer your questions 65 percent of those who entered in 1997 gradu- about Santa Cruz. Fall quarter 2005 November 1–30, 2004 ated after six years. In recent years, students who Winter quarter 2006 July 1–31, 2005 If you are able to visit the campus, you may entered as freshmen took an average of four and wish to take a student-led tour or attend a Fall quarter 2006 November 1–30, 2005 one-half years to graduate, and students trans- Winter quarter 2007 July 1–31, 2006 transfer workshop. The Office of Admissions ferring to UCSC as juniors averaged two and offers tours on weekdays and selected Saturdays, one-half years. These graduation rates are well and reservations are required. Visit our web site above the national averages. Application Fees at admissions.ucsc.edu/campustours or call (831) In accord with the Education Amendments The application fee is $40 to apply to one 459-4008 for more information. When reserv- of 1976, Section 493A, more detailed informa- ing a space on a tour either by e-mail or by tele- campus of the university. For each additional tion regarding retention is available from the campus you select, you must pay an extra $40 phone, you will need to provide the date and Office of Planning and Budget, University of time that you wish to take the tour, your party fee. These fees are subject to change and are not California, Santa Cruz, 1156 High Street, refundable. A check or money order made name and size (no more than five in one party, Santa Cruz, CA 95064. please), and a phone number and e-mail payable to the Regents of the University of address where you can be reached. For informa- California should be included with the application and reservations to attend a transfer work- Admission tion form. shop, please call (831) 459-4008. The University of California, Santa Cruz, Procedures Fee Waivers has taken positive steps to increase the diversity of the student population, including applicants The University of California Application for The University of California will waive applica- coming from educationally and/or economi- Undergraduate Admission and Scholarships tion fees for up to four campuses for certain cally disadvantaged backgrounds, disabled may be accessed online at UC’s PATHWAYS students who otherwise would be unable to persons, and re-entry women and men, in its web site at admissions.ucsc.edu. apply for admission. To qualify for the fee academic programs (see pages 37–40). The uni- To apply online, the computer you use must waiver, you must meet specific requirements versity does not discriminate on the basis of meet certain minimum requirements. Details related to your family income and size. The fee handicap, race, color, ancestry, religion, nation- are available online. The application can also be waiver is for United States citizens and perma- al origin, age, sexual orientation, or gender in printed from this web site if you are unable to nent residents only. admission to or participation in its programs, apply via the web. Students who qualify for fee waivers and who activities, or services. In addition to the application, the above site select more than four campuses must pay $40 Educational Opportunity Programs at includes a wealth of information for prospective for each additional choice. UCSC are designed to encourage students from UC students about undergraduate education, There are several ways to apply for a fee educationally and/or economically disadvan- admission, financial aid, and various topics of waiver, as described below. To qualify, you taged backgrounds to prepare for and enter the interest. must meet the same income and family-size university. For a description of these programs, Paper applications are also available at the guidelines, regardless of the application method see pages 37–40. counseling office of any California high school you use. or community college or from the Admissions An online fee waiver form is available to Office of any UC campus. Applications are applicants who apply for admission on the web. FACING PAGE: Pedestrian bridges make it easy to available about four weeks before the opening The online application can determine if an traverse the campus’s diverse natural terrain. date of the filing period. applicant is eligible for the fee waiver as soon as the necessary form is complete. 246_UCSCGenlCatalog.05_013 9/13/2004 2:17 PM Page 14

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Other methods for waiving the application fee are listed below. • High school students: Use the College Board fee waiver. It is available from your school counselor. • EOPS community college students: If you are enrolled in Extended Opportunity Programs and Services (EOPS) at a California community college, obtain a fee waiver authorization from the EOPS Office. • Other applicants: Qualified students may obtain a UC fee waiver authorization at a UC campus Admissions, Relations with Schools, or Educational Opportunity Programs Office. When requesting a fee waiver authorization, be prepared to answer questions about your gross family income and family size. If you are unable to obtain a UC fee waiver authorization due to time constraints, you may attach a letter to your application for admission stating your gross family income and the number of family members supported by that income, and requesting consideration for an application fee waiver.

Preparing for University Work Documentary filmmaker and associate professor of community studies Renee Tajima-Peña teaching a class in video A carefully planned program of high school production for documentary filmmaking. Beginning in fall 2005, UCSC’s Community Studies Department will offer courses provides you with excellent preparation a master’s program in social documentation, in which Tajima-Peña and others will train students to use social science for university work. If you did not complete the methodologies to analyze social problems and to capture people’s lives and culture in visual, audio, or print media. basic required courses in high school, you should take equivalent classes at a community You should understand, however, that the minimum levels of competence in reading, writ- college, state university, or private school before “a–g” and transfer-student requirements are ing, and mathematics. A student who is well pre- transferring to UC. (Requirements for transfer minimum entrance standards. Completing the pared for university work will have taken four years students are explained on pages 16–17.) This required courses with satisfactory grades will of English in high school, four years of mathemat- background can give you a definite edge in your not automatically prepare you for university- ics, including a course in the senior year, two to undergraduate studies and provides an opportu- level work in every subject, much less in your three years of a language other than English, two nity to do advanced preparation for your cho- major. Many entering students discover to their to three years of laboratory science, two or more sen field. Most important, if you master certain dismay that they are not adequately prepared years of history and social studies, and one or more basic skills and subjects before entering UC, for basic courses, such as English composition years of visual or performing arts. A yearlong high you substantially increase your chances of suc- and calculus, which they may be expected to school course is generally equivalent to a semester cess at the university. take in their freshman year. Also, many under- or quarter of college work. As a prospective university student, you graduate majors, particularly those in sciences Reading. Many students are not prepared should give priority to completing the basic sub- and mathematics, require more preparation for either the kinds or amounts of reading ject courses required for admission—the “a–g” than that necessary for admission. A lack of demanded at the university. You should be- requirements described on page 15. In addition, preparation can cause problems for students come proficient in reading and understanding you should give careful thought to the general who do not decide on a major until after they technical materials and scholarly works. You field of study, if not the specific major, you want enter the university or for those who prepare should learn to read analytically and critically, to pursue at the university. If you can make this for one major but later change to another. actively questioning yourself about the decision in advance, you can take additional high For these reasons, you should take a thorough author’s intentions, viewpoint, arguments, and school or college courses related to your field. academic program in high school—or the equiva- conclusions. You should also become familiar, Your school counselor or an instructor can help lent through a combination of high school and and comfortable, with the conventions of you select the courses you need. college-level classes—that will prepare you beyond standard written English and with various 246_UCSCGenlCatalog.05_013 9/13/2004 2:17 PM Page 15

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students selecting such a major should take the Subject Requirement course before transferring. You should prepare yourself for university a. History/social science—two years required. Two years of history/social science, includ- calculus courses before entering UCSC. In ing one year of U.S. history, or one-half year of U.S. history and one-half year of civics or addition to the three years of high school mathe- American government; and one year of world history, cultures, and geography. matics required for admission, you should take the equivalent of a year of precalculus mathematics. b. English—four years required. Four years of college preparatory English that include fre- Your high school math courses should include quent and regular writing, and reading of classic and modern literature. Not more than two (a) basic operations with numerical and algebraic semesters of ninth-grade English can be used to meet this requirement. functions; (b) operations with exponents and radicals; (c) linear equations and inequalities; c. Mathematics—three years required, four years recommended. Three years of college (d) polynomials and polynomial equations; (e) preparatory mathematics that include the topics covered in elementary and advanced algebra functions and their graphs; (f) trigonometry, and two- and three-dimensional geometry. Approved integrated math courses may be used to logarithms, and exponential functions; and (g) fulfill part or all of this requirement, as may math courses taken in the seventh and eighth applications and word problems. grades that your high school accepts as equivalent to its own math courses. d. Laboratory science—two years required, three years recommended. Two years of laboratory science providing fundamental knowledge in at least two of these three disciplines: Admission as a biology (which includes anatomy, physiology, marine biology, aquatic biology, etc.), chemistry, and physics. Laboratory courses in Earth sciences are acceptable if they have as prereq- Freshman uisites or provide basic knowledge in biology, chemistry, or physics. The appropriate two The university considers you a freshman appli- years of an approved integrated science program may be used to fulfill this requirement. Not cant if you have graduated from high school more than one year of ninth-grade laboratory science can be used to meet this requirement. and have not enrolled in a regular session at any e. Language other than English—two years required, three years recommended. Two college or university. If you attend a summer years of the same language other than English. Courses should emphasize speaking and under- session immediately after graduating from high standing and include instruction in grammar, vocabulary, reading, and composition. Courses school, you are still a freshman applicant. in a language other than English taken in the seventh and eighth grades may be used to fulfill The admission and selection process for part of this requirement if your high school accepts them as equivalent to its own courses. freshmen to UC Santa Cruz reflects the academic rigor and preparation needed for admis- f. Visual and performing arts discipline (VPA)—one year required. One year of visual sion to a major research institution. Meeting and performing arts chosen from the following: dance, drama/theater, music, and/or visual art. the minimum eligibility requirements for the university does not guarantee you admission as a g. College preparatory electives—one year required. One year (two semesters), in addition freshman. Students are encouraged to achieve to those required in “a–f” above, chosen from the following areas: visual and performing arts well beyond the minimum requirements to (non–introductory level courses), history, social science, English, advanced mathematics, lab- enhance opportunities for selection to the uni- oratory science, and language other than English (a third year in the language used for the versity. “e” requirement or two years of another language). Information regarding the admission and selection process for UC Santa Cruz can be accessed at admissions.ucsc.edu. This site pro- writing strategies and techniques. Your read- pronoun references; and (f) punctuate, capital- vides information on establishing UC eligibility ing experience should include original works ize, and spell correctly. for both residents and nonresidents of in their entirety, not just textbooks and Before attending the university, you should California. If you are unable to access the anthologies, and should encompass a wide take English courses that require the develop- online information, please call the Admissions variety of forms and topics. ment and practice of these skills. You must take Office at (831) 459-4008. Writing. Effective critical thinking and profi- the equivalent of four years of high school ciency with written language are closely related, English composition and literature courses that and both are skills that every university student stress expository writing—the development of Examination Arrangements must master. By university standards, a student persuasive critical thinking on the written page. Registration forms and information about the who is proficient in English composition is able Mathematics. Many undergraduate majors required tests may be obtained from the follow- to (a) understand the assigned topic; (b) select require preparation in mathematics beyond that ing addresses: and develop a theme by argument and example; necessary for admission to the university. All (c) choose words that aptly and precisely convey majors in the physical and biological sciences, For the SAT I and SAT II: the intended meaning; (d) construct effective engineering, and mathematics require calculus. Web: www.collegeboard.com/student/testing/ sentences, ones that economically and success- Many majors in the social sciences require sat/scores/sending.html fully convey the writer’s ideas and display a vari- statistics or calculus, and some require both. If (800) 728-7267 ety of structures; (e) demonstrate an awareness you have selected a major that requires either of the conventions of standard written English, calculus or statistics, you should expect to take For the ACT: avoiding such errors as sentence fragments, run- that course during your freshman year. Transfer Web: www.act.org/aap/scores/howrequest.html on sentences, faulty agreements, and improper (319) 337-1313 246_UCSCGenlCatalog.05_013 9/13/2004 2:17 PM Page 16

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The admission and selection process for transfer students reflects the academic rigor and preparation needed for admission to a major research institution. UC Santa Cruz gives highest priority to junior-level transfers from California community colleges. Information regarding the admission and selection process for UC Santa Cruz can be accessed at admissions.ucsc.edu. This site provides information on establishing UC eligibility for both residents and nonresidents of California. If you are unable to access the online information, please call the Admissions Office at (831) 459-4008.

Credit for Courses Taken Elsewhere The university gives unit credit to transfer students for courses they have completed at other accredited colleges and universities, including courses taken at recognized institutions outside of the U.S. To be accepted for credit, your courses must be comparable to those offered at the university, as determined by the campus Admissions Office. The UC Santa Cruz department sponsoring your major decides which transfer courses may be used to satisfy major requirements. Chemistry major Cesar Onesto credits the Early Academic Outreach Program (EAOP) for aiding him in his Because a total of 70 semester units (105 journey to UCSC. As a participant in the Academic Excellence Program (ACE), Cesar has completed intensive quarter units) of credit toward a university sections in organic chemistry that challenge a group of students to commit to further research together. Cesar, degree may be earned at a community (two- whose dream is to become a doctor, is now attending medical school. year) college, only subject credit will be granted for courses taken in excess of these amounts. Applicants will not be considered for Test fees should be paid to the testing services, Transfer Credit admission if they have completed more than not to the University of California. 90 semester units (135 quarter units) of UC– When you take any of the required tests, you Transfer credit may be granted to a freshman transferable credit because it is not usually must indicate at that time that you want your applicant for an acceptable college course taken possible for these students to complete a scores to be reported to the UC Santa Cruz while still in high school if an official transcript bachelor’s degree within UC Santa Cruz gradu- Office of Admissions. Your scores will be regard- is received from the college that conducted the ation requirements. Advanced Placement (AP) ed as official only if they are reported directly to course. or International Baccalaureate Higher Level the Admissions Office by the testing services. Transfer credit is also granted for each (IBH) credit is permitted to exceed the 90 The Educational Testing Service school code College Board Advanced Placement Exam- semester unit maximum by the number of AP for UC Santa Cruz is 004860. ination completed with a score of 3, 4, or 5 and for each International Baccalaureate Higher or IBH units granted. Level Exam completed with a score of 5, 6, or 7. Opportunities to take courses at UC Santa High School Proficiency Examination Cruz as a nonmatriculated student are available through Summer Session, Concurrent In lieu of the regular high school diploma, the Enrollment through UC Extension, and University of California will accept the following: Admission as a Intersegmental Cross-Enrollment (see page 44). • Certificate of Proficiency, awarded by the Transfer Student State Board of Education upon successful completion of the California High School The University of California defines a transfer UC Santa Cruz Transfer Services Proficiency Examination applicant as a student who has been a registered student in a college or university or in college- The Admissions Office provides information • Proficiency tests from other states level extension classes following high school and services to all students who wish to transfer • General Educational Development (GED) graduation. Summer session attended immedi- to UC Santa Cruz, including transfer work- Certificate ately following high school graduation is exclud- shops and student-led tours of the campus. ed in this determination. If you are a transfer Workshops include information on entrance applicant, you cannot disregard your college requirements for transfer students, how courses record and apply for admission as a freshman. taken at other colleges or universities will fulfill UCSC’s general education requirements, and 246_UCSCGenlCatalog.05_013 9/13/2004 2:17 PM Page 17

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how to prepare for your major. Other topics The university does not have financial Second Bachelor’s Degree discussed in the workshops include academic assistance for international students. programs and resources available at UCSC, stu- For information about services for interna- If your educational goals have changed substan- dent life, financial aid, Educational tional students, see Office of International tially since receiving your bachelor’s degree, you Opportunity Programs, Services for Transfer Education, page 40. may be eligible to pursue a second undergradu- and Re-Entry Students, and housing options. ate degree in an established major at UCSC. Transfer workshops and guided tours You must meet regular university admission happen year-round and both require advance Readmission requirements, and your experience or previous reservations. Please call the Admissions Office, scholarship record must show potential for aca- Cook House, at (831) 459-4008 to make a If you are an undergraduate who wants to demic success in your proposed area of study. reservation. return to UC Santa Cruz after an absence of a Additional selection criteria may be applied. In addition, UCSC counselors make portion of a quarter or more, you must file an Admission is also subject to approval by the regular visits to many community colleges in Application for Readmission. The application appropriate department and the selected college. California. Check with your counseling depart- form is available online at advising.ucsc.edu/read For a second degree, you must fulfill major ment or transfer center to determine whether a and from your college office. The completed and residence requirements, as well as system- UCSC counselor will be visiting your commu- application should be filed, along with the non- wide requirements in American history and nity college. refundable $40 application fee (subject to institutions and Subject A (see pages 25–26). change), with the Office of Admissions during You must enroll for at least three quarters and the appropriate period: are usually restricted to six quarters total. Admission of Quarter of Limited Status International Attendance Filing Period Students Fall quarter November 1–July 31 If you have already completed an undergraduate Winter quarter July 1–October 31 degree and you have a particular reason to take The University of California welcomes applica- Spring quarter October 1–January 31 specific undergraduate university classes, you tions from international students. The academic If during your absence you attended another may be eligible to enroll in a nondegree program credentials of applicants from other countries are UC campus, an official transcript must be sub- as a limited-status student. evaluated in accordance with the general regula- mitted to the Office of Admissions before your Your proposed program of study must either tions governing admission. application will be sent to your college for prepare you for graduate or professional school UC Santa Cruz accepts applications from approval. If you attended another collegiate or satisfy some definite educational need or international students for the fall quarter, and institution, your UC Santa Cruz college may interest. Participants generally enroll full-time students should begin application inquiries a require a transcript. If you left for health for a specified period that does not exceed three year before the quarter of desired admission. reasons, clearance from the Cowell Student quarters. You must meet regular university Openings for the winter quarter may be limit- Health Center is required. You must pay all out- admission requirements, and your experience or ed. If you are interested in applying for winter, standing bills owed to the university before you previous academic record must show potential check with the Office of Admissions. For infor- will be permitted to register. for success in your proposed program. mation, write to [email protected] or the Additional selection criteria may be applied. International Admissions Specialist, Office of Admission is subject to approval by the appro- Admissions, University of California, Santa Admission to priate department or college. Cruz, 1156 High Street, Santa Cruz, CA 95064. Students whose native language is other Special Categories High School Honors than English must take the Test of English as a Foreign Language (TOEFL) or the Advanced For information on applying for admission If you are an outstanding student attending a Placement Exam in International English in the categories described below, please contact high school in Santa Cruz County, you may be Language (APIEL). A minimum score of 220 the Office of Admissions at [email protected] able to enroll concurrently in high school and (computer-based) or 550 (paper-based) is or University of California, Santa Cruz, 1156 in regular courses at UC Santa Cruz during required on the TOEFL. A minimum score of High Street, Santa Cruz, CA 95064, (831) your senior year. 3 is required on the APIEL. Students interested 459-2131. To participate in the High School Honors in enrolling in an intensive English-language Applications from students interested in pur- Program, you must apply during your junior program to improve proficiency can apply to suing a second baccalaureate or limited-status year and meet special admission standards. You English Language and International Programs, program will be considered as campus enroll- may enroll only in courses that do not duplicate UCSC Extension, 1101 Pacific Avenue, Suite ment allows. Priority is given to applicants who those available in your high school. You receive 200, Santa Cruz, CA 95060, (831) 427-6638. have not yet had the opportunity to complete a full university credit for all approved courses Web: ucsc-extension.edu/eli. bachelor’s degree. completed. A financial certificate and official academic In this program, you pay reduced fees and are records will be required if admitted to the uni- entitled to use student services except those versity. Generally, nonimmigrant students offered by the Cowell Student Health Center. must provide documentation that sufficient funds will be available to cover nonresident tuition, educational fees, and living expenses. 246_UCSCGenlCatalog.05_013 9/13/2004 2:17 PM Page 18

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Nondiscrimination and Affirmative Action Policies

Student-Related Matters The University of California, in accordance with applicable federal and state law and university policy, does not discriminate on the basis of race, color, national origin, religion, sex, disability, age, medical condition (cancer- related), ancestry, marital status, citizenship, sexual orientation, or status as a Vietnam-era veteran, special disabled veteran. The university also prohibits sexual harassment. This nondiscrimination policy covers admission, access, and treatment in university programs and activities. Grievance procedures have been established to process student complaints alleging violation of these regulations or university policies. Inquiries concerning sex discrimination and sexual harassment may be addressed to the Title IX officer. Inquiries concerning disability may be addressed to the director of the Disability Resource Center, who serves as the 504/Americans Shopping for supplies at UCSC’s fully stocked Bay Tree Bookstore with Disabilities Act (ADA) compliance officer for student programmatic access. Student com- University policy is intended to be consis- ty community who exercise most authority and plaints related to discrimination in student pro- tent with the provisions of applicable state and leadershi: faculty, managers, and supervisors. grammatic academic areas are reviewed in con- federal law. The University of California is an The university has therefore instituted a formity with the procedures established by the affirmative action/equal opportunity employ- number of measures designed to protect its Academic Senate, and inquiries may be directed er. The university undertakes affirmative community form sexual and other forms of to the director, Student Judicial Affairs. action to assure equal employment opportuni- harrassment. Students, faculty and staff who Students may also refer to the campus Student ty for underutilized minorities and women, for want information, advice, to file a complaint, Policies and Regulations Handbook, Section persons with disabilities, and for covered veter- and/or copies of UCSC's Sex Offense Policy 115.00, for procedures and resource persons ans (Vietnam-era veterans, special disabled vet- and Procedures for Reports of Sexual Assault(s) regarding grievances. The Student Policies and erans, recently separated veterans, or any other and Sexual Harrassment should contact Rita E. Regulations Handbook may be accessed via the veterans who served on active duty during a Walker, Title IX/Sexual Harrassment Officer, web at www2.ucsc.edu/judicial/. war or in a campaign or expedition for which a 29 Clark Kerr Hall, (831) 459-2462 or via e- campaign badge has been authorized). mail at [email protected] . For detailed informa- Employment-Related Matters Employment-related discrimination com- tion about the services of the Title IX/Sexual plaints from student employees are processed The University of California prohibits discrimi- Harrassment Office, visti the web site at in conformity with appropriate personnel poli- nation against or harassment of any person cies. Inquiries regarding the university’s equal www2.ucsc.edu/title9-shl.The Title IX/SHO is employed by or seeking employment with the employment opportunity policies may be also available to investigate other violations of university on the basis of race, color, national addressed to the Equal Employment Title IX. origin, religion, sex, gender identity, pregnancy Opportunity/Affirmative Action Office, (including childbirth and medical conditions (831) 459-2349. related to pregnancy and childbirth), physical or mental disability, medical condition (cancer- Sexual Harassment/Title IX related or genetic characteristics), ancestry, mar- The university cherishes the free and open ital status, age, sexual orientation, citizenship, or exchange of ideas and enlargement of knowl- status as a covered veteran, special disabled vet- edge. To maintain this freedom and openness eran, recently separated veteran, Vietnam-era requires objectivity, mutual trust, and confi- veteran, or any other veteran who served on dence; it requires the absence of coercion, intimidation, or exploitation. The principal active duty during a war or in a campaign or expedition for which a campaign badge has responsibility for maintaining these conditions been authorized. must rest upon those members of the universi-

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and campuswide student government, extracur- equal to or better than the student health Expenses and ricular programs and recreation facilities, cam- insurance plan. Deadlines for applying for a pus child care, community and public service waiver are listed in the Schedule of Classes Financial projects, Educational Opportunity Programs (reg.ucsc.edu/soc). and scholarships, and free-fare use of the local Some courses charge an additional Course Resources transit systems. Campus fees paid by graduate Materials Fee. These fees recover the cost of students are provided on page 51. materials, supplies, equipment, and support In addition, all students, including foreign services not covered by the normal instruction- Expenses students, are assessed a mandatory Health al budget. The fees are reviewed and approved Insurance Premium. The Cowell Student annually by the Miscellaneous and Course n determining the cost of attending UCSC each Health Center provides the primary care services Materials Fee Advisory Committee. The list of I quarter, students should consider both required for the plan while a contracted insurance compa- specific courses charging fees in 2004–05 is fees and personal expenses. The figures below are ny provides major medical and hospitalization available in the quarterly Schedule of Classes and provided to help you draw up a realistic personal insurance. There is an annual deductible, with on the web at reg.ucsc.edu/coursefees.html. budget. If you then conclude that you will need most expenses covered at 80 percent of the financial assistance in order to attend UCSC, you customary and usual charge. Coverage includes, Nonresident Tuition should read the Financial Aid section below. Fees but is not limited to, hospital stays; surgical and additional financial information for graduate services; physician visits; emergency treatment; If you are a resident of a state other than students appear on pages 51–52. Tuition, fees, and outpatient care; and pregnancy. Dependent California or of another country, you must pay other charges are subject to change without notice coverage is also available. Detailed information is nonresident tuition, the nonresident educa- by the UC Regents. For the most current fee infor- on the web at www2.ucsc.edu/healthcenter/billing/ tional fee, and other required fees (university mation, check reg.ucsc.edu. insurance.shtml or contact the Student Health registration and Santa Cruz campus fees). The Insurance Office, (831) 459-2389. criteria for residency appear in Appendix A. Required Fees Waivers from the mandatory health insur- Non–U.S. citizens note: Regardless of how ance premium are available if you can show long you live in California, only U.S. citizens Required fees are due and payable before the that your private insurance provides coverage and holders of immigrant visas may become start of each quarter. At the beginning of each qualified for resident classification. quarter, you will need sufficient funds to cover housing charges and book costs. For many a financial aid recipients, however, fees and on- Undergraduate Budget, 2004–05 campus housing charges are paid automatically from approved student aid funds. If you are a California Residents Nonresidents financial aid recipient, please note that checks On Campus One F-W-S One F-W-S and direct deposits for scholarships, grants, and Quarter Quarters Quarter Quarters loans in excess of university charges are not available to you until after registration and Required Fees enrollment each quarter. If you do not pay your University Registration Feeb $ 238.00 $ 713.00 $ 238.00 $ 713.00 required registration fees in full by the Educational Feec 1,657.00 4,971.00 1,817.00 5,451.00 announced deadline, your classes for the Santa Cruz campus fees 257.35 771.95 257.35 771.95 upcoming quarter will be dropped. You must Health insurance (waivable) 189.00 567.00 189.00 567.00 pay required fees and relevant late fees in full Subtotal $2,341.35 $7,022.95 $2,501.35 $7,502.95 before you may re-enroll for classes for that quarter. Estimated Personal Expensesd The University Registration Fee supports Room and board $3,649.00 $10,947.00 $3,649.00 $10,947.00 student services that provide a supportive and Books and supplies 434.00 1,302.00 434.00 1,302.00 enriching learning environment and that are Miscellaneous 454.00 1,362.00 454.00 1,362.00 complementary to, but not part of, the instruc- Transportation 271.00 813.00 271.00 813.00 tional program. Programs include, but are not Subtotal $4,808.00 $14,424.00 $4,808.00 $14,424.00 limited to, services related to the physical and Total Budget CA Residents $7,149.35 $21,446.95 psychological health and well-being of students; social and cultural activities and programs; Nonresident Tuition $5,492.00 $16,476.00 services related to campus life; and educational and career support. Total Budget CA Nonresidents $12,801.35 $38,402.95 The Educational Fee helps support student financial aid and related programs; admissions; a The 2005–06 Undergraduate Budget will be posted in the 2005–06 online catalog at reg.ucsc.edu in July 2005. registration; administration; libraries; operation b Two quarters at $238 and one quarter at $237. and maintenance of plant; the university’s c For California residents, the annual amount for the Educational Fee is $4,971. Nonresidents of California pay an annual operating budget; and all costs related to Educational Fee of $5,451. Undergraduates who are unable to maintain a full-time program of study because of employment instruction, including faculty salaries. responsibilities, family obligations, or health problems may be eligible for a 50 percent reduction in the Educational Fee. Santa Cruz campus fees help support a d Estimated personal expenses for students living off campus total $4,301 per quarter or $12,903 for three quarters. Estimated wide range of student services, including college personal expenses for students living with family total $2,379 per quarter or $7,137 for three quarters. 246_UCSCGenlCatalog.06_019 9/13/2004 2:18 PM Page 20

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and includes an allowance for additional meals and phone service. Although anticipated rates for college apartments are considerably less— from about $5,736 to $8,508—expenses are comparable once food costs are added; students in college apartments can expect to spend approximately $3,266 for food and phone service. Rates are paid quarterly. The rate ranges listed above do not cover periods of academic recess, nor does the budget on page 19. Housing charges are normally payable at the beginning of each quarter. However, students may arrange with the Campus Housing Office to pay monthly. More detailed information on room and board expenses for the individual colleges appears in a brochure distributed as part of the admission process or available from the Campus Housing Office, 104 Hahn Student Services Building, (831) 459-2394. Miscellaneous. This budget item covers a broad range of expenses including clothing, laundry, personal grooming, recreation, and health maintenance. It also covers minimum expenses for modest travel to visit family. To bridge the gap between the cost of a UCSC education and what parents and students can reasonably afford to pay, the campus offers a wide variety of financial aid packages, including grants, scholarships, loans, and part-time employment. Each student requesting financial aid is assigned an adviser. Fee Refunds Students who cancel their registration before Schedules of Refunds the first day of instruction in a given quarter Late Fees are refunded all required fees minus a $10 ser- You may be assessed late fees if you fail to make All Continuing and Readmitted Students and New vice charge. New undergraduate students who university payments or enroll by the specified Students Not Receiving Federal Financial Aid cancel their registration before the first day of instruction are entitled to a refund of all deadlines. For example, late fees are assessed on a Number of Percentage of graduated basis for each month there is an calendar days fees refunded* required fees except the nonrefundable $100 unpaid balance on your university account, and undergraduate acceptance of admission fee at $50 each for a late registration payment and/or 1st day of instruction 100 (applied toward the university registration fee). late enrollment and $25 for a late housing pay- 2–7 90 Once the quarter has begun, students must 8–18 50 ment. Deadlines are published in The Navigator 19–35 25 petition for withdrawal. The percentage of fees (the undergraduate campus handbook) and the 36 and over 0 refunded is determined by the effective date of Schedule of Classes, both online at reg.ucsc.edu, the withdrawal, according to the schedule at the and they appear on the Statement of Account. New Students Who Receive Federal Financial Aid left, in which day 1 is the first day of instruc- and Withdraw during Their First Academic Term tion. A student is not eligible for university services after the effective date of withdrawal. Estimated Personal Expenses Number of Percentage of calendar days fees refunded* A student entering the armed forces before The figures given for estimated personal the sixth week of the quarter is entitled to a full expenses are for a single undergraduate living 1st day of instruction 100 refund of the university registration fee—pro- on campus. Expenses will be higher for mar- 2–7 90 vided no course credit is received. 8–14 80 More detailed information on withdrawal ried students, students with children, and 15–21 70 graduate students. The information is as cur- 22–28 60 and refund procedures is included in the quar- rent and realistic as possible; however, expenses 29–35 50 terly Schedule of Classes and The Navigator, 36–42 40 both online at reg.ucsc.edu, and in the Graduate for students vary in accordance with lifestyles, 43 and over 0 priorities, and obligations. Student Handbook (graddiv.ucsc.edu). Room and board (in college residences). *For new students, the nonrefundable $100 Information on refunds of room and board Rates for room and board in the college resi- Undergraduate Acceptance of Admission Fee is withheld charges is contained in the campus housing dence halls are expected to range from about from the University Registration Fee; the schedule of contract, provided to all applicants for on-cam- refunds applies to the balance of fees. Percentages listed pus housing. For more information on how $8,109 to $11,274 per year, depending on the (days 1–35 or days 1–42) should be applied individually type of accommodation and meal plan. The to Nonresident Tuition, the Educational Fee, the withdrawing affects your financial aid, refer to room and board amount of $10,947 in the University Registration Fee, and Santa Cruz campus Your Complete Guide to Financial Aid Undergraduate Budget table on page 19 is based fees. The Health Insurance Fee is nonrefundable. (www2.ucsc.edu/fin-aid/Brochures.html) or con- on the weighted average of on-campus contracts tact the Financial Aid Office. 246_UCSCGenlCatalog.06_019 9/13/2004 2:18 PM Page 21

EXPENSES AND FINANCIAL RESOURCES 21

Deferred Payment Plan offices throughout the country. Applications are offset mandatory registration fees for the aca- also available on the web at www.fafsa.ed.gov. demic year. Students are selected on the basis of The Deferred Payment Plan (DPP) provides an A Renewal FAFSA will be generated each year academic achievement and financial need. alternative method of budgeting and paying reg- for most prior-year aid applicants. This will be The Cal Grant B program, designed for istration fees. It allows these fees, to the extent available by January prior to the next academic California students from low-income families, not covered by scholarships, loans, or other finan- year. If a Renewal FAFSA is not generated for will provide an annual living stipend of $1,551 cial aid, to be paid in monthly installments. you, you will need to submit the FAFSA either to all eligible freshman students in 2004–05. In Students have a choice of applying for a three- on paper or via the web. Prior-year financial aid 2004–05, to help offset mandatory registration month plan for individual quarterly fees, or, at applicants can use their PINs to access and sign fees and aid with annual living expenses, this the beginning of the fall quarter only, for a nine- their Renewal FAFSAs on the web. The Central grant is expected to provide $7,235 to students month plan to be used for the fall, winter, and Processing System will automatically send PIN at the sophomore level and above. spring quarters. A nonrefundable application fee mailers instead of paper Renewal FAFSAs to All California residents seeking financial aid of $25 for the three-month plan, or $60 for the eligible applicants who are graduate students or must apply for a Cal Grant by submitting a nine-month plan, is required. Any student in who used the Internet to submit a FAFSA or FAFSA by March 2 and listing a four-year good financial and academic standing may apply make corrections. A paper version of the Renewal California college in the information-release for DPP. Students receiving financial aid suffi- FAFSA will be mailed to other students. section of the FAFSA. New applicants for the cient to cover registration fees in full are not In many cases, the Financial Aid Office will Cal Grant must also file a GPA Verification eligible for this plan. For more information about need additional information from the appli- form directly to the California Student Aid how to apply for DPP, application deadlines, cant. These applicants will be sent instructions Commission by March 2. and campus policies regarding the program, specifying the required documents (e.g., copies Federal Pell Grants are expected to provide a contact the Office of Student Business Services, of student and parent tax returns). The dead- maximum of $4,050 during 2004–05. 203 Hahn Student Services Building, (831) line for these supporting documents is May 1. Federal Supplemental Educational 459-2519, e-mail [email protected], or visit the Applications received after the deadline will Opportunity Grants are available to students web site at www2.ucsc.edu/accts-rec. not be reviewed until those received on time with substantial financial need. The grants have been processed. Late applicants will be range from $100 to $4,000. considered on a funds-available basis. University Grants are designed for students Financial Aid The admission notification date is the finan- with substantial financial need. Funds for this cial aid application deadline for students seek- grant program come in part from the educa- For undergraduate students who require financial ing to transfer to UCSC during the winter or tional fees paid quarterly by students at all cam- assistance, the university maintains a broad-based spring quarter of the following academic year. puses of the university. The average grant in financial aid program of grants, scholarships, loans, The supporting documents must be submitted 2003–04 was $4,337. and part-time employment. Administered by the within three weeks of the date they are requested. Financial Aid Office, these resources help bridge Freshman applications will be processed first, Scholarships the gap between the cost of education and what and every effort will be made to provide fresh- A variety of scholarships, ranging from $250 parents and students can reasonably contribute. men with an aid offer by May 1. The earlier the per year to an amount that covers full financial If you are a dependent student, the amount FAFSA is submitted after January 1, the earlier need, are available to undergraduates. Funding of the contribution expected from you and your you will receive an offer. All other applicants will comes from many sources—private donors, parents is determined through a careful analysis be notified as applications are processed after corporations, professional associations, alumni, of your family’s financial strength, considering that date. If you are applying for winter or spring and the university itself. such variables as net income, number of depen- quarter, you will receive notification of your The amount of the scholarship award is gen- dents, allowable expenses, indebtedness, and award as soon as possible after you are admitted erally based on the student’s demonstrated assets (excluding the home you live in). Nation- and your aid application file is complete. financial need. In cases where the student’s ally established procedures and campus policies established financial need exceeds the amount are used in the evaluation. The same policies Types of Aid of the scholarship, the award may be supple- apply to married and independent students. mented by other types of financial aid. If you apply for financial aid and you meet the Merit scholarships are awarded competitively deadlines outlined above, you are considered on the basis of high academic achievement and Application Deadlines for all the types of assistance described below. potential. Other scholarships are restricted to Financial aid applications may be filed beginning Depending upon the funds available and your students from particular geographic areas or on January 1 preceding the academic year in financial need, your financial aid package may family backgrounds or are limited to students which you wish to enroll. The deadline for appli- include a combination of grants, scholarships, in particular majors, classes, or colleges. The cations is March 2. If you are an entering or con- loans, and work opportunities. donors have different reasons for giving, and tinuing student seeking financial assistance for their varied interests are reflected in the wide fall, winter, or spring enrollment, you must file a Grants range of scholarships available. Merit and completed Free Application for Federal Student The following grants are available to under- restricted scholarship awards range up to Aid (FAFSA) or Renewal FAFSA no later than graduates. Students must submit the FAFSA by $2,000 and are for one year. Students must March 2 preceding the academic year for which March 2 for the following academic year. reapply for these scholarships each year. you are requesting aid. The FAFSA is available The Cal Grant A program, open only to in high school guidance and college financial aid California residents, is expected to provide a maximum award of $5,684 in 2004–05 to help 246_UCSCGenlCatalog.06_019 9/13/2004 2:18 PM Page 22

22 UNDERGRADUATE ADMISSION AND FINANCIAL INFORMATION

Regents Scholarships are awarded for periods of interest rate in 2003–04 for students in repay- Other loans. The UCSC Financial Aid Office four years to entering freshmen and for periods ment was 3.42 percent.) can provide information about other privately of two years to continuing or transfer students sponsored education loans upon request. beginning their junior year at the university. Non-Need-Based Loans These awards are based on academic achieve- William D. Ford Federal Direct Unsubsidized Work-Study Program ment and promise, irrespective of financial Student Loans are administered by the Financial Employment through the work-study program is need. New recipients of Regents Scholarships Aid Office. These loans are available to students offered to eligible financial aid applicants and is receive either an honorarium of $3,000, for stu- who do not qualify for the subsidized loans available during the academic year (late dents with no calculated financial need, or a (above), and students must first be determined September through early June). Students are stipend that pays full in-state financial need as ineligible for a Federal Direct Subsidized hired for part-time employment at prevailing calculated by the Financial Aid Office. Student Loan. Interest is charged on unsubsi- rates, with federal funds paying part of the wages For the academic year beginning each fall dized loans from the date the loan is made. The and the employer paying the balance. Students quarter, new freshmen and transfer students interest rate—established by Congress every July may apply for a variety of jobs on campus or with 1—is variable and is the same as for Federal apply for scholarships by filing the Application approved nonprofit organizations off campus. Direct Subsidized Student Loans. The cap is for Undergraduate Admission and Scholarships 8.25 percent. (The interest rate for 2003–04 Job postings are announced initially at the during the November 1–30 filing period. was 3.42 percent.) Work-Study Orientation held on the first Continuing students file an undergraduate The borrower must pay an origination fee Sunday of fall quarter. All work-study jobs for scholarship application by February 1. Late and insurance premium totaling 3 percent less a 2004–05 are posted on the web beginning applications are not considered. 1.5 percent upfront interest rebate, which is September 19, 2004, and students must apply deducted from the amount of the loan. online. For job listings, application process, and Need-Based Loans Eligibility is calculated by subtracting any finan- more information on the Career Center, visit Student loan funds are administered by UC in cial assistance awarded the student from the cost our web site: www2.ucsc.edu/careers. (Check the accordance with the regulations of the federal of education as defined by the Financial Aid web in September 2005 for 2005–06 jobs.) government and the Regents. There is no inter- Office (see Undergraduate Budget, page 19). est on need-based student loans as long as the Loan limits for dependent students are the same Further Information student is enrolled in college at least half-time. as for the Federal Direct Subsidized Student To qualify, students must be enrolled in a Loans. Federal Direct Subsidized and For more information about applying for finan- degree program and demonstrate financial Unsubsidized Student Loans are added together cial aid, deadlines for filing applications and sup- need. To apply for these loans, students must for students who have both types to determine if porting documents, and campus policy regarding submit the FAFSA. the limit has been reached. refunds of overpayments, contact the Financial Through the Federal Perkins Loan Program, Independent students have higher combined Aid Office, 201 Hahn Student Services Building, students may borrow up to $20,000 for under- Federal Direct Subsidized and Unsubsidized (831) 459-2963, e-mail [email protected], graduate study and up to $40,000 for under- Student Loan limits than do dependent students. or visit www2.ucsc.edu/fin-aid/. graduate and graduate study combined. The annual limits for independent students are Repayment begins nine months after gradua- as follows: $6,625 for first-year students; $7,500 tion or withdrawal from higher education. The for second-year students; $10,500 for other Veteran Services interest rate is 5 percent per year. undergraduates; and $18,500 for graduate The University Loan Program provides long- students. Students may borrow up to $46,000 The Veteran Services staff act as a liaison between term loans from UC funds. Repayment begins six for undergraduate study and $138,500 for students and the Department of Veterans Affairs. months after graduation or withdrawal from high- undergraduate and graduate study combined. This includes certifying attendance for veterans, er education; the interest rate is 5 percent per year. Students may begin repaying principal and veterans’ dependents, and reservists and processing William D. Ford Federal Direct Subsidized interest on Federal Direct Unsubsidized Student various government forms. In addition, the office Student Loans are administered by the UCSC Loans immediately, pay only interest immediate- processes letters of authorization for the California Financial Aid Office. Students must demonstrate ly, or defer both principal and interest until they Department of Veterans Affairs’ college fee-waiver financial need, and annual limits are $2,625 for are no longer enrolled in school at least half-time. program for children of veterans who have service- first-year students, $3,500 for second-year stu- Through Federal Direct Parent Loans for connected disabilities or who have died from ser- dents, and $5,500 for all other undergraduates. Undergraduate Students, parents may borrow up vice-related causes. Students who are California res- The annual limit for graduate students is $8,500. to the full cost of education as defined by the idents apply for the college fee-waiver program Students may borrow up to $23,000 for under- UCSC Financial Aid Office, less any financial through their home county Veterans Affairs Office. graduate study and up to $65,500 for under- assistance the student receives. Parents must Students who are veterans or veterans’ graduate and graduate study combined. Students demonstrate creditworthiness for loan approval. dependents should contact Veteran Services as pay an origination fee and an insurance premi- Borrowers pay an origination fee and insurance soon as they receive notification of admission to um totaling 3 percent less a 1.5 percent upfront premium totaling 4 percent less a 1.5 percent UC Santa Cruz to ensure quick and efficient interest rebate, which is deducted from the loan upfront interest rebate, which is deducted from processing of their benefit claims. Dependents amount. Repayment begins six months after the loan amount. Loan payments begin 60 days must provide the office with the VA claim graduation or withdrawal from higher education. after the last disbursement. The interest rate is number and Social Security number of the vet- The interest rate—variable for new borrowers— variable and based on the 91-day T-bill auc- eran spouse or parent. is based on the 91-day T-bill plus the following tioned just prior to June 1 each year plus 3.1 per- Veteran Services staff are located at 190 additions: 1.7 percent during in-school grace and cent, with a cap of 9 percent. (The interest rate Hahn Student Services Building. An appoint- deferment periods and 2.3 percent during repay- for 2003–04 was 4.22 percent.) ment may be arranged by calling (831) 459- ment. Interest is capped at 8.25 percent. (The 1358 or by e-mail at [email protected]. 246_UCSCGenlCatalog.06_019 9/13/2004 2:18 PM Page 23

Undergraduate Academic Program

Planning Your Academic Program 25 Graduation Requirements 25 University Requirements 25 Advanced Placement and International Baccalaureate 27 Credits for Transfer Students 27 General Education Requirements 30 College Requirements 33 Major and Minor Requirements 33 Evaluating Academic Performance 35 Evaluations 35 Grades 35 Grade Points 35 Grade-Point Average 35 Pass/No Pass Option 35 Incomplete 35 Academic Standing/Minimum Progress 36 Repeating Courses 36 Comprehensive Examination/Senior Thesis 36 Academic Integrity 36 Honors 36 Transcripts 37 Privacy of Records 37 Advising: From Course Selection to Careers 37 Career Center 38 Educational Opportunity Programs 39 MARC/MBRS Programs 39 Academic Excellence Program 39 Services for Transfer and Re-Entry Students 39 Part-Time Program 40 Disability Resource Center 40 ROTC and Military Affairs 40 Office of International Education 40 Education Abroad Program 40 International Scholar and Student Services 40 Fulbright Grants 41 Field and Exchange Programs 41 UCDC Program 41 UC Center in Sacramento 41 Intercampus Visitor Program 41 Domestic Exchange Programs 41 Field Programs 41 Summer Programs 43

UCSC Extensionx 44 Intersegmental Cross-Enrollment 44

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PLANNING YOUR ACADEMIC PROGRAM;GRADUATION REQUIREMENTS 25

requirements for their intended major that are Office of Admissions determines which courses Planning Your offered at their current campus—before coming are transferable. to Santa Cruz. The Office of Admissions can Academic help you select appropriate courses, and you University Requirements should also consult with your community col- Program lege adviser. The Santa Cruz campus administers three requirements for graduation from the t UC Santa Cruz, the academic year is University of California: (1) American history A organized on the quarter system. Three and institutions, (2) Subject A: English compo- quarters—fall, winter, and spring—constitute Graduation sition, and (3) UCSC residence. These require- the regular academic year. Most UCSC courses ments are described in detail below. are equivalent to 5 quarter credits and require Requirements approximately equal amounts of work: about 15 American History and Institutions hours per week per course. You are normally o qualify for a bachelor’s degree, you must expected to enroll in 15 credits each quarter; Tmeet the following conditions, which are Every candidate for a bachelor’s degree must enrolling in a reduced or expanded course load explained in more detail in the following sections: demonstrate a knowledge of American history requires special approval. For specific informa- and institutions.* You may fulfill this require- tion on how courses are organized, see page 105. • Earn a minimum of 180 credits, each with ment in one of the following ways:† a grade of D or better (or Pass) You are normally expected to graduate in four • By achieving a score of 550 or higher on years. To do so, you must pass an average of 45 • Satisfy the university requirements in American history and institutions and in the College Board SAT II: Subject Test in credits per year, for a total of 180 credits. In order American History to complete certain majors with extensive course Subject A (English composition) • Meet the UCSC residence requirement • By achieving a score of 3, 4, or 5 on the requirements, junior transfer students may need College Board Advanced Placement to spend more than two years at UC Santa Cruz. • Satisfy each of the campus general education requirements with a course graded C Examination in American History, or by You may exceed four years with the approval of achieving a score of 5, 6, or 7 on the IBH an academic adviser from your college. or better (or Pass) • Satisfy the requirements of your UCSC History of Americas Examination The requirements for a bachelor’s degree are • By satisfactorily completing a college-level explained in the following section. Your adviser college • Complete an approved major program, course in American history and institu- can help you plan a program that fulfills these tions requirements efficiently while meeting your including its comprehensive requirement, with grades of Pass, C, or better in all • By certification of completion of the own educational goals (see Advising: From requirement on a transcript from an accred- Course Selection to Careers, pages 37–40). courses satisfying major requirements. In some majors, courses graded Pass may not ited California institution of higher educa- Here is what you can expect during four tion years at Santa Cruz: be used to satisfy major requirements. • Have a grade-point average of at least 2.00 • By completing an acceptable history or During your freshman year, you complete government course in high school that sat- your college core course and satisfy the Subject in all letter-graded courses taken at UCSC and other University of California campuses isfies the subject requirement for admission A requirement. You also begin to fulfill the to the university, described on page 15. general education requirements, which expose • Have no more than 25 percent of your you to a range of disciplines, and you may UCSC credits graded on a Pass/No Pass basis. This includes any credits completed Subject A: English Composition begin courses in your field. Every candidate for a bachelor’s degree must If you are uncertain about your choice of in the Education Abroad Program or on another UC campus in an intercampus demonstrate an acceptable level of ability in major, you may explore several fields of study dur- English composition. Before your fourth quar- ing your first two years at Santa Cruz. You are exchange program. Departments may require that some or all courses used to satis- ter of enrollment, you must fulfill this require- expected to declare your major by the end of your ment in one of the following ways: sophomore year. Students interested in majors fy the major must be taken for a letter grade. requiring heavy course prerequisites, such as music As a Santa Cruz student, you are responsible • By achieving a score of 680 or higher on and most majors in the physical and biological sci- for selecting the courses necessary to fulfill the College Board SAT II: Subject Test ences and engineering, should be certain they start graduation requirements and prepare for in Writing the appropriate sequences in a timely manner; advanced study or a career. It is essential that • By achieving a score of 3, 4, or 5 on the contact the department for advising. you consult regularly with academic advisers College Board Advanced Placement During your junior and senior years at Santa about course selection (see pages 37–40). Examination in English, or by achieving a Cruz, you concentrate on the upper-division Keep copies of your own records, including requirements for your major and complete your your transcripts from other institutions, admis- *Foreign students with an F (student) or J (exchange visitor) comprehensive requirement, as well as complete sion test scores, Transfer Credit Summary, visa are exempted from the American history and institutions your general education requirements. If you UCSC quarterly academic record reports, and requirement at the time they declare their candidacy for graduation. You can verify your exemption by bringing your entered UCSC without having fulfilled the performance evaluations. passport to the Office of International Education, 205 requirement in American history and institu- Transfer students may be able to use some of Classroom Unit Building. Call (831) 459-2858 for more tions, you will need to do so before you graduate. the courses they completed at other schools to information. Transfer students find it helpful to complete help meet the 180-credit requirement. (Semester- †Alternatives for satisfying this requirement vary among the campuses of the University of California. If you plan to courses that fulfill campus general education system credits can be multiplied by 1.5 to derive transfer to another UC campus, consult its general catalog requirements—as well as any lower-division equivalent quarter-system credits.) The UCSC for information on this point. 246_UCSCGenlCatalog.07_025 9/13/2004 2:19 PM Page 26

26 UNDERGRADUATE ACADEMIC PROGRAM

score of 5, 6, or 7 on the IBH English own cultural heritage and social situation; insight (IS code). Only one language course may be Language A1 Examination into countries, societies, and eras besides your used to satisfy an IH requirement, as all lan- • By achieving a score of 8 or higher on the own; proficiency in another language; and an guages are considered to be part of the same dis- UC systemwide Subject A Examination understanding of the nature of ethical and moral cipline. Similarly, only one literature course may • By demonstrating an acceptable level of choice. The formal requirements described here be used, and English (transfer) courses are con- proficiency on UCSC’s placement exami- should be considered foundations for exploration. sidered to be literature. Only one of the two IH nation, given several times during the year There are nine categories of general education courses may be from the arts (art, film and digi- • Particularly for transfer students, by com- requirements (see table below, Types of General tal media, history of art and visual culture, pleting at another institution an acceptable Education Requirements). Each category has a music, and theater arts). Transfer courses desig- college-level course of at least 4 quarter general education code associated with it, and nated IN from Anatomy, Botany, Physiology, credits, or the equivalent, in English com- only those courses carrying that code satisfy the and Zoology Departments are considered to be position with a grade of C or better requirement. The codes appear in the course “biology” courses for general education purposes. descriptions in this catalog and in the Schedule California high school seniors who have been Topical courses (T code). These courses expose of Classes. A list of Courses That Fulfill General admitted to UCSC must take the universitywide students to introductory-level themes of broad Education Requirements appears on pages Subject A examination given in May, unless social or intellectual relevance. Three courses are 30–31. The list is subject to change. You should they have already satisfied the requirement. required, no more than one from each academic check the Schedule of Classes each quarter for area. For information on which disciplines are the most up-to-date information. Residence in each area, see Arts, page 124; Engineering, Some courses satisfy more than one general Every candidate for a bachelor’s degree must be page 190; Humanities, page 270; Physical and education requirement, so the total number of registered at UCSC for a minimum of three Biological Sciences, page 329; and Social required courses may be 9 to 14. terms. (A term is a fall, winter, or spring quarter Sciences, page 359; see also the list of courses on in which a student completes 6 or more credits. pages 30–31. College core courses are labeled Each UCSC Summer Session in which you com- Types of General Education topical and carry the designation of the appropri- plete at least 2 credits is the equivalent of half a Requirements ate academic area. term’s residence.) In addition, of the final 45 Quantitative course (Q code). These courses quarter credits, 35 must be in regular courses of Category General Number of provide methods for acquiring quantitative rea- instruction that you have taken as a registered Education Required Code Credits soning that involve use of advanced algebra, student at UCSC. No more than 18 of the 35 statistics, or calculus. One course is required. credits may be completed in Summer Session. Introductions to IH 10 Courses taken through University Extension or disciplines—humanities Writing courses (C and W codes). These courses the Intercampus Visitor Program do not consti- and arts area* (from stress explicit attention to the craft of writing. tute regular courses and therefore do not satisfy two different disciplines) Having satisfied the Subject A requirement by the Introductions to IN 10 end of your first year of enrollment at UCSC (see residence requirements. disciplines—natural The credit requirement for residence is applied sciences and engineering page 25 for a description of the Subject A require- differently to students participating in the Educa- area* (from two different ment), you must complete two courses in writing. tion Abroad Program (EAP) and the University disciplines) One of these must be a writing-intensive course Introductions to IS 10 (W code) that provides instruction and extensive of California in Washington, D.C., (UCDC) disciplines—social program. Students may satisfy the requirement sciences area (from practice in writing applied to a particular subject. in either of two ways. The first way is for students two different disciplines) For some courses, only certain sections are writing to complete 35 of their final 45 credits before Topical courses (one T 15 intensive (look for the “W” in the Schedule of course from each of the Classes when enrolling). You must take this course leaving the Santa Cruz campus to participate in three academic areas; EAP or UCDC. In this scenario, students do appropriately designated at UCSC. not have to return to Santa Cruz for any addi- college courses fulfill Students satisfy the other part of the writing tional course work after they have finished EAP this requirement) requirement through a placement exam or by or UCDC. The second way to fulfill the resi- Quantitative course Q5passing a composition course (C code). Writing dence requirement is for students to complete Composition course C51, Composition and Rhetoric, is the usual course. Writing-intensive course W5 35 of their last 90 credits at the Santa Cruz cam- You must fulfill the composition requirement Arts course A5before you can enroll in a writing-intensive pus, with a minimum of 12 credits completed at U.S. Ethnic minorities/non- UCSC after their return from EAP or UCDC. Western society course E5course.

*For purposes of the general education requirements, humanities Arts course (A code). These courses provide the General Education Requirements and arts are combined in one academic area, as are natural sci- exposure to creative or artistic expression necessary ences and engineering. for a liberal arts education. One designated arts The general education requirements are designed course is required; most are offered through art, to introduce you to various kinds of information, Introductions to disciplines (IH, IN, and IS film and digital media, history of art and visual reasons for learning, and approaches to acquiring codes). These courses introduce a discipline’s culture, music, and theater arts. knowledge, as well as to promote responsible use content, scope, and methodology. Introductory of what is learned. Obviously, general education Ethnic minorities/non-Western society course courses from two different departments are (E code). These courses are intended to increase requirements alone cannot achieve these ends. required in each of three academic areas: You are urged to look for as many opportunities knowledge of ethnic minorities in the United humanities and arts (IH code), natural sciences States and non-Western cultures, improve cross- as possible to gain a richer understanding of your and engineering (IN code), and social sciences 246_UCSCGenlCatalog.07_025 9/13/2004 2:20 PM Page 27

GRADUATION REQUIREMENTS 27

cultural awareness, and explore relationships Advanced Placement (AP)/International Baccalaureate Higher Level (IBH) between ethnicity and other aspects of a liberal arts Examinations, 2004–05 curriculum. One course is required. For additional ways to pursue ethnic studies, see page 238. AP credit earned with a score of 3, 4, or 5 is applicable toward the total credits required for graduation and the UCSC campuswide general education (GE) requirements as indicated below. Please note restrictions. IBH credit requires a score of Courses of fewer than 5 credits. Students usu- 5, 6, or 7. If AP and IBH exams are taken in the same subject area, credit is limited to one exam. ally meet the general education requirements Subject Exam Quarter Credits General Education Requirements with 5-credit courses. Several related arts courses of fewer than 5 credits with the same code IBH Visual Arts 8 Satisfies the A. may be used to satisfy the arts (A) general edu- AP Studio Art Drawing, 2-D Design, or 3-D Design 8 Any AP exam satisfies the A. Maximum cation requirement if they total at least 5 credits. of 8 credits granted for all AP exams. AP Art History 8 Satisfies one IH* and the A. Advanced Placement and IBH Biology or AP Biology 8 Satisfies one IN. International Baccalaureate IBH Chemistry or AP Chemistry 8 Satisfies one IN. Examinations IBH Classical Greek or IBH Latin 8 Either IBH exam satisfies one IH**. AP Latin The university grants credit for College Board Virgil or Literature 4 Either AP exam satisfies one IH**. Both earn credit. Advanced Placement (AP) Examinations on IBH Computer Science 8 Satisfies one IN. which a student scores 3, 4, or 5 and for AP Computer Science International Baccalaureate Higher Level (IBH) A 2 AB exam satisfies one IN. Maximum of 4 credits Examinations on which a student scores 5, 6, or AB 4 granted for both AP exams. 7. The university does not grant credit for IB IBH Economics 8 Satisfies one IS. standard or subsidiary level exams. Students AP Economics Microeconomics or Macroeconomics 4 Either AP exam satisfies one IS. Both earn credit. completing the International Baccalaureate Diploma with a score of 30 or higher receive 30 IBH English Language A1 8 Satisfies one IH**, Subject A, and the C. quarter credits. The credit is applied toward the AP English Language and Composition or Either AP exam satisfies one IH** and Subject A. total credits required for graduation and toward Literature and Composition 8 AP score of 4 or 5 satisfies the C. Maximum of the UCSC campuswide general education 8 credits granted for both AP exams. requirements, as indicated in the table at left, AP International English Language 0 Advanced Placement (AP)/International AP Environmental Science 4 Does not satisfy any GE. Baccalaureate Higher Level (IBH) Examinations. Students should be aware that IBH Geography 8 Does not satisfy any GE. AP Human Geography 4 Does not satisfy any GE. AP, IB, and college-level courses will not be granted duplicate credit. In these cases, the uni- AP Government and Politics United States or Comparative 4 Either exam satisfies one IS. Both earn credit. versity will award credit for only one. IBH History Africa, Americas, East & Southeast Asia/Oceania, AP and IBH Examination Credit South Asia/Middle East, Europe, or Islamic 8 Satisfies one IH. AP History toward Degree Requirements European, United States, or World 8 Any AP exam satisfies one IH. All earn credit. Certain departments also allow prospective IBH Language A1, A2, B majors to obtain waivers for prerequisite cours- Second Language 8 Does not satisfy any GE. All earn credit. AP French, German, Spanish es. (Please see table below). In all cases, a stu- Language 8 Does not satisfy any GE. All earn credit. dent should contact the particular department AP French, Spanish to discuss his or her plans with an adviser as Literature 8 Satisfies one IH.** Both earn credit. soon as possible. Please note that approval is IBH Mathematics 8 Satisfies one IN† and the Q. not automatic; a petition must be filed with AP Mathematics most departments. Calculus AB 4 Either AP exam satisfies one IN† and the Q. Calculus BC 8 Maximum of 8 credits granted for both AP exams. IBH Music or AP Music Theory 8 Satisfies the A. Credits for Transfer Students IBH Philosophy 8 Satisfies one IH. General Education Requirements IBH Physics 8 Satisfies one IN. Transfer students may apply courses taken at AP Physics other institutions toward the general education B 8 Any one AP exam satisfies one IN. Maximum C Mechanics or C Electricity and Magnetism 4 of 8 credits granted for all AP exams. requirements with two exceptions: The writing- intensive course (W code) must be taken at IBH Psychology 8 Satisfies one IS. AP Psychology 4 Satisfies one IS. UCSC. Also, transfer courses are not applied to the topical requirement (T code), but topical IBH Social/Cultural Anthropology 8 Satisfies one IS. courses are waived at entrance according to the † AP Statistics 4 Satisfies one IN and the Q. following formula: 45-83.9 transferable quarter IBH Theater Arts 8 Satisfies one IH* and the A. credits, one course waived; 84-104.9 transfer- *Only one IH will be granted from art history and theater arts. **Only one IH will be granted from classics, English, and literature. (continued on p. 32) †Only one IN will be granted from mathematics and statistics.

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Certain departments allow prospective majors to obtain waivers or substitutions for prerequisite courses. Please note that approval is not automatic; petition must be filed with most departments. In all cases, students should contact the department adviser as early as possible to discuss their academic plans. The following departments and programs will not waive courses: History, Language Program, Legal Studies Program, Literature, Music, Physics, and Politics. The following departments offer placement tests to determine appropriate course level and enrollment: Biological Sciences, Chemistry and Biochemistry, Language Program, Mathematics, and Music.

Subject Exam Score Department Course or Placement Exam Waived AP Studio Art 3, 4, 5 History of Art and Visual Culture One lower-division studio course may be waived. Contact the History of Art and Visual Culture Department. AP Art History may not be used in lieu of lower-division courses for the major. AP Art History 3, 4, 5 Art One lower-division art history course may be waived. Contact the Art Department. AP Studio Art may not be used in lieu of lower-division courses for the major. IBH Biology 5, 6, 7 Biochemistry and Molecular Biology Waives Biology 3 (exempt from Biology Bioinformatics placement exam). Biological Sciences: General Biology, Ecology and Evolution, Health Sciences, Marine Biology, Molecular, Cell, and Developmental, Neuroscience and Behavior, Plant Sciences AP Biology 3, 4, 5 Biochemistry and Molecular Biology Waives Biology 3 (exempt from Biology Bioinformatics placement exam). Biological Sciences: General Biology, Ecology and Evolution, Health Sciences, Marine Biology, Molecular, Cell, and Developmental, Neuroscience and Behavior, Plant Sciences

AP Chemistry 4 Biochemistry and Molecular Biology Waives Chemistry 1A and allows enrollment in Biological Sciences: General Biology, Ecology and Chemistry 1B and 1M. Evolution, Health Sciences, Marine Biology, Molecular, Cell, and Developmental, Neuroscience and Behavior, Plant Sciences Chemistry and Biochemistry Earth Sciences Engineering: Bioinformatics, Computer Engineering, Computer Science

4, 5 Environmental Studies May substitute for Environmental Studies 23. Contact the Environmental Studies Department.

5 Biochemistry and Molecular Biology Waives Chemistry 1A, 1B, and 1C; however, the Biological Sciences: General Biology, Ecology and laboratories Chemistry 1M and 1N are still required. Evolution, Health Sciences, Marine Biology, Molecular, May petition for a lab waiver by presenting high Cell, and Developmental, Neuroscience and Behavior, school laboratory notebook/reports to the Chemistry Plant Sciences Department adviser for review. If the petition and Chemistry and Biochemistry approval process is completed before September, may Earth Sciences enroll in Organic Chemistry (subject to space avail- Engineering: Bioinformatics, Computer Engineering, ability). Computer Science

AP Computer 4, 5 Engineering: Bioinformatics, Computer Engineering, May substitute for Computer Science 12A. Contact Science A Computer Science, Electrical Engineering, the School of Engineering. Information Systems Management

AP Computer 4, 5 Engineering: Bioinformatics, Computer Engineering, May substitute for Computer Science 12A and 12B. Science AB Computer Science, Electrical Engineering, Contact the School of Engineering. Information Systems Management

AP Economics: 4, 5 Business Management Economics, May substitute for Economics 1. Contact the Microeconomics Economics, Global Economics, Economics Department. Information Systems Management

AP Economics: 4, 5 Business Management Economics, May substitute for Economics 2. Contact the Macroeconomics Economics, Global Economics, Economics Department. Information Systems Management 246_UCSCGenlCatalog.07_025 9/13/2004 2:20 PM Page 29

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Subject Exam Score Department Course or Placement Exam Waived AP Mathematics: 3 Biochemistry and Molecular Biology Waives Mathematics 3. Calculus AB Biological Sciences: General Biology, Ecology and Evolution, Health Sciences, Marine Biology, Molecular, Cell, and Developmental, Neuroscience and Behavior, Plant Sciences Chemistry and Biochemistry Mathematics Engineering: Bioinformatics, Computer Engineering, May substitute for Mathematics 3 or Engineering 3. Computer Science, Electrical Engineering, Contact the School of Engineering. Information Systems Management

3, 4, 5 Environmental Studies May satisfy the precalculus requirement. Contact the Environmental Studies Department.

Psychology May satisfy the precalculus requirement and the prerequisite for Psychology 2. Contact Psychology Depart- ment. Sociology May substitute for the precalulus requirement— Mathematics 3 or its equivalent. 4, 5 Biochemistry and Molecular Biology Waives Mathematics 11A or 19A (although Biological Sciences: General Biology, Ecology and Evolution, enrollment in Mathematics 19A is recommended for Health Sciences, Marine Biology, Molecular, Cell, and proposed majors in mathematics or the physical and Developmental, Neuroscience and Behavior, Plant Sciences biological sciences). Earth Sciences Mathematics Engineering: Bioinformatics, Computer Engineering, May substitute for Mathematics 19A. Contact Computer Science, Electrical Engineering, the School of Engineering. Information Systems Management

AP Mathematics: 3 Biochemistry and Molecular Biology Waives Mathematics 11A or 19A (although Calculus BC Biological Sciences: General Biology, Ecology and Evolution, enrollment in Mathematics 19A is recommended for Health Sciences, Marine Biology, Molecular, Cell, and proposed majors in mathematics or the physical and Developmental, Neuroscience and Behavior, Plant Sciences biological sciences). Chemistry and Biochemistry Mathematics

Engineering: Bioinformatics, Computer Engineering, May substitute for Mathematics 19A (although Computer Science, Electrical Engineering, enrollment in Mathematics 19A is recommended for Information Systems Management proposed majors in the School of Engineering). Contact the School of Engineering. 3, 4, 5 Environmental Studies May satisfy the precalculus requirement. Contact the Environmental Studies Department. Psychology May satisfy the precalculus requirement and the prerequisite for Psychology 2. Contact the Psychology Department.

Sociology May substitute for the precalulus requirement— Mathematics 3 or its equivalent. 4, 5 Biochemistry and Molecular Biology Waives Mathematics 11A and 11B or Biological Sciences: General Biology, Ecology and Evolution, Mathematics 19A and 19B. Health Sciences, Marine Biology, Molecular, Cell, and Developmental, Neuroscience and Behavior, Plant Sciences Chemistry and Biochemistry Earth Sciences Mathematics Engineering: Bioinformatics, Computer Engineering, May substitute for Mathematics 19A and 19B. Computer Science, Electrical Engineering, Contact the School of Engineering. Information Systems Management

AP Psychology 4, 5 Psychology May substitute for Psychology 1.

AP Statistics 4, 5 Environmental Studies May substitute for the Engineering 5 or 7 prerequisite. Contact the Environmental Studies Department. 5 Engineering: Bioinformatics, Computer Engineering, May substitute for Engineering 5 or 7. Contact the Computer Science, Electrical Engineering, School of Engineering. Information Systems Management 246_UCSCGenlCatalog.07_025 9/13/2004 2:20 PM Page 30

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Courses That Fulfill General Education Requirements Introductions to disciplines, social Environmental Studies 80C Introductions to disciplines, humanities Latin American and Latino Studies 80A, 80B, and arts (IH code)—two courses from dif- sciences (IS code)—two courses from different departments required (10 credits) 80C, 80D, 80F, 80H, 80M, 80N, 80Q ferent departments required (10 credits) Merrill College 80, 80B, 80X Anthropology 2, 3, 4 Only one IH requirement may be satisfied with a Politics 80T Community Studies 10, 100A, 100B, 100E, 100J, course (equivalent to 5 credits) from the Arts Psychology 80A, 80B 100M, 100P, 100Q, 100S, 100T, 100Y Division (art, film and digital media, history of art Sociology 80E, 80I, 80Z Economics 1, 2 and visual culture, music, theater arts); only one Education 92A, 92B language course may be used to satisfy an IH T4—Humanities and arts Environmental Studies 25 requirement; and only one literature course may be Art 80A, 80C, 80D Latin American and Latino Studies 1, 126A, 126B used to satisfy an IH requirement. Note: Transfer Cowell College 80, 80S Legal Studies 10 courses designated IH from English departments Film and Digital Media 80B, 80C, 80D Politics 1, 4, 5, 7, 10, 20, 25, 43, 70, 72, 73 are considered to be literature courses for general Hebrew 80 Psychology 1, 41, 65 education purposes. History 80K, 80W, 80Y Sociology 1, 10, 15, 20 History of Consciousness 80A, 80B, 80E, 80L American Studies 1, 2 Kresge College 80B Chinese 4, 5, 6, 50, 107, 108 Topical courses (T code)—three courses Language Program 80D, 80E Film and Digital Media 20A, 20B, 20C required (15 credits) Linguistics 80B, 80V French 4, 5, 6 Students entering UCSC with fewer than 45 Literature 80I, 80L, 80M, 80Z German 4, 5, 6 transferable credits must take three topical courses in Merrill College 80Y Hebrew 4, 5, 6 residence at UCSC. UCSC Summer Session courses Music 80A, 80B, 80D, 80E, 80F, 80G, 80H, 80J, Hindi 4, 5, 6 can be used to satisfy topical requirements. 80K, 80M, 80N, 80P, 80Q, 80S, 80T, 80V, History 10, 20A, 20B, 21, 25A, 25B, 29, 30A, 30B, Choose one course from each academic area: nat- 80W, 80X, 80Y 30C, 32, 33, 34A, 34B, 38, 40, 50, 55A, 55B ural sciences (2), social sciences (3), and humanities Philosophy 80D, 80H, 80T History of Art and Visual Culture 10D, 10E, 10F, and arts (4). Courses labeled 5, 6, and 7 satisfy topi- Porter College 80, 80E, 80H 10G cal requirements in two different academic areas; Stevenson College 80H Italian 4, 5, 6 students can apply this kind of topical course to Theater Arts 80B, 80E, 80G, 80H, 80L, 80M, Japanese 4, 5, 6, 50 either academic area indicated. The three topical 80N, 80O, 80S, 80T, 80U, 80V, 80W, 80X, Linguistics 20, 51, 52, 53, 55 course requirements must be satisfied with three dif- 80Y, 80Z Literature 1, 61B, 61D, 61E, 61F, 61M ferent courses. In the Schedule of Classes, courses that Women’s Studies 80S Spanish Literature 60 carry a T general education code are listed as follows: Music 11 T5—Humanities and arts or social Philosophy 9, 11, 22, 24, 26, 28 2–Natural Sciences Area sciences Portuguese 60B, 65A, 65B 3–Social Sciences Area American Studies 80E, 80F, 80G Russian 4, 5, 6 4–Humanities and Arts Area Economics 80J Spanish 4, 5, 5M, 6, 56 5–Humanities and Arts or Social Sciences Area Film and Digital Media 80A Spanish for Spanish Speakers 61, 62, 63 6–Natural Sciences or Humanities and Arts Area History 80M Theater Arts 19, 20, 30, 32, 33, 36, 40, 60A, 60B, 7–Natural Sciences or Social Sciences Area History of Art and Visual Culture 80A, 80B, 80D, 60C, 122, 136 80E, 80F, 80G, 80K, 80L, 80M, 80N, 80P, Women’s Studies 1A, 1B T2—Natural Sciences 80Q, 80S, 80T, 80V Astronomy and Astrophysics 80A, 80B, 80D History of Consciousness 80C, 80F, 80J, 80K, Introductions to disciplines, natural sci- Biochemistry and Molecular Biology 80A 80O, 80Q, 80Y ences and engineering (IN code)—two Biology 80A, 80D, 80F, 80H, 80J, 80L, 80N, 80P Kresge College 80, 80H, 80T courses from different departments Biomolecular Engineering 80G Latin American and Latino Studies 80X required (10 credits) Chemistry and Biochemistry 80A, 80G, 80H Linguistics 80C, 80D For general education purposes, anthropology and Computer Engineering 80N Merrill College 80C environmental studies courses designated IN are Computer Science 80B, 80C, 80G, 80V Oakes College 80 considered to be from the Biology Department. Crown College 80S Philosophy 80L Transfer courses designated IN from anatomy, Earth Sciences 80A, 80B, 80C, 80D, 80F, 80G Stevenson College 80A-B, 80T botany, physiology, and zoology departments are Electrical Engineering 80T Women’s Studies 80Y considered to be biology courses. Environmental Toxicology 80E Linguistics 80G T6—Natural sciences or humanities and arts Anthropology 1 Ocean Sciences 80A, 80B, 80C Art 80F Applied Mathematics and Statistics 5, 7 Philosophy 80G Computer Engineering 80E Astronomy and Astrophysics 2, 3, 4, 5, 8, 11, 12, Physics 80A 13, 14, 16, 18 Crown College 80, 80H Biology 20A, 21A, 70 T3—Social sciences Music 80C, 80L, 80R Biomolecular Engineering 60 Philosophy 80S Anthropology 80B, 80C, 80D, 80F, 80I, 80J, 80K, Chemistry and Biochemistry 1A, 1B, 1C Physics 80D 80L, 80O, 80P, 80Y Computer Engineering 3, 12 Porter College 80B College Eight 80 Computer Science 2, 10, 12A, 12B, 13H, 60G, 60N College Nine 80A, 80B, 80H T7—Natural sciences or social sciences Earth Sciences 1, 3, 5, 6, 7, 10, 20, 65, 119 College Ten 80A, 80B, 80H Environmental Studies 80A, 80B Environmental Studies 23, 24 Community Studies 80A, 80B, 80F, 80H, 80L, 80Q Information Systems Management 80A, 80B, 80C Mathematics 11A, 11B, 19A, 19B Economics 80A, 80G, 80H Physics 80C Ocean Sciences 1 Education 80 Physics 1, 2, 5A, 5B, 5C, 6A, 6B, 6C, 7A, 7B 246_UCSCGenlCatalog.07_025 9/13/2004 2:20 PM Page 31

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Stevenson College 80T Quantitative courses (Q code)—one Theater Arts 157, 159 U.S. ethnic minorities/non–western course required (5 credits) Women’s Studies 194I, 195 society courses (E code)—one course Applied Mathematics and Statistics 3, 5, 7, 11A, Writing 64, 101, 102, 103, 104, 110A, 161, 161A, required (5 credits) 113 163, 165, 166A, 166B, 166D, 167 American Studies 1, 2, 80E, 101, 121C, 123F, Astronomy and Astrophysics 2, 3, 4, 5, 8, 11, 12, 123H, 123T, 125A, 125E, 125G, 125X, 126B, 13, 14, 16, 18, 80A, 80B, 118 Courses with W code for specific sections 127A, 127D, 127E, 127F, 127K, 190H Biomolecular Engineering 60 History of Art and Visual Culture 125, 164 Anthropology 80B, 80D, 80I, 80P, 130A, 130B, Chemistry and Biochemistry 1A, 1B, 1C 130C, 130D, 130E, 130G, 130H, 130I, 130K, Computer Engineering 12, 16, 16H Arts courses (A code)—one 5-credit 130L, 130N, 130Q, 130S, 130U Computer Science 80B course or equivalent required Art 150B Earth Sciences 1, 10, 80A, 80B, 80C, 80D Courses carrying fewer than 5 credits may be com- Community Studies 80A, 80B, 80F, 80H, 80Q, 100A, Economics 11A, 11B, 113 bined for credit toward satisfaction of the A 100E, 100J, 100P, 100R, 114, 126, 134, 136 Environmental Toxicology 80E requirement if they total at least 5 credits. Economics 120, 128 Information Systems Management 80A, 80B, 80C Education 92C, 128, 140, 141, 151, 155, 164, Mathematics 3, 11A, 11B, 19A, 19B, 21, 110 Art 10G, 10H, 20, 21, 22, 23, 24, 26, 28, 30, 40, 175, 181 Ocean Sciences 1 60, 70, 80A, 80C, 80D, 80F, 102, 107, 109, Film and Digital Media 132C, 162A, 163, 165B, Physics 1, 2, 5A, 5B, 5C, 6A, 6B, 6C, 7A, 7B, 80A 112, 113, 114, 118, 119, 123, 126, 135, 136, 165D, 185B, 185E Psychology 2, 181 141, 150B, 152, 161 History 29, 34B, 37, 39, 40, 46, 50, 80W, 80Y, Sociology 103A, 103B Cowell College 21, 22, 70 110, 121A, 121B, 141, 141A, 141B, 143A, Film and Digital Media 20A, 20B, 20C, 20P, 80A, 143B, 144, 145, 149, 150C, 150D, 151, 152, Composition courses (C code)—one 80B, 80C, 80D, 132A, 132B, 136A, 136B, 151, 155, 156A, 156B, 157, 158, 159C, 165, 169, course required (5 credits) 160, 165A, 170A, 170B, 176, 185D 170, 171A, 175B, 177, 186, 194H, 194J, 194M, 194O, 194U, 194V, 194W, 196B, Merrill College 80Z History of Art and Visual Culture 10D, 10E, 10F, 196D, 196H, 196Y Stevenson College 80B (for specific sections) 10G, 80A, 80B, 80D, 80E, 80F, 80G, 80K, History of Art and Visual Culture 10E, 80B, 80F, Writing 1 80L, 80M, 80N, 80P, 80Q, 80S, 80T, 80V, 100A, 100E, 105E, 105H, 105K, 105P, 105U, 80G, 80M, 80N, 80P, 80T, 100E, 105E, 105P, Writing-intensive courses (W code)— 106A, 106B, 106D, 107A, 107B, 110A, 110B, 106A, 107A, 107B, 121C, 121D, 139, 151A, 155, 160, 161, 172, 182, 185A, 185B, 187A, one course required (5 credits) 114, 115, 120A, 121A, 121C, 121D, 124, 125, 126, 127, 129, 131, 136, 137, 138, 139, 140, 189U, 190B, 190C, 190O, 190R, 190U, 191C, American Studies 100, 105A, 114B 140A, 141, 147, 149A, 150A, 151A, 153, 191F, 191P Anthropology 150, 152, 170, 172, 194A, 194B, 154A, 154B, 155, 159B, 160, 161, 163A, 164, History of Consciousness 80F, 80Y, 118, 125, 127 194C, 194E, 194F, 194G, 194H, 194I, 194J, 165A, 165B, 166C, 167, 168, 169, 170, 171, Kresge College 80B 194K, 194M, 194N, 194O, 194P, 194Q, 172, 173, 174B, 175, 176, 177, 180, 181, 182, Language Program 80E 194R, 194S, 194T, 194V, 194W, 194X 185A, 185B, 187A, 189A, 189N, 189O, 189Q, Latin American and Latino Studies 1, 80A, 80B, Biology 141L, 169L 189U, 189V, 189W, 190A, 190B, 190C, 190D, 80C, 80D, 80F, 80H, 80M, 80N, 80Q, 80X, Chemistry and Biochemistry 122 190F, 190G, 190H, 190J, 190K, 190M, 190N, 100A, 100B, 101, 111, 112, 120, 123A, 123B, Community Studies 121, 194 190O, 190P, 190Q, 190R, 190S, 190T, 190U, 125, 126A, 126B, 127, 129, 140, 142A, 142B, Computer Engineering 185 190W, 191A, 191C, 191D, 191E, 191F, 191G, 143, 144, 145, 146, 147, 148, 150, 151A, 160, Crown College 123 191H, 191I, 191J, 191K, 191M, 191P 165, 166, 167, 168, 169, 170, 173, 175, 176, Earth Sciences 120 Kresge College 80B 177, 178, 179D, 180, 194C, 194D, 194E, Economics 106, 107, 128, 142, 165, 183, 184, 195 Latin American and Latino Studies 110A, 110B, 194G, 194J, 194K, 194M, 194N, 194P, 195A Environmental Studies 100L (concurrent enroll- 151A, 194W Legal Studies 127, 128, 136 ment in 100 required), 104A, 129, 140, 149, Literature/Creative Writing 10, 52, 53, 170, 180, 183 Literature 61E, 80L 156, 157, 172 Music 1A, 1C, 2, 3, 4A, 4B, 5A, 5B, 5C, 8, 9, 11, English-Language Literatures 103I, 150A, 150B, Environmental Toxicology 151 51, 54, 75, 80A, 80B, 80C, 80D, 80E, 80F, 155D, 160E, 190D, 190G, 190H Film and Digital Media 120, 150, 194B, 194C, 80G, 80H, 80J, 80K, 80L, 80M, 80N, 80P, French Literature 134 194D, 196B 80Q, 80R, 80S, 80T, 80V, 80W, 80X, 80Y, Modern Literary Studies 125D, 125L, 144A, History 194A, 194C, 194D, 194E, 194H, 194J, 159A, 159B, 160, 166, 170, 180A, 180B 144B, 144D, 144G, 152D, 180F 194M, 194O, 194Q, 194R, 194U, 194V, Philosophy 152 Spanish Literature 60, 130D, 130E, 131H, 134C, 194W, 194X, 194Y, 195B, 196A, 196B, 196D, Porter College 14, 20A, 20B, 20C, 20D, 21A, 134G 196F, 196G, 196H, 196I, 196K, 196M, 196N, 21C, 22, 22A, 22F, 22G, 23A, 23B, 23C, 28, World Literature and Cultural Studies 109, 123, 196R, 196S, 196U, 196Y, 196Z 30, 32A, 33, 33A, 34B, 35, 35A, 38B, 39, 80E, 124, 135, 136, 140, 190A, 190B, 190E History of Art and Visual Culture 100A, 187A 80G, 120, 121, 121C, 121D Merrill College 80, 80X Information Systems Management 158 Theater Arts 10, 12, 14, 17, 18, 19, 20, 21, 22, 23, Music 80A, 80B, 80D, 80E, 80F, 80Q, 80X, Kresge College 80T 30, 31, 32, 33, 35, 36, 40, 50, 60A, 60B, 60C, 180A, 180B Latin American and Latino Studies 100B, 194P, 80B, 80E, 80G, 80H, 80L, 80M, 80N, 80O, Oakes College 80 195A 80S, 80T, 80U, 80V, 80W, 80X, 80Y, 80Z, Politics 127, 140C, 140D, 140E, 141, 156 Legal Studies 128, 149, 183, 196 104, 105, 110, 113, 114, 115, 116A, 116B, Porter College 80, 80H Linguistics 52, 55, 101, 113 117, 118, 119, 121, 122, 124, 126, 129, 130, Psychology 100D, 100G, 113, 143, 157A, 158 Literature 1, 101 131, 132, 133, 134, 135, 136, 137, 138, 139, Sociology 15, 20, 80I, 122C, 133, 162, 169, 170, Philosophy 120, 190M 142, 151, 155, 157, 159, 160, 161C, 161D, 174, 175, 188 Physics 195A-B (A: 3 credits; B: 2 credits) 161M, 161Q, 161R, 161S, 161T, 161U, 161V, Stevenson College 80H, 80T Politics 100 163A, 163E, 163G, 193, 193F Theater Arts 22, 80M, 161D, 161R Psychology 100C, 100K, 100L, 100R, 113, 125, 176 Women’s Studies 80S Women’s Studies 1B, 80Y, 102, 110, 132, 138, Sociology 103B, 134, 195C 139, 145, 151A, 154, 155 246_UCSCGenlCatalog.07_025 9/13/2004 2:20 PM Page 32

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(continued from p. 27) following formula: 45–83.9 transferable quarter credits, one course waived; 84–104.9 transferable quarter credits, two courses waived; 105 or more transferable quarter credits, all three courses waived. If one topical course is required in residence at UCSC, it may be chosen from any of the three academic areas (humanities and arts, natural sciences and engineering, and social sciences). If two are required, they must be from two different areas. If you are currently attending one of the California community colleges, consult with the UCSC Office of Admissions or your current counselor to determine which college courses satisfy UCSC general education requirements. Transfer students who have satisfied the general education or breadth requirements of another UC campus prior to transfer will be considered to have completed the UCSC general education requirements. Completion of the Intersegmental General Education Transfer Curriculum (IGETC) prior to enrollment at UCSC will also be accepted in lieu of the campus general education requirements.

Intersegmental General Education Transfer Curriculum (IGETC) The Intersegmental General Education Transfer An undergraduate research assistant helps prepare a chemical solution as part of a UC Santa Cruz project to Curriculum (IGETC) is a series of courses improve the way diabetics manage their glucose levels. prospective California community college transfer students may complete to satisfy the lower- division breadth/general education requirements at any University of California or California State IGETC Subject and Unit Requirements University (CSU) campus (see table, this page). Subject Area Courses Required Units/Credits Required This curriculum is the result of an agreement, by the University of California, the California State 1. English Communication 2 courses 6 semester units or University, and the California community col- One course in English composition and one course 8–10 quarter units leges, aimed at simplifying the transfer process for in critical thinking/English composition. (Students transferring to CSU must take an additional course in community college students. The IGETC is oral communication.) intended exclusively for California community 2. Mathematical Concepts and Quantitative 1 course 3 semester units or college transfers and is not an option for continu- Reasoning 4–5 quarter units ing UCSC students or for students transferring 3. Arts and Humanities 3 courses 9 semester units or from four-year colleges or universities. Three courses with at least one from the arts and 12–15 quarter units Students must complete the IGETC prior to one from the humanities. transfer or they will be required to satisfy the 4. Social and Behavioral Sciences 3 courses 9 semester units or UCSC general education requirements. All cours- Three courses from at least two disciplines or an 12–15 quarter units es must be completed with a grade of C (2.00) or interdisciplinary sequence. better. A grade of Credit or Pass may be used if 5. Physical and Biological Sciences 2 courses 7–9 semester units or One physical science course and one biological science 9–12 quarter units the community college’s policy states that it is course, at least one of which includes a laboratory. equivalent to a grade of C (2.00) or better. 6. Language Other Than English Proficiency Proficiency Proficiency equivalent to two years of high school in the Major Requirements and Course same language. (Not required of students transferring Prerequisites to CSU.) Students who believe they have taken courses at Total 11 courses 34 semester units other institutions that satisfy either major require- Source: Student Academic Services, Office of the President, University of California, 1991. ments or UCSC course prerequisites should contact the sponsoring department for review. 246_UCSCGenlCatalog.07_025 9/13/2004 2:20 PM Page 33

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College Requirements Transfer students with fewer than 30 transfer- essary criteria. It is wise to apply for major sta- able quarter credits are required to take the core tus as soon as you feel sure of the field you wish You must fulfill the requirements of your col- course. to enter. You will not be allowed to enroll in lege in addition to those of your major and of classes for the second quarter of your junior the university. Each college has established a Merrill year until you have declared a major. Junior core course, which first-year students—includ- • Merrill 80 or 80X, Cultural Identities and transfer students must file a study plan and ing some incoming transfer students—are Global Consciousness, fall quarter declare a major during their second quarter at required to complete. College requirements Transfer students with fewer than 45 transfer- UCSC by the deadline printed in the Academic are outlined below. The core courses are able quarter credits are required to take the core and Administrative Calendar in the Schedule of described more fully in the individual college course. Classes. descriptions, pages 75–93. You should determine the requirements for Oakes College Eight possible major choices as soon as possible • Oakes 80, Values and Change in a Diverse because certain majors require substantial • College Eight 80, Environment and Society, Society, fall quarter fall quarter preparation, with many interlocking course Transfer students with fewer than 45 transfer- sequences. If you intend to pursue such a Transfer students with fewer than 45 transferable quarter credits are required to take the core major, you should start work toward it early in able quarter credits are required to take the core course during the first fall quarter of enroll- your undergraduate career. (Review majors that course. ment. interest you in the Programs and Courses sec- College Nine tion, pages 105–384.) Academic advisers can Porter offer considerable assistance in selecting courses • College Nine 80A, 80B, or 80H, • Porter 80, Arts in a Multicultural Society, appropriate to your individual needs (see pages International and Global Perspectives: A fall quarter 37–40). Writing and Discussion Seminar, fall Transfer students with fewer than 30 transfer- quarter Comprehensive Requirement able quarter credits are required to take the core Transfer students with fewer than 45 transfer- course. Typically, in your senior year you must satisfy able quarter credits are required to take the core the comprehensive requirement for your major course. Stevenson by satisfactorily completing a comprehensive examination or an equivalent body of work that College Ten • Stevenson 80A-B, Self and Society, fall and winter quarters; both quarters required is defined by the unit supervising your major. A • College Ten 80A, 80B, or 80H, Social comprehensive examination may be written or Transfer students with fewer than 45 transfer- Justice and Community: A Writing and oral or both. For some major programs, a writ- able quarter credits are required to complete the Discussion Seminar, fall quarter ten thesis or other project that involves exten- sequence. Transfer students with fewer than 45 transfer- sive work and reflects comprehensive under- able quarter credits are required to take the core standing of subject matter may be accepted in course. Major and Minor Requirements place of a comprehensive examination. To qualify for a bachelor’s degree at UCSC, Cowell Double Major • Cowell 80, The Cowell Core Course, fall you must complete the minimum requirements for a major program, as well as satisfy universi- To complete a double major, you must fulfill all quarter of the requirements for both majors declared, • Computing skill requirement: satisfied by ty, campus, and college requirements. At UCSC, you have the option of pursuing a including the comprehensive requirement for completing any UCSC computer science each major. In general, a single thesis may not be or computer engineering course single major, a double major, or a combined major. The minimum requirements for an used for more than one major. In meeting the Transfer students with fewer than 30 transferable established major program are set by the spon- minimum number of upper-division courses quarter credits are required to fulfill these college soring department. (If you are a transfer stu- required for each major, you may count any requirements. dent, the department will determine which of course for one major only. A double major may include an individual major or consist entirely of Crown your transferable courses may be used to satisfy major requirements.) Only courses in which established majors. • Crown 80 or 80H, Ethical Issues in you earn a grade of Pass, C, or better satisfy The diploma of a student who has completed Emerging Technologies: Transgenics, major or minor requirements. a double major in history and music, for exam- Clones, Cyborgs, and Artificial Intelligence, ple, would read “Bachelor of Arts with Majors fall quarter Declaring a Major in History and Music.” Transfer students with fewer than 45 transfer- The field of interest you indicate on your appli- able quarter credits are required to take the core cation to UCSC does not automatically place Combined Major course. you in a major. You are required to file a study A combined major allows you to complete a plan and declare a major no later than the course of study involving two disciplines offered Kresge beginning of your junior year, in consultation as regular programs at UC Santa Cruz. • Kresge 80, Power and Representation, fall with the appropriate academic advisers. Certain Examples of combined majors include envi- quarter majors have a limit on the number of students ronmental studies/economics and Latin they can serve. Be sure you are aware of all nec- American and Latino studies/politics. A com- 246_UCSCGenlCatalog.07_025 9/13/2004 2:20 PM Page 34

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To facilitate this process, department chairs (and the appropriate deans) have the obligation to provide for the individual needs of these students: for example, (1) students may be encouraged to complete requirements for graduation in similar or related degree tracks; (2) the major department may substitute degree requirements (in extreme cases a limited number of waivers may be considered, but general education requirements and the minimum total credits required for a degree cannot be waived on an individual basis); (3) students may be allowed to petition for an individual major; or (4) through the Intercampus Visitor (ICV) Program, students may be allowed to complete remaining requirements at another University of California campus and transfer the appropriate courses and credits back to UCSC to meet graduation requirements. Graduating seniors should check major requirements at their home campus. A statement verifying senior completion of residency requirements may be required by the host campus. In all cases, the financial obligations are the responsibility of the individual student involved unless otherwise noted.

Catalog Rights Effective for all those who entered in fall quarter 1993 or after, students may select the UCSC General Catalog they will follow to meet their requirements from either the one published at UCSC’s libraries provide electronic access to worldwide library resources and remote databases (as here, in the the time of entering UCSC or a subsequent cata- Science & Engineering Library’s data-access room); students also have direct access to the campus’s 1.5 million log. A student must follow the chosen catalog in volumes, nearly 17,000 periodical titles (including electronic journals), and 500,000 nonprint items. its entirety, including university, campus general education, college, and major requirements. bined major is designed by faculty representa- three faculty members must agree to serve on a Students who seek readmission to UCSC tives from both disciplines. In general, fewer committee to supervise the major. Over the last after a break in attendance of greater than two courses are required than for a double major, several years, fewer than 2 percent of UCSC years’ duration must adhere to the graduation and students complete the comprehensive students have graduated with an individual requirements in effect at the time of readmis- requirements as specified for each combined major. sion or those subsequently established. major. Combined majors currently available are Students who entered prior to 1993 should listed in the footnotes on page 9. Institutional Responsibility see an adviser. Their catalog year for gradua- The diploma of a student who has As a general rule, undergraduate students who tion, whether the year they entered UCSC or a completed a combined major in environmen- have made significant progress toward a degree subsequent year, will be decided at the discre- tal studies and economics, for example, in a specific major can assume that a degree will tion of their major department and/or their would read “Bachelor of Arts with a Major in be granted if they maintain continuous enroll- college. Environmental Studies/Economics.” ment and meet all catalog degree requirements. Students transferring from other collegiate However, because of reductions in financial institutions may elect to meet as graduation Individual Major support, retirement of faculty, or other signifi- requirements either (1) those in effect at the Areas identified as appropriate for individual cant reasons, UCSC may find it necessary to time of transfer to UCSC; (2) those subse- majors (see pages 8–9) have been designated discontinue a degree program or major. When quently established; or (3) those in effect when because small groups of faculty are willing to this occurs, further admission into the degree the student was enrolled at a previous collegiate sponsor individual majors. Other areas of inter- program or major will be frozen effective with institution, provided those requirements were est, such as ethnic studies (page 238), are the official action suspending the degree pro- published no more than three years prior to the described in detail with advice regarding cus- gram or major. Every effort will be made to time of transfer to UCSC. tomizing existing majors to suit your individual allow currently enrolled majors to complete interests. Students should be aware that form- their degrees within a reasonable period of ing an individual major can be very difficult, as time. 246_UCSCGenlCatalog.07_025 9/13/2004 2:20 PM Page 35

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Minor Programs Grades thirds of the cumulative credits attempted. See pages 8–9 for undergraduate minors cur- Undergraduates who entered UCSC prior to fall rently offered at UC Santa Cruz. Completion At the end of each course, you will receive one of 1997 cannot have an official UCSC grade-point of a minor is optional. If you wish, you may the following grade notations: average calculated.) complete more than one minor. A excellent A grade-point average is determined by divid- The sponsoring department establishes the B good ing the number of grade points earned by the course requirements for a minor. The minor C fair number of units attempted for a letter grade. In will involve substantial work in the discipline D poor calculating your UCSC GPA, the interim grades and normally require no fewer than 25 upper- F fail IP and I are not included in the computation division or graduate credits. The courses P passing because you do not earn those credits until they required for a minor follow the same pattern as NP not passing are replaced with a final grade. (However, when those for the corresponding major, except that I incomplete checking for whether you have satisfied the 2.00 the number of courses required is fewer and IP in progress UC GPA requirement for graduation [see page there is no comprehensive requirement. You W withdrawal 25], these interim grades are included and count- may not design your own minor program. The ed as courses with grade F [or NP]). minor appears on your official transcript but The grades of A and B may be modified by a If you repeat a course in which you have not on your diploma. plus (+) or a minus (-). The grade of C may be received a D or F, only the last grade recorded modified by a plus only. You will not receive shall be computed in your GPA for the first 15 credit for graduation in any course in which you credits of repeated work. After the 15 credit receive a final grade of F or NP. The grades I maximum is reached, the GPA will be based on Evaluating and IP are temporary grades used in special cir- all grades assigned and total credits attempted. cumstances. The final notation W indicates that Academic you officially withdrew from the course before completing it. Pass/No Pass Option Performance Students in good academic standing may request Grade Points to take specific courses on a Pass/No Pass basis. Santa Cruz has one of the more Students receive a P (Pass) for work that is per- UCcomprehensive systems for evaluating Grade points are assigned to a letter grade as fol- formed at C level or better. Work performed at students’ academic performance of any research lows: below a C level receives a notation of NP on the university in the United States. The evaluation 4.0 = A+ student’s transcript, and no academic credit is system consists of two major components: the 4.0 = A awarded for the course. Requests for Pass/No assignment of a final grade in the course and an Pass grading must be submitted and confirmed accompanying evaluation of your performance. 3.7 = A- 3.3 = B+ by the Grade Option deadline printed in the 3.0 = B Academic and Administrative Calendar Evaluations 2.7 = B- (reg.ucsc.edu/calendar). If you request P/NP grading in a course and you are later placed on In each course for which you receive a grade of 2.3 = C+ 2.0 = C academic probation, your P/NP grading request D or better (or P), you should receive an evalua- will be canceled. tion of your academic performance. An evalua- 1.0 = D tion may 0.0 = F Incomplete • describe the strengths and weaknesses of The grades P and NP are not included in cal- your performance in the various areas of culating your GPA and so are not assigned grade The notation I may be assigned when your work class activity (discussion, laboratory work, points. Courses in which the interim grades I for a course is of passing quality but for which term papers, examinations) and IP are assigned earn no grade points or cred- some specific required work has not been com- • assess your general understanding of the it until the interim grade is replaced by a final pleted. You must make arrangements with the course content letter grade. instructor before the end of the course in order • recognize additional or particularly out- to receive an Incomplete. To remove the standing work Incomplete, you must submit the remaining Grade-Point Average (GPA) course work and file a petition by the deadline Evaluations are used at UCSC in academic Undergraduates entering UCSC in fall 2001 and printed in the Academic and Administrative advising, reviewing scholarship applications, and Calendar (generally the end of the following awarding College Honors and Honors in the thereafter have a UCSC cumulative grade-point average calculated from UCSC courses, courses quarter). If you do not meet the deadline, the major. Evaluations are a permanent part of your Incomplete lapses to a No Pass or an F, depend- academic record. All students may request tran- taken through the Education Abroad Program, and courses taken at another UC campus as part ing on the grading option selected at the begin- scripts either with or without evaluations. An ning of the quarter. evaluation for your senior comprehensive exami- of the Intercampus Visitor Program. (Under- graduates who entered UCSC for the first time The notation IP (In Progress) is reserved for a nation or senior thesis also becomes part of your single course extending over two or three terms academic record. in or after fall 1997 and before fall 2001 have a UCSC cumulative grade-point average only if of an academic year. The grade for such a course they have elected letter grades in at least two- may be awarded at the end of the course and 246_UCSCGenlCatalog.07_025 9/13/2004 2:20 PM Page 36

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shall then be recorded as applying to each of the If you fall below the level of satisfactory dents and faculty to be absolutely clear about terms of the course. A student satisfactorily com- progress on either current or cumulative what constitutes plagiarism, cheating, or other pleting only one or two terms of a course extend- progress, you are given a warning or placed on violations of academic integrity. Violations of ing over two or three terms of an academic year probation by your college. If you fall below the academic integrity by students result in both aca- will be given grades for those terms. The grade level of minimum progress, your enrollment at demic sanctions (e.g., failing the course) and dis- option selected in the first quarter of the multi- UCSC may be barred for a specified period or ciplinary sanctions (e.g., suspension or dismissal). ple-term sequence applies to all quarters of the you may be disqualified indefinitely from attend- Consult Appendix G of the campus’s Student sequence. ing UC. Policies and Regulations Handbook Grade changes (except for I and IP, as above) Note: For students entering UCSC for the first (www2.ucsc.edu/judicial/) for more discussion are allowed only to correct clerical or calculation time in fall 2001 or thereafter, official academic and information. errors by the instructor and must be submitted to standing may be based upon the UCSC grade- the Office of the Registrar by the instructor in point average. Those students are also expected Honors charge of the course within one year from the to maintain satisfactory academic progress. For close of the quarter for which the original grade further information about academic standing and Honors at UCSC was submitted. progress, see The Navigator (reg.ucsc.edu/navigator). There are a variety of opportunities for advanced work at UCSC, ranging from inde- Academic Standing and Minimum Repeating Courses pendent studies with a professor, to internships, departmental programs, and programs at the Progress Undergraduates may repeat courses in which colleges. An extensive list of these opportunities Full-time undergraduate students at UCSC are they earn a D, F, or No Pass. Courses in which a is available online at admissions.ucsc.edu/discov- expected to enroll in and pass (with a grade of A, D or F is earned may not be repeated on a er/honors/index.cfm. B, C, or Pass) an average of 15 credits per quar- Pass/No Pass basis. Courses in which a grade of ter, completing the 180 credits necessary for No Pass is earned may be repeated on the same Dean’s List graduation in four years. (This expectation is basis or for a letter grade. For the first 15 credits Each quarter, any undergraduate student who adjusted for students who are officially part-time of repeated courses, the original grade and corre- earns a 3.8 or higher grade-point average (GPA) students.) Your college will periodically check to sponding grade points earned are excluded in cal- and takes a minimum of 12 units of credit for a ensure that you are making normal progress culating the GPA, and only the grade and grade grade is named to the Dean’s List. The Dean of toward completion of your degree and will deter- points from the repetition are used. After the 15- Undergraduate Education will notify students mine your academic standing at the end of each credit maximum is reached, the GPA will be who qualify for the Dean’s List. term. Extensions of enrollment beyond the based on all grades assigned and grade points equivalent of 12 full-time quarters require the earned. However, credit is not awarded more Chancellor’s List approval of your college. than once for the same course. The grade Any undergraduate who meets the qualifica- Academic progress is measured for all stu- assigned each time the course is taken will be per- tions for the Dean’s List for all three quarters of dents, regardless of whether they have an official manently recorded on the official transcript. the academic year (fall, winter, and spring) is UCSC GPA. In checking your academic Repetition of a course more than once requires named to the Chancellor’s List. These students progress, the college will determine your current approval of the student’s college. receive special recognition from the Chancellor progress and your cumulative progress. You are and the Dean of Undergraduate Education. expected to remain above minimum progress Comprehensive Examination and level on both measures. Senior Thesis College Honors Current progress. You must have passed The faculty of your college may confer College (with a grade of C or better or Pass) at least 40 A senior exit requirement (e.g., a comprehensive Honors at graduation if they determine that your credits in your three most recent quarters of examination, senior thesis, or equivalent body of academic performance is of outstanding quality attendance at UCSC to be considered to be mak- work) is required in every major. These are evalu- throughout your undergraduate career. This ing satisfactory progress and be in good academic ated Honors, Pass, or Fail. The full evaluation of notation appears on your transcript as well as on standing. Students who have passed fewer than a comprehensive examination or senior thesis your diploma. 30 credits in their three most recent quarters of awarded Pass or Honors becomes part of a stu- attendance are below the level of minimum dent’s official transcript of record. (See Honors in the Major progress. Comprehensive Requirement, page 33.) At graduation, the department sponsoring your Cumulative progress. You must earn a mini- major program may confer Honors or Highest mum number of credits appropriate for your Academic Integrity Honors in the major. This notation appears on total quarters of attendance at UCSC to be con- your transcript as well as on your diploma. sidered to be making satisfactory progress and be The university is dedicated to the unhindered in good academic standing. For example, at the pursuit of knowledge and its free expression. It is Phi Beta Kappa end of the sixth full-time quarter of attendance, a essential that faculty and students pursue their Phi Beta Kappa—an honorary society founded student must have earned at least 75 credits (with academic work with the utmost integrity. This in 1776—advances scholarship and recognizes grades of Pass, C, or better) to be making satis- means that all academic work produced by an excellence in the liberal arts and sciences. The factory progress. Students who have passed fewer individual is the result of the sole effort of that United Chapters of Phi Beta Kappa authorized than 65 credits at the end of their sixth full-time individual and acknowledges the contributions of the establishment of a chapter at UCSC in 1985. quarter are below the level of minimum progress. others explicitly. It is the responsibility of stu- 246_UCSCGenlCatalog.07_025 9/13/2004 2:20 PM Page 37

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Each year the chapter elects a few outstanding lines for the correction of inaccurate or mislead- Summer orientation occurs six times over the students to membership. ing data through informal and formal hearings. course of the summer. Separate programs for To be elected to Phi Beta Kappa, you must Students also have the right to file complaints first-year and transfer students help to better meet (a) be majoring in one of the liberal arts or sci- with the Family Educational Rights and Privacy the needs of each group. Families play an impor- ences, (b) have demonstrated a knowledge of Act Office concerning alleged failures by the tant role in the academic and personal success of mathematics and a foreign language “at least institution to comply with the act. students; UCSC has designed corresponding pro- minimally appropriate for a liberal education,” UCSC policy explains in detail the proce- grams for parents and family members to better (c) be noteworthy for the number and variety dures to be used by the institution for compli- support their student’s transition to the university. of courses you have taken outside your major, ance with the provisions of the act. Copies of Reservation brochures are mailed to new stu- and (d) be judged by members of the chapter to the policy can be found in the Offices of the dents as soon as they submit their Statement of be distinguished in cultural interests, scholarly Registrar and of the Vice Chancellor for Intent to Register at UCSC. These brochures achievements, and excellence of character. Student Affairs. The policy is available in The provide details on the summer program and The foreign language requirement may be Navigator, the student handbook. The full text allow students to make a reservation. New stu- satisfied by passing three one-quarter courses in of the University of California policies applying dents who have advising questions over the a language at UCSC, or the equivalent at to the Disclosure of Information from Student summer but are unable to attend summer ori- another university, or by demonstrating close Records is available online: entation should contact their college office. knowledge of another culture (which may reg.ucsc.edu/faculty/guidelines.html. Fall Welcome Week, occuring during the first include speaking another language at home). Questions concerning the Family week of fall quarter, is the next step in your orien- The mathematics requirement may be satisfied Educational Rights and Privacy Act may be tation and advising process. It provides you with by a single course in mathematics or statistics or referred to the Office of the Registrar, 190 an opportunity to settle into life at UCSC, take by a science course that requires mathematics. Hahn Student Services Building. advantage of important services, and continue See your college academic preceptor for details. your academic advising. (Notice of membership in Phi Beta Kappa does Questions can be directed to the Office of not appear on your transcript or diploma.) Campus Orientation Programs at (831) Advising: From 459-5468, or via e-mail to [email protected]. Transcripts Web: admissions.ucsc.edu/orientation. Course Important information on particular Academic records are kept at the Office of the majors may be viewed on individual depart- Registrar, which will issue an official transcript Selection mental web sites. The sites will give you con- only on your written request. It normally takes tact information and office hours. Advisers 10 working days to process a transcript. Tran- to Careers provide detailed information regarding scripts without evaluations are available about requirements for the major and assist you in ranslating your goals and interests into a two weeks following the end of the quarter. planning a program of study. The department coherent academic program requires Transcripts that include evaluations for the most T adviser can also assign you to an appropriate careful planning. Advising can help you recent quarter are not issued until about six weeks faculty adviser who may serve as a mentor in make decisions at the university—selecting after the quarter ends. your field, recommending courses and helping courses, choosing a major, deciding on a Transcripts for courses taken in the summer you refine your educational goals. career, or determining prerequisites for grad- are available approximately two weeks following It is also important to seek departmental uate school. UC Santa Cruz offers many the end of each session. Official transcripts, advising for assistance in planning your overall forms of academic and career advising tai- which may include evaluations, are available at academic program. For transfer students and lored to various student needs. In addition, the beginning of October. for students in many majors (such as those in the student handbook called The Navigator For information on ordering transcripts, the physical and biological sciences, arts, envi- and the quarterly Schedule of Classes—both please refer to the following URL: reg.ucsc.edu. ronmental studies, and others) it is necessary online at reg.ucsc.edu—answer most proce- If you have outstanding financial obligations to obtain departmental advising prior to or at dural and administrative questions. to the university, a hold may be placed on your the start of the first quarter on campus. Attending summer orientation is one of the transcript. The Office of the Registrar does not For more general academic questions, make most important steps a new student takes in provide unofficial copies of transcripts. an appointment with a college adviser. Each col- preparing for the transition to university life. Transcripts for UCSC Extension courses lege has specialized staff members, called academ- Summer orientation provides the academic advis- should be requested from UCSC Extension ic preceptors, who advise students on everything ing you need to make informed decisions about Records, 1101 Pacific Avenue, Suite 200, Santa from general education requirements to choosing classes and majors, and the opportunity to ask Cruz, CA 95060-4536 (831) 427-6600. a major. Copies of your academic records are important questions regarding financial aid and housed at your college, so your academic housing. preceptor is in a good position to look at your Privacy of Records In addition to facilitating initial advisement, program as a whole and ensure that you fulfill orientation is designed to provide you a com- UCSC students are informed annually of the college, campus, and university requirements. prehensive introduction to all aspects of UCSC. federal Family Educational Rights and Privacy For help in assessing career interests and While at orientation, you will be introduced to Act and its provisions. This act, which the insti- exploring and choosing career options, contact continuing students, faculty, and staff who will tution follows, was designed to protect the pri- the Career Center. The staff also will assist with collectively assist in your academic as well as vacy of education records and to provide guide- resume preparation, interviewing skills, apply- personal success at the university. 246_UCSCGenlCatalog.07_025 9/13/2004 2:20 PM Page 38

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ing for an internship, and job-search strategies. A number of programs provide additional Program (PTP) and the Chancellor’s Many students find that participation in intern- academic advising and comprehensive support Undergraduate Internship Program (CUIP). ships and field programs, described on pages services to students with specific needs. These two unique internship programs are 41–43, gives them a practical basis for making Educational Opportunity Programs (EOP), designed to give participants a professionally career decisions. The Career Center offers Services for Transfer and Re-Entry Students enriching work experience in the private sector workshops, an online database, and publica- (STARS), the Disability Resource Center, and (PTP) or directly on campus (CUIP) in one of tions on many internship opportunities. The International Programs are described below. the university’s colleges, administrative units, or office’s Career Advice Network (CAN) will If you need assistance in another area, check to academic departments. connect you with UCSC alumni professionals see if it is listed in the Index, pages 425–431. Another interesting and challenging position who help students achieve their career goals. For additional information, check with your is the UC Student Regent, with an annual If you plan to go on to graduate school, college office or consult The Navigator or recruitment process. For information, e-mail consult with faculty in your major. Faculty Schedule of Classes (reg.ucsc.edu). [email protected] or visit the web: advisers are the best people to ask about the Counseling on personal and family issues is www2.ucsc.edu/careers/jobs/regent/html. quality of graduate programs in your field of available through Counseling and Psychological The Career Center’s resource library contains interest. In addition, the Career Center offers Services, described on page 97. material organized in the following manner: advising and workshops on applying to gradu- Career Exploration, Graduate and Professional ate school. A letter-of-reference service enables Career Center Schools, Job Search, Career Fields, Internships, you to maintain your recommendation letters and Employer Information. A computer lab at the Career Center. UC Santa Cruz graduates find success in many links you to the top career-development sites on If you intend to pursue graduate study in different career fields, and their superior educa- the web. However, the most exciting part of the a field not offered as a major at Santa Cruz, tion is the foundation for this success. The staff computer lab is the Career Advice Network you can prepare for your intended program at the Career Center will help you link your database. The Career Advice Network (CAN) through one of the campus’s regular majors. educational experience to the world of work. contains career profiles of over 700 UCSC You must plan your studies carefully, however, The center provides a variety of employment alumni. The members of the network have vol- and advising will be especially important. The and career-development services to help stu- unteered to answer questions and give career Career Center library has information that will dents obtain rewarding and successful careers. advice pertaining to their particular career field. help prepare you for graduate and professional Students are encouraged to visit the Career You may contact CAN members to obtain programs. The following are some fields in Center early during their first year on campus. information on educational preparation, job which UCSC alumni have pursued graduate The first step is to meet with a career adviser to responsibilities, resume preparation, and tips on study and successful careers: begin developing a focused career plan. Simply how to conduct your job search. Architecture sign in at the reception desk for a drop-in advis- UC Santa Cruz students and alumni looking Business ing appointment. Your career adviser will show for full-time career opportunities need look no Conservation you how to research and discover the many further than MonsterTRAK and NACElink— Film opportunities that are available to UC Santa online sites that list job openings targeted to Finance Cruz students and graduates. Workshops offered UCSC graduates. You may connect to Guidance and counseling by the Career Center include Selecting an MonsterTRAK and NACElink by visiting the High-tech industry Internship, Resume and Cover Letter Writing, Career Center web site. Another way to obtain Human resources Job-Search Skills, Job-Interviewing Techniques, a career position is to participate in the On- Industrial and labor relations the Graduate and Professional School Campus Interview Program. Corporate International relations Information Workshop, Work Opportunities recruiters visit campus every fall, winter, and Law Abroad, Applying to Law School, and special spring to interview and hire students. Visit the Marketing workshops on specific majors or career fields. Career Center web site for a list of participating Museum administration Your college experience is likely to include a companies. Public administration part-time job or internship in your area of The Career Center sponsors several major Urban planning interest. The Career Center has hundreds of events every academic year. The Graduate and opportunities available. Off-campus and on- Professional School Fair brings hundreds of grad- If you plan to pursue a career in medicine campus employment opportunities (both work- uate and professional school representatives from or another health-related field (including den- study and non-work-study) are posted on the the nation’s top universities to campus to share tistry, nursing, nutrition, occupational therapy, Career Center’s web site. For your convenience, information about their advanced-degree pro- optometry, osteopathic medicine, pharmacology, you may apply for on-campus jobs online. grams. Job fairs, which bring hiring companies to physical therapy, public health, and veterinary An internship is one of the best ways to gain campus, take place several times a year. Students medicine), contact the Division of Physical and practical work experience in your area of inter- looking for a job or internship will want to come Biological Sciences’ Health Science Career est. The Career Center has a database with over prepared with a great resume. Other events Advising Office at (831) 459-2954. Ethnic- 1,000 internship opportunities in a wide variety include the Student Employment Recognition minority students may also be eligible for the of career fields. The center’s resource library Awards Program Ceremony, where outstanding MARC/MBRS Programs, described below. contains some of the best internship directories student employees are recognized and rewarded If you are interested in the field of law, the available, listing local, national, and interna- for their hard work and dedication, and the prelaw adviser for UCSC is at the Career tional opportunities. While visiting the center, Multicultural Career Conference, which brings Center, (831) 459-2957. be sure to check out the Professions Training 246_UCSCGenlCatalog.07_025 9/13/2004 2:20 PM Page 39

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students and alumni together for a day to develop study groups. Academic skill-building work- [email protected]. Web: marcmbrs. mentor relationships and explore career options. shops are sponsored by the Coalition for ucsc.edu/. The Career Center—located at the Bay Tree Student Academic Success (CSAS) each quarter Building, Room 305, in Quarry Plaza—can be on topics such as note taking, time and stress Academic Excellence Program (ACE) reached at (831) 459-4420. Office hours are 9 management, exam preparation, academic read- A.M. to noon and 1 to 4 P.M. Visit the center’s ing, and research paper and thesis writing. ACE is supported by the Division of Physical web site at www2.ucsc.edu/careers/. Inquiries to the Learning Center can be and Biological Sciences and has as its goal to made Monday–Friday, 9 A.M. to 6 P.M. at (831) increase diversity among students receiving Educational Opportunity Programs 459-4333. bachelor’s degrees in mathematics and science, For more information about the Educational by offering discussion sections for selected (EOP) Opportunity Programs, drop by the Academic mathematics and science courses. The Educational Opportunity Programs (EOP) Resource Center, call (831) 459-2296, or visit The program received the 1999 Presidential provide a variety of academic and personal sup- the web site: www2.ucsc.edu/eop. Award for Excellence in Science, Mathematics, port programs designed to promote the reten- and Engineering Mentoring. This award, pre- tion, academic success, and graduation of MARC/MBRS Programs sented by the White House and administered California residents who are first-generation by the National Science Foundation, is given to college students from low-income and educa- The Division of Physical and Biological individuals or programs that have demonstrated tionally disadvantaged backgrounds. EOP pro- Sciences sponsors two National Institutes of outstanding and sustained mentoring efforts for grams and services are designed to ensure that Health grant programs: the Minority Access to students underrepresented in science, mathe- students successfully complete their undergrad- Research Careers (MARC) Program and the matics, and engineering. uate education and acquire the skills that will Minority Biomedical Research Support Helping students excel in gateway mathe- prepare them for future careers and graduate or (MBRS) Program. Though separately funded, matics and science courses is ACE’s focus. The professional school opportunities. the projects share a similar mandate: to increase ACE sections provide a structured, workshop the number of well-prepared ethnic-minority setting where students learn by teaching each Academic Support Programs students who are admitted to graduate or pro- other. This collaborative method reinforces crit- EOP academic support programs work to fessional schools in biomedical sciences. The ical thinking and problem-solving skills. enhance student academic achievement and program seeks students from groups that have Enrollment in ACE is limited. A professional advancement. These support services include traditionally been denied equal access to educa- section leader with an academic background in the EOP Bridge Program for a select group of tional opportunities in the science professions. the subject facilitates these workshops. In addi- entering first-year students, orientation activi- Continuing students who have successfully tion, an undergraduate coleader who has ties for new students, academic advising and completed specific introductory courses in biol- excelled in the course assists the section leader. personal counseling, time management and ogy, chemistry, and mathematics are invited to This brings the student to teacher ratio to 10:1. study-skills development, peer advising, and apply for the MARC/MBRS Programs, which Students also meet with a peer mentor, who community-building activities. EOP also spon- begin in the summer and introduce students to helps them strengthen their study techniques. sors programs designed to promote graduate program faculty, their research, and research Other opportunities available through ACE and professional school interests and prepara- techniques. After students successfully complete include office hours, study groups, and career tion. the summer program, they have the opportuni- counseling. ty to work in a faculty lab for the following aca- Applications are accepted quarterly for the Learning Support Services demic year. Financial compensation is available upcoming term. For more information, visit the The Learning Center—located on the second for laboratory placements and participation in web site: ace.ucsc.edu. floor of the Academic Resources Center with the summer program. satellite centers at Oakes, Crown, and Merrill The MARC/MBRS Office also works with Services for Transfer and Colleges—provides a number of learning sup- other campus offices to help make the most of Re-Entry Students (STARS) port programs for students. Through the campus resources and provide practical assistance Modified Supplemental Instruction program, with the graduate and professional school admis- Services for Transfer and Re-Entry Students peer-guided learning groups are attached to sion process. In addition, the staff maintains an (STARS) offers a broad range of personal and courses that have historically proven to be chal- information file on summer enrichment pro- academic support services for all transfer and lenging for students. All students enrolled in grams, which can provide you with vital research re-entry students (undergraduates 25 years and these courses are encouraged to participate in or clinical experience or help you prepare for the older, graduate students 29 years and older), stu- the interactive learning groups. Individual and Graduate Record Examination. dents who are parents regardless of age, and mili- small-group tutoring in all subjects is available The program’s well-equipped student office tary veterans. These services include admissions and accessible through an online sign-up sys- provides additional academic support and a information; orientations for new students; aca- tem. Two-credit courses in academic reading, convenient place for students to meet. The staff demic seminars and study-skills workshops; tuto- research, and writing—as well as writing men- encourages students to make use of this study rial services; informal academic advising; drop-in tors—are offered for incoming transfer stu- space and assists them in learning to use the assistance; social, recreational, and cultural pro- dents. Three-credit courses providing language office’s personal computers. grams; scholarships; newsletters; and study cen- development and writing support are available For further information, contact the ters with computer workstations. STARS also for bilingual students. The Learning Center can MARC/MBRS Office, 377 Thimann acts as a clearinghouse for information about also help students organize course-related peer- Laboratories, (831) 459-4770, or e-mail 246_UCSCGenlCatalog.07_025 9/13/2004 2:20 PM Page 40

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campus and community resources for UCSC’s Disability Resource Center of California, Berkeley, CA 94720, (510) large transfer and re-entry student populations. 642-3572, e-mail [email protected], STARS oversees two resource centers housed The campus accommodates students with doc- or visit the web: airforcerotc.berkeley.edu. in different locations on campus. All current and umented disabilities and welcomes their atten- Students may call or inquire about program prospective re-entry and transfer students are dance at UCSC. The Disability Resource prerequisites, scholarship availability, and class invited to visit. Hours are 9 A.M. to 5 P.M., Center (DRC) provides the following to help schedules at the Department of Aerospace Monday through Friday. STARS main offices meet the needs of students with disabilities: Studies. are in the Academic Resources Center, Rooms counseling and advising; mobility services; UC Berkeley offers a variety of courses in mil- 206 and 216. STARS at Kresge is located at the parking accommodations; assistance with regis- itary affairs, including courses offered by the entrance to Kresge College. tration and enrollment; testing accommoda- Departments of Naval Science, Military Science, The Page and Eloise Smith Scholastic tions; print accommodations; adaptive equip- and Aerospace Studies, subject to departmental Society is affiliated with STARS. This universi- ment loans; notetaker and interpreter services; approval. (See UC Berkeley General Catalog, ty friends group seeks ways and means to sup- and liaison and referrals to appropriate Military Officers’ Education Program, port foster, homeless, and runaway youths, resources, services, and agencies. www.berkeley.edu/catalog/curricula.html). These orphans, and wards of the court as they pursue The Disability Resource Center is located at courses are offered to cadets and noncadets. their educational goals. 146 Hahn Student Services Building and can Arrangements for all ROTC programs are STARS coordinates the Lifelong Learners be reached by telephone at (831) 459-2089 made on an individual basis with the appropri- program, a UC/community organization dedi- (voice) or (831) 459-4806 (TTY), or by e-mail ate sponsoring campus. cated to continuing education. The organiza- at [email protected]. Web: oasas.ucsc.edu/drc. tion hosts monthly meetings with university Campus access for people with mobility faculty and offers a wide variety of interest impairments. Transportation and Parking groups. Some members take campus courses for Services, in coordination with the DRC and Office of a minimal fee through UCSC Extension’s Cowell Student Health Center, provides acces- Concurrent Enrollment. sibility maps, vans equipped with wheelchair International For further information regarding all the lifts that can transport students to any point on STARS programs, call (831) 459-2552. For campus, and authorization to use parking Education (OIE) current programs and activities, view the spaces for the disabled, which are adjacent to all he Office of International Education (OIE) STARS web site: www.ucsc.edu/stars. campus buildings. Most buildings on campus have wheelchair-accessible ramps, modified rest T oversees coordination of the UCSC rooms, and other facilities. If necessary, classes are Education Abroad Program (EAP), International Part-Time Program rescheduled to meet accessibility needs. Scholar and Student Services (ISSS), Fulbright Grants for Graduate Study and Research If you are unable to attend the university full- Questions and concerns Abroad, and other activities in support of inter- time because of family obligations, employment national educational exchange. • about program accessibility should be responsibilities, or health problems, you may For further information, contact the Office addressed to the director of the Disability qualify for the Part-Time Program. This proof International Education, 107 Classroom Resource Center, at (831) 459-2089 gram enables students to pursue a bachelor’s Unit Building, (831) 459-2858, EAP: (voice); (831) 459-4806 (TTY) degree part-time in any major offered at UC [email protected], ISSS: [email protected]. Web: • about transportation, physical, or comput- Santa Cruz. To participate, undergraduate stu- oie.ucsc.edu. dents must file a Part-Time Program applica- ing access to the campus should be direct- tion by the appropriate deadline. Full-time stu- ed to (831) 459-3759 (voice/TTY) dents normally take three 5-credit courses per • about accommodating job applicants or Education Abroad Program (EAP) current employees with disabilities should quarter; part-time students may enroll in a The Education Abroad Program (EAP) offers be directed to (831) 459-2349 (voice) maximum of 10 credits. undergraduate and graduate students the oppor- Students approved for enrollment on a part- tunity to study at more than 140 host universi- time basis pay the same fees as full-time stu- ROTC and Military Affairs ties and colleges in 34 countries as part of their dents but pay only one-half of the educational regular UC academic program. The program Reserve Officer Training Corps (ROTC) is not fee. Part-time nonresidents pay one-half of serves students at all UC campuses and is admin- available on the UC Santa Cruz campus. nonresident tuition. Financial aid awards may istered by the University Office of the Education However, interested UCSC students have the be affected by enrolling part-time. Students Abroad Program in Santa Barbara: eap.ucop.edu. option of attending programs at Santa Clara who use the part-time fee reduction may not UCSC endeavors to bring this program with- University and UC Berkeley. also use the UC employee reduction. in the reach of all students. Extension of studies To find out about the Army ROTC program, Applications for undergraduates are available up to 15 quarters is possible when related to the contact the Department of Military Science, from the Office of the Registrar, 190 Hahn educational benefits of participating in EAP. Santa Clara University, 500 El Camino Real, Student Services Building. For more informa- Students receiving financial aid can apply their Santa Clara, CA 95053-0631 or (408) 554-6831, tion, call (831) 459-4412 or e-mail award to a program abroad. [email protected]. Web: e-mail [email protected], or visit rotc.scu.edu. reg.ucsc.edu/students/part-time.html. For information on the Air Force ROTC program, contact the Department of Aerospace Studies, 176 Hearst Gymnasium, University 246_UCSCGenlCatalog.07_025 9/13/2004 2:20 PM Page 41

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International Scholars and Students campuses. This provides a social and intellectu- when the application is filed. For further infor- al community throughout the quarter. mation, contact the special programs assistant in The International Scholar and Student Services Interested students with strong academic the Office of the Registrar, 190 Hahn Student (ISSS) staff advise foreign students, scholars, and records are encouraged to apply. For further Services Building, (831) 459-3459, or by e-mail staff on a variety of issues ranging from visa ques- information, contact the UCDC coordinator, 5 at [email protected]. tions and employment to adjustment to life in Merrill College, (831) 459-2855. Santa Cruz and study at UCSC. The program The UCDC Program also offers a unique Domestic Exchange Programs sponsors orientations and serves as a resource for opportunity for UCSC faculty members and campus international activities. ISSS also serves as graduate students to teach and pursue research in UCSC has exchange programs with the UCSC’s liaison with the Department of the Washington, D.C., area. Faculty members University of New Hampshire (UNH) and the Homeland Security concerning visa matters. and graduate students in residence advise stu- University of New Mexico (UNM). UNH is New international students and scholars should dents regarding their internships and course located near the New Hampshire seacoast in come to the office soon after arrival. work. Along with faculty from the other UC pro- the picturesque colonial town of Durham, grams, UCSC faculty offer upper-division cours- a little more than an hour from Boston, Fulbright Grants for Graduate Study es in diverse academic fields. To inquire about Massachusetts. UNM is located in and Research Abroad participation in UCDC, contact the director, Albuquerque, a city of approximately half a (831) 459-2134. Information is available million population, situated on the banks of For UCSC students, OIE facilitates the annual through the web: zzyx.ucsc.edu/Pol/ucdc. the Rio Grande. Both schools give students the awards competition for postdoctoral study and opportunity for an educational experience in an research administered by the Institute of University of California Center in entirely different environment. International Education: www.iie.org/fulbright. While enrolled in the exchange program, Sacramento students maintain their status at UCSC, and Students must be in good standing with UCSC they are expected to return to complete their and must have a GPA of 3.0 or above. Junior studies following enrollment at UNH or Field and standing is required before entering the pro- UNM. Both universities are on the semester gram. Scholar interns participating in the system, so students usually participate in the Exchange UCCS program will enroll in 12 to 16 credits exchange program for the entire academic year. comprising an internship plus the Sacramento But the option exists for students to participate Programs Seminar course and an optional elective course. during fall quarter only, or during winter and All courses are taught at the UC Sacramento spring quarters. UCDC Program at the UC Center just one block from the Capitol. Participants are selected from among stu- Washington Center For information on the program, please con- dents who are in good academic standing. Selection for 2005–06 will take place during he UCDC Program at the UC tact the UC Santa Cruz Career Center Internship Program, 305 Bay Tree Bldg., Santa winter quarter 2005. Selection for 2006–07 T Washington Center in Washington, D.C., will take place during winter quarter 2006. supervises and supports students who pursue Cruz, CA 95064, (831) 459-2184 (voice); (831) 459-3860 (fax); e-mail [email protected]. Each department of study determines the appli- internships and academic study in the nation’s cability of UNH and UNM courses toward capital. The program is open through a competi- requirements for the major. Letter grades tive application process to students in all majors Intercampus Visitor Program earned while at UNH and UNM will not be who will have upper-division status by the quar- calculated into the UCSC GPA or the UC ter in which they participate. (Physical and bio- UCSC students may take advantage of educational opportunities at other campuses of the GPA. Further information is available from the logical sciences and engineering majors are eligi- exchange program coordinator in the Office of ble to participate in their sophomore year with University of California through the Inter- campus Visitor Program. This program enables the Registrar, (831) 459-4412. Web: department approval.) Students enroll for fall, reg.ucsc.edu/students/exchange.html. winter, or spring quarter, earn 12–15 course you to take courses not available at Santa Cruz, credits, and continue to be registered as full-time to participate in special programs, or to study students. (In addition, see Residence, page 26.) with distinguished faculty at other campuses. Field Programs To qualify for participation in this program, Courses are taught by faculty from the Berkeley, Many UCSC students complement their major Davis, Irvine, Los Angeles, Riverside, San Diego, you must be in good standing after completing at least three quarters in residence at Santa programs with field experience or off-campus Santa Barbara, and Santa Cruz UC programs in internships, which also provide opportunities Washington and by visiting faculty from the Cruz. Each host campus establishes its own criteria for accepting students from other campus- for students to become involved in public Washington area. Applicant selection is based on service activities in the local community and academic record, a written statement, letters of es as visitors. You must also have the approval of your college. Consult with your department throughout the world. Most of the field pro- recommendation, and in some cases a personal grams described below are open to students in interview. about how courses taken at the host campus may apply to your major requirements. a range of majors, although some are restricted Financial-aid eligibility is maintained, and to students pursuing a designated area of study. students who are eligible for financial aid may Applications are available at the Office of the Registrar. The application form contains a great Students in all majors may apply for internships qualify for a President’s Washington sponsored by the Career Center (see page 38). Scholarship to help cover supplemental costs. deal of useful information about the program and how and when to file; please read it careful- In addition to the off-campus placements pro- Students live in the UC Washington Center vided by the programs described below, inde- with students from all the participating UC ly. A nonrefundable application fee of $40 is due 246_UCSCGenlCatalog.07_025 9/13/2004 2:20 PM Page 42

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pendent field study is available through some Studies Department Office, 207 College Eight, and apprentice positions with consultants, colleges and departments. Public service activi- (831) 459-2371, or the community studies field- agroecologists, resource specialists, and teachers. ties can be arranged through field programs. study coordinator, 203 College Eight, (831) Part- and full-time placements are available, 459-4601. E-mail: [email protected]. Web: and students may receive 2 to 15 course credits Community Studies Field-Study communitystudies.ucsc.edu. for their work. Each student’s placement is Program supervised by a faculty adviser, a field sponsor, Community studies is an interdisciplinary Economics Field-Study Program and the internship coordinator. Students spend undergraduate major that examines social The Economics Department offers its majors 12 to 15 hours each week on their assignments change in the context of community. Each stu- the opportunity to integrate their academic for every 5 credits they receive. dent in the program designs his or her curricu- knowledge with career-related work. The field- Internships and fieldwork are designed lum around a six-month field study or intern- study program places students in internships to complement a student’s course work and are ship with a community organization or agency. under the supervision of a faculty sponsor and a available for both lower- and upper-division cred- The core curriculum for the major includes professional in the workplace. Students can it. Qualified environmental studies majors may courses in field-study preparation as well as select from a wide variety of field placements undertake a senior internship to fulfill the depart- theory and analysis. Students complete the such as accounting firms, community nonprof- ment’s comprehensive requirement. Students are major by preparing a senior project integrating its, government agencies, brokerage firms, mar- also encouraged to use their placements as a basis field study, classroom work, and research. The keting agencies, banks, and businesses in Santa for senior thesis research, and occasionally interns major has no lower-division prerequisites and Cruz and beyond. Students apply and prepare who have returned from the field may give lec- usually takes about two years to complete. for field study a quarter in advance. Acceptance tures in classes or present seminars. In addition, With the guidance of a faculty adviser, into the field-study program is determined by internships provide a fieldwork component for community studies students choose field academic standing, class level, and successful some environmental studies courses. placements related to one of the areas of the completion of Economics 100A, 100B, and Further information is available from department’s focus. (See the listings of Theory 113 (see pages 179–180). Students may earn a the Environmental Studies Field and and Practice Seminars, Community Studies maximum of 10 credits and complete up to Internship Program Office, 491 Interdisci- 100A–Z, for descriptions of these areas of two quarters in a field placement. plinary Sciences Building, (831) 459-2104, focus.) In recent years, students have worked Along with the training and supervision by a e-mail: [email protected]. Web: as far away as Mexico, Central America, New professional in the workplace, students receive envs.ucsc.edu/internship/. York, London, Paris, and Nairobi, though the guidance from a faculty sponsor who directs majority of field studies have been in their academic project. It is completion of this Global Information Internship California. Students have been placed with project and the job supervisor's evaluation of Program health centers, radio and television stations, performance that earn the student credit. The Global Information Internship Program newspapers, city planning departments, polit- Economics Field Study (course 193 or 198, see (GIIP) is an instructional program at UCSC ical parties, neighborhood organizations, civil page 182) does not satisfy an upper-division sponsored by the Center for Global, rights groups, battered women’s shelters, legal requirement for the major and is available on a International, and Regional Studies (CGIRS, see clinics, child care centers, programs for passing/not passing (P/NP) basis only. page 60). Guided by administrative and technical seniors, tenants’ unions, government agen- Interested students should make an appoint- support from staff and faculty, GIIP is organized cies, the offices of elected officials, trade ment or stop by the Economics Field-Study as a student-managed service-learning program unions, and other organizations working for Office: 217A Social Sciences 1; call (831) 459- that transfers the benefits of information technol- social change in communities. 2028; or e-mail [email protected]. Web: ogy to the world’s excluded majority. The pro- The practical experience gained from the six- econ.ucsc.edu/. gram places highly motivated interns—trained in month field study provides graduates with social science and information technology—with many choices. About half go on to graduate Environmental Studies Field and nongovernmental organizations and civic groups work in urban studies, public administration, Internship Program in the U.S. and abroad. GIIP’s mission is social work, planning, law, policy studies, Open to all UCSC students, the Environmental twofold: to upgrade the informational capacity of medicine, or academic disciplines like sociology, Studies Field and Internship Program is an inte- excluded communities while nurturing a new anthropology, and politics. Others enter the gral academic component of the environmental generation of information-savvy student leaders work world directly, in many cases continuing studies major, and it augments the research and committed to advancing the public good. with agencies such as those in which they did professional development of undergraduate and GIIP interns acquire their skills by enrolling their field study. Community studies graduates graduate students (see page 228). Interns are in 140 hours of instruction in Sociology 30A- are also doctors, community organizers, pro- placed, individually and in groups, in off-cam- B-C (see page 363) over a nine-month period. gram directors, public officials, lawyers, univer- pus agencies, where their work results in publi- Sixty hours of technical training is computer- sity teachers, therapists, nurses, librarians, social cations and resource documents and in many based instruction. The other 80 hours are workers, news directors, forest management cases serves as the primary basis for policy for- devoted to working on projects involving one consultants, reporters, day care teachers, union mation. Placements have included research with of GIIP’s six themes: Global Justice, Women’s officials, and labor organizers. small businesses and farms, state agencies, non- Empowerment, Sustainable Environments, One-quarter, 2- to 10-credit field studies are governmental organizations, and planning Human Rights, Peace and Conflict Resolution, also available to all UCSC students through departments; assignments as natural history and Education and Social Enterprise. community studies. For more detailed informa- interpretive guides for state and national parks; For more information, visit: tion, see page 156, or contact the Community www2.ucsc.edu/giip or call (831) 459-1572. 246_UCSCGenlCatalog.07_025 9/13/2004 2:20 PM Page 43

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Health Sciences Internship Program upper-division course work on the region involve part-time placements in public schools The B.S. in health science is designed to meet and/or topic that is to be the focus of the study. in Santa Cruz County. The third quarter of stu- the needs of UCSC students who are interested Students are expected to take the Field-Study dent teaching is a full-time experience in which in pursuing careers in medicine or biomedical Seminar (LALS 196, see page 283) and work students gradually take over full responsibility research. It is based on the existing B.S. degree with the field-study coordinators. Local field for the daily instructional program of the class- in molecular, cell, and developmental (MCD) study can be arranged in Santa Cruz, room in which they are placed. Substantial field- biology, with identical course requirements in Watsonville, and Salinas, with agencies and work is also incorporated in other courses that chemistry, physics, and math. But unlike the organizations, schools, and newspapers and are required for the teaching credential. MCD biology major, student course work is radio stations that serve Chicano/Latino com- The minor in education is an undergraduate directly relevant to human health. munities. These local field studies are done in program in which students explore the history of The health sciences major (see page 135) conjunction with course work on campus (i.e., educational thought and philosophy, the politics includes volunteer community health care ser- as one of a student’s three courses in a given and economics of education, learning theory and vice as an internship requirement. Students are quarter). For more information, contact the pedagogy, and issues of cultural and linguistic required to report on their internship experi- field-study coordinators at (831) 459-4430 diversity. As a part of the six-course minor ences. The health sciences internship coordina- ([email protected]) or 459-5897 sequence, students engage in field study in schools tor maintains an office where students may go ([email protected]). through Education 80, Introduction to Teaching. to find information concerning the availability For more information, see Education, page of internships within the local medical commu- Psychology Field-Study Program 184, or contact the Education Department, nity and assists students in the selection of The Psychology Field-Study Program provides 212 Crown College, (831) 459-2589 (recep- appropriate activities. Records of past intern- qualified students an opportunity to integrate tion). E-mail address: [email protected]; ships are also available at the internship office. what they have learned in the classroom with web: education.ucsc.edu. The health sciences major also requires profi- direct service to a community agency. Each ciency in Spanish, a language that is commonly year, more than 200 students develop new skills M.S. in Computer Engineering used in medical settings in California. The and clarify personal and professional goals by (Network Engineering) Humanities Division offers an educational plan working as interns in schools, criminal justice The Department of Computer Engineering that will allow students to achieve Spanish pro- programs, and mental health and other social offers a distance-learning version of its M.S. in ficiency in a medical setting in five quarters. service agencies, where they are supervised by a computer engineering, with a concentration in This course of study entails four quarters of professional within that organization. network engineering, in collaboration with Spanish grammar and conversation (students Psychology faculty members sponsor field-study UCSC Extension. Required and elective cours- enroll in the regular Spanish 1–4 series), fol- students, helping them to synthesize their es are presented in Silicon Valley using real- lowed by one quarter of medical Spanish intern experience with psychology course work time video technology and, at times, faculty in (Spanish 5M; see page 369). This new course and guiding them through an academic project. person. This part-time M.S. degree program covers medical terminology and issues of cul- Junior and senior psychology majors in good can be completed in three years. For further tural sensitivity. academic standing are eligible to apply for this information, contact [email protected]. More information about the health sciences competitive program (see page 351). Applications major and internship program is available at the can be obtained from the field-study office, 273 Biological Sciences Undergraduate Advising Social Sciences 2 Building, and are due one quar- Office, 103A Thimann Laboratories, (831) ter in advance. There is a minimum commitment Summer 459-4143, or e-mail bioadvise@biology. of two quarters. Information can be viewed on ucsc.edu, or from the health sciences internship the web at psych.ucsc.edu/fieldstudy, or phone Programs coordinator, 323 Sinsheimer, (831) 459-5647, (831) 459-4410. ummer Sessions at UC Santa Cruz are or e-mail [email protected] Web: www.biolo- Education Field Programs Soffered from mid-June through the end gy.ucsc.edu/ug/hltintrn.html. of August. Registration fees are the same for The M.A. in education program provides stu- California residents and nonresidents. Please Latin American and dents with the necessary credential preparation contact the Summer Session Office, UC Latino Studies Fieldwork for K–12 teaching in the California public Santa Cruz, 1156 High Street, Santa Cruz, A variety of field-study and internship opportu- schools. Crosscultural (CLAD) and Bilingual CA 95064, for further information about nities can be arranged through the Latin Crosscultural (BCLAD) emphases are included Summer Session programs listed below. To American and Latino studies (LALS) fieldwork for the preparation of elementary and sec- request a Summer Session catalog, telephone course. Field studies are independent, commu- ondary math, science, English, and social sci- (831) 459-2524 or fax (831) 459-3070. For nity-based study projects for academic credit, ence teachers. additional information, telephone (831) done under faculty sponsorship and arranged Students pursuing an M.A. in education 459-2524 or e-mail [email protected]. Visit on an individual basis. It is important to plan at (which includes the CLAD/BCLAD teaching our home page: summer.ucsc.edu. least two quarters in advance of the intended credential) must complete an extensive student- departure date for a field study abroad. Projects teaching course sequence. Student-teaching Summer Session Courses vary widely, but students who want to develop placements are restricted to enrolled students. a field-study proposal are expected to prepare The student-teaching sequence consists of five Undergraduate credit courses are offered in the for it by acquiring fluency in the appropriate courses: Education 203, 283, and 284A-B-C. arts, engineering, humanities, physical and bio- language, prior cross-cultural experience, and The first and second quarters of the sequence logical sciences, and social sciences during two 246_UCSCGenlCatalog.07_025 9/13/2004 2:20 PM Page 44

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five-week Summer Sessions. The sessions run Extension programs vary in length and for- in the Concurrent Enrollment application. An from mid-June through July, and late July mat from one-day seminars to short lecture application fee is charged for each quarter of through late August. Students may enroll in series to 10-week courses. Certificate programs, enrollment in addition to course fees. A first- several classes, with a recommended maximum such as new cutting-edge programs in bioinfor- time application filed at least one week prior to of 10 credits per session. matics and biotechnology, generally take nine the first day of instruction for the quarter has a months to two years to complete. The programs $50 fee; subsequent applications filed at least Spanish Language Intensive Program provide opportunities to pursue the following: one week prior to the first day of instruction for the quarter have an $10 fee. Applications filed • Education for professional or career Through the Spanish Language Intensive later than one week prior to the first day of advancement Program, students can complete the equivalent of instruction for the quarter have a $50 fee. • Intellectual and cultural interests a three-quarter sequence of Spanish, offered in Concurrent Enrollment through Extension • Updates of professional and technical skills eight weeks. Teaching staff are experts with may be used as a path toward a part-time or • Personal growth native-speaker proficiency who provide intensive full-time degree program or as a way of study- classroom instruction Monday through Friday. Most extension programs are open to any ing subjects of personal or occupational inter- Fifteen quarter credits are awarded to stu- adult who can benefit from university-level est. Credit earned through this program may dents who successfully complete the three- study. The instructors are professionals work- be used toward degree requirements, when course language sequence during the program. ing in the fields that match the subject areas applicable, if participants subsequently seek The courses can be applied toward the second- they teach, faculty from UC and other educa- admission to the university and are accepted. language requirement of the language studies tional institutions, as well as other authorities. Seniors 62 and older pay reduced fees and major (see page 275). Please see the Summer Credit and noncredit programs are offered in do not pay the application fee. Session catalog for a list of other nonintensive Santa Clara, Santa Cruz, Monterey, and San Financial aid is not available to participants languages offered. Benito Counties; most courses are held at in the Concurrent Enrollment program. UCSC Extension’s facilities in Silicon Valley. For further information and to obtain Shakespeare Santa Cruz Internship University Extension also offers professional the application packet, contact UCSC continuing education through its Corporate Extension, 1101 Pacific Avenue, Suite 200, Shakespeare Santa Cruz (SSC), a professional Training Division, which provides technical Santa Cruz, CA 95060-4536, (831) 427-6600. theater company in residence at the Theater and management courses on-site at area busi- Arts Center at UCSC, offers internships in nesses, and through English Language and acting, design, directing, dramaturgy, stage International Programs, which offers English management, and production. Interns attend language, American culture, and global busi- Intersegmental classes and work closely with artistic, technical, ness courses for students from around the and stage management staff in support of the world. Cross-Enrollment summer festival productions, backstage in Enrollment for degree credit in extension rehearsal and in performance. Acting interns courses numbered 1–199 is permitted for regu- his program permits a student who is cur- are part of the ensemble and/or understudies larly enrolled UCSC students. Upon submis- T rently enrolled in a California community in the productions. The 5-credit classes, which sion of the extension transcript to the Office of college or a California State University campus are part of the SSC Internship Program and Admissions, the course credit may be applied and who meets certain eligibility criteria to offered through UCSC Summer Session, toward a bachelor’s degree at UCSC. Extension enroll in one undergraduate course at UCSC include acting, directing, voice, and stage courses numbered other than 1–199 are not each term, on a space-available basis. A student management. These classes are taught by SSC applicable to a UCSC degree. is qualified to participate in this program if he company members. Interns thus have a direct Inquiries about current course offerings or she meets the following requirements: link with top theater professionals, exposure to should be addressed to UCSC Extension, • has completed at le ast one term at the the latest skills and techniques, professional University Town Center, 1101 Pacific Avenue, home campus as a matriculated student theater experience to list on their resume, and Suite 200, Santa Cruz, CA 95060-4536, (831) and is enrolled in at least 6 credits at the an inside advantage for marketing new skills. 427-6600. To be placed on the mailing list for home campus during the term in which For more information on internships, contact a catalog, call (831) 459-8639. Course offer- he or she wishes to enroll; SSC’s company manager at (831) 459-5810 or ings are also listed at UCSC Extension’s web • has a grade-point average of 2.00 for work visit the web: shakespearesantacruz.org. site, ucsc-extension.edu. completed; • has paid tuition or fees required by the home campus for the academic term in Concurrent Enrollment which he or she seeks to cross-enroll; UCSC Concurrent Enrollment through Extension is a • has appropr iate academic preparation as cooperative arrangement between UC Santa determined by the host campus, consis- Extension Cruz and UCSC Extension that enables mem- tent with the standard applied to current- bers of the public to enroll in one or two regular ly enrolled students; niversity of California Extension is the UCSC undergraduate or graduate courses per is a California resident for tuition purpos- Ustatewide, year-round continuing educa- quarter for credit. The program is administered es at the home campus; and tion service linking the university with the peo- by UCSC Extension, and course credit granted • has not been previously admitted to and ple, businesses, and communities of the state. appears on a UCSC Extension transcript. registered at UCSC. Participants must meet certain criteria outlined Interested students may obtain additional information and an application from the registrar at their home campus.

at anyand Universityis enrolled ofin Californiaat least 6 credits or California at the State Universityhome campus (CSU) during campus the term (see table,in which this page). Thishe or curriculum she wishes tois theenroll; result of an agreement, by the• has University a grade-point of California, average of the 2.00 California for work State University,completed; and the California community colleges,• has aimedpaid tuition at simplifying or fees requiredthe transfer by process the for communityhome campus college for the students. academic The termIGETC in is intendedwhich he exclusively or she seeks for to California cross-enroll; community college• has appropriate transfers and academic is not an preparation option for continu- as ingdetermined UCSC students by the hostor for campus, students consis- transferring fromtent withfour-year the standard colleges orapplied universities. to currently enrolledStudents students;must complete the IGETC prior to transferis a California or they residentwill be required for tuition to satisfy purpos- the UCSCes at the general home education campus; andrequirements. All courses must be completed with a grade of C (2.00) or better. A grade of Credit or Pass may be used if the community college’s policy states that it is equivalent to a grade of C (2.00) or better.

Major Requirements and Course Prerequisites Students who believe they have taken courses at otherat any institutions University ofthat California satisfy either or California major require- State mentsUniversity or UCSC (CSU) course campus prerequisites (see table, shouldthis page). con- tactThis the curriculum sponsoring is thedepartment result of anfor agreement,review. by the University of California, the California State University, and the California community colleges, aimed at simplifying the transfer process for community college students. The IGETC is intended exclusively for California community college transfers and is not an option for continuing UCSC students or for students transferring from four-year colleges or universities. Students must complete the IGETC prior to transfer or they will be required to satisfy the UCSC general education requirements. All courses must be completed with a grade of C (2.00) or better. A grade of Credit or Pass may be used if the community college’s policy states that it is equivalent to a grade of C (2.00) or better.

Major Requirements and Course Prerequisites Students who believe they have taken courses at other institutions that satisfy either major requirements or UCSC course prerequisites should contact the sponsoring department for review. 246_UCSCGenlCatalog.07_025 9/13/2004 2:20 PM Page 45

Graduate Studies

Graduate Education at UCSC 47 Degrees and Programs 47 Program Descriptions 47 Administration 47 Evaluation of Performance 47 Graduate Opportunity Program 47 Diversity-Enhancement Programs 47 Intercampus Exchange Program 48 Student Life 48 College Affiliation 48 Graduate Student Association 48 Housing 48 Application and Admission 48 Application Deadlines 48 Admission Requirements 49 Application Processing 50 Fees and Expenses 51 Financial Support 51 246_UCSCGenlCatalog.08_046 9/13/2004 2:21 PM Page 46

Ecology and evolutionary biology graduate student Cynthia Hays collects samples and records data at Pigeon Point, on the coastline north of Santa Cruz. 246_UCSCGenlCatalog.08_046 9/13/2004 2:21 PM Page 47

GRADUATE EDUCATION 47

Ocean sciences ...... M.S., Ph.D. detail (1) the nature and requirements of the promoting extracurricular activities on campus. Graduate Philosophy...... M.A./Ph.D. course, (2) the student’s strengths and weaknesses Graduate students elect a GSA steering com- Physics...... M.S./Ph.D. in the various aspects of the course (e.g., discus- mittee, which coordinates activities and their Education Politics...... Ph.D. sion, laboratory work, term papers, and examina- funding. In past years the steering committee has Psychology (with emphasis in social, tions), and (3) the student’s general understand- sponsored student social gatherings, musical Santa Cruz offers graduate study in developmental, or cognitive) ...... Ph.D. ing of the course content. Evaluations are used by events, poetry readings, lectures by visiting schol- UC 32 academic fields. About 1,500 Science communication academic advisers and become part of the stu- ars, and other activities of special interest to grad- graduate students are enrolled at the certificate, writing ...... Certificate dent’s official academic record. uate students. A portion of the college student master’s, and doctoral levels. The small size of Social documentation ...... M.A. Please also refer to the statement on government fee, paid by all students, is available the UCSC graduate programs encourages close Sociology...... Ph.D. Academic Integrity, page 36, Appendix F, to the association for this purpose. The steering working relations between students and faculty Theater arts ...... Certificate Graduate Student–Faculty Adviser Relationship committee also recommends graduate students in an informal atmosphere conducive to rapid learning and professional growth. Many graduate Guidelines; page 423; and Appendix O, for appointment to university committees. programs have interdisciplinary components, Program Descriptions Official University Policy on Academic and students are encouraged to explore the con- Integrity for Graduate Students, published in Housing ceptual connections between related fields as Descriptions of individual programs appear the Student Policies and Regulations Handbook they under the specific disciplines in the programs at www2.ucsc.edu/ As at all other UC campuses, finding housing acquire mastery in their areas of specialization. and courses section, which begins on page 105. judicial/handbook03-04/o.htm. is a challenge. Students who wish to utilize on- Research facilities at UCSC are excellent, and Application materials for all programs are avail- campus housing should put in their applica- there are extensive opportunities for graduate able online at graddiv.ucsc.edu. Graduate Opportunity Program tion as soon as possible to aid them in securing students to engage in significant independent All of our graduate programs have informa- housing in a timely manner. Likewise, stu- study and research (see Resources for Learning tion on the web at www.ucsc.edu/academics. Applicants assisted by the Graduate dents who wish to find off-campus housing and Research, pages 53–72). Graduate students Inquiries about part-time study should be Opportunity Program must be U.S. citizens or will find this task challenging. Often, single are also encouraged to obtain teaching experi- directed to the individual departments. If there permanent residents. During the application students share housing as a means of lowering ence, primarily as supervised teaching assistants. are any problems with the online application process, the Graduate Opportunity Program can expenses. The problem of housing is acute for They are highly valued members of the UCSC process, please e-mail [email protected]. help students by requesting an application fee married students or students with dependent community, contributing substantially to the waiver for cases of hardship, by providing children, who do not always have the option research and teaching conducted on the campus. insight into the application process, and by dis- of sharing housing with other students. Administration Twenty apartments for single graduate stu- tributing information about the various gradu- dents are located on the west side of campus At UCSC, the individual graduate programs are ate academic and fellowship programs. The pri- Degrees and Programs between Kresge College and the Baskin directed by departments. Overall policy mary goals of the program are to increase the Engineering Building. City and campus bus The University of California, Santa Cruz, offers is determined by the Graduate Council, and number of applicants through extensive out- stops are nearby. On-site parking is available. graduate programs leading to advanced degrees coordination and record keeping for matters reach and to increase the number of enrolled The apartments were designed with privacy, or certificates in the following areas: common to all graduate students—such as students from diverse backgrounds through energy conservation, and aesthetics in mind. The admission applications, fellowships, and effective recruitment. Applicants who feel that Anthropology ...... Ph.D. wood-frame units have cedar exteriors and are advancement to candidacy—are the responsibili- their acceptance into the academic community Astronomy and astrophysics ...... Ph.D. bordered by redwood forest on two sides. ty of the Division of Graduate Studies. The dean at UC Santa Cruz will contribute to the diversi- Bioinformatics...... M.S., Ph.D. Four students share each apartment, which of graduate studies is the chief administrative ty of the institution should call (831) 459-4108 Biology has a living and dining room, a kitchen, two officer. The Graduate Student Handbook—con- early in the application process. ecology and evolution ...... M.A./Ph.D. bathrooms, four single bedrooms, an outdoor taining graduate policies and other informa- molecular, cell, and developmental ...... deck, and abundant closet and cabinet space. tion—can be found online at graddiv.ucsc.edu/. Diversity-Enhancement Programs ...... M.A./Ph.D. The units are fully furnished with solid oak and Chemistry and biochemistry ...... M.S./Ph.D. The Eugene Cota-Robles Fellowship Program is maple furniture, although residents must sup- Computer engineering ...... M.S./Ph.D. Evaluation of Performance a merit-based diversity-enhancement fellowship ply their own linens, cooking utensils, and Computer science ...... M.S./Ph.D. program that provides financial support to assist household supplies. Common facilities include Graduate students are graded Satisfactory/ Digital arts/new media ...... M.F.A. students from diverse backgrounds to pursue and a laundry room and lounges with computer Unsatisfactory (S/U) or, at student option, A, Earth sciences...... M.S./Ph.D. complete a graduate degree successfully. This fel- terminals and a large-screen television. B, C, D, F. The grade A, B, or S is awarded for Economics lowship is awarded to entering doctoral students The apartment rental rate is $8,320 for the satisfactory work. A graduate student receiving applied...... M.S. who have overcome significant obstacles to 2004–05 academic year. Graduate student resi- a grade of C, D, or U will not be able to use international ...... Ph.D. achieve a baccalaureate-level degree, and whose dents may stay for the summer at additional the credit for that course to satisfy any course Education economic, educational, or social background cost. First-year graduate students are usually requirement for a graduate degree. Courses in teaching...... M.A. contributes to intellectual diversity of the gradu- given priority in assignment of apartments. which a graduate student receives a grade of C, research ...... Ph.D. ate student population. Applicants should refer Graduate students may also apply to the indi- D, F, or U may be repeated. Credits will be Electrical engineering ...... M.S./Ph.D. to the information under Financial Support in vidual colleges for a limited number of resident counted once, and the most recently earned Environmental studies ...... Ph.D. the application to gain a better understanding of preceptorships. These positions offer an on- grade will determine whether a degree require- Environmental toxicology...... M.S./Ph.D. this fellowship. Fellowship recipients must be campus apartment as a stipend and the opportuni- ment has been met. Repeating a course more History...... M.A./Ph.D. U.S. citizens or permanent residents. ty to participate in a college community. than once requires the prior written approval of History of consciousness ...... Ph.D. The Eugene Cota-Robles Fellowship and the Married students and students with dependent the dean of graduate studies. Linguistics ...... M.A./Ph.D. Dissertation-Year Fellowship are part of the children may live in Family Student Housing, a Graduate student performance in all Literature...... M.A./Ph.D. University of California’s Academic Career complex of two-bedroom unfurnished apart- courses taken for credit at UC Santa Cruz is also Mathematics ...... M.A./Ph.D. Development Program. The Dissertation-Year ments located on the west side of campus. These evaluated according to the Narrative Evaluation Music ...... M.A./D.M.A. Fellowship is a fellowship-support program apartments are in great demand, and students System. A narrative evaluation usually runs from one to four paragraphs in length and describes in 246_UCSCGenlCatalog.08_046 9/13/2004 2:21 PM Page 48

48 GRADUATE STUDIES

available to continuing students. Enrolled stu- promoting extracurricular activities on campus. often wait up to a year for a vacancy. Interested dents are assisted through formal and informal Graduate students elect a GSA steering com- students should apply as soon as possible. Application fee waivers are available for cases of group orientations, individual advice about aca- mittee, which coordinates activities and their Another on-campus option is UCSC’s 42- hardship. International applicants are not demic matters, financial aid, postdoctoral funding. In past years the steering committee has space camper park, available to students who eligible for fee waivers. own appropriate recreational vehicles. opportunities, and the provision of information sponsored student social gatherings, musical Applicants to the programs in anthropology, To assist students in locating living accom- about career planning, health care, and housing. events, poetry readings, lectures by visiting schol- computer engineering, computer science, and elec- modations in the surrounding communities, If you have questions about the fellowship ars, and other activities of special interest to grad- trical engineering also need to conform to the the Community Rentals Office maintains a list programs, contact the Division of Graduate uate students. A portion of the college student admission guidelines posted on the web pages for of available rentals. Students intending to live Studies, (831) 459-4108. government fee, paid by all students, is available these departments. These web pages can be accessed off campus should begin their search at least to the association for this purpose. The steering from the Division of Graduate Studies home page: four to six weeks before classes begin. Intercampus Exchange Program committee also recommends graduate students graddiv.ucsc.edu. for appointment to university committees. See pages 94–96 for more detailed informa- A graduate student in good standing at Santa tion about on- and off-campus housing. 2. Statement of purpose. This should be a Cruz who wishes to take advantage of educa- Housing concise, well-written essay about the applicant’s tional opportunities available only at another background and reasons for pursuing graduate campus of the university may become an inter- As at all other UC campuses, finding housing study in the field chosen. Selection committees campus exchange graduate student for a quarter is a challenge. Students who wish to utilize on- Application place particular importance on the statement of or more. This program also permits students to campus housing should put in their applica- purpose. It exhibits the applicant’s ability to take courses on more than one campus of the tion as soon as possible to aid them in securing and Admission present ideas in clear, coherent language. The university during the same quarter. housing in a timely manner. Likewise, stu- statement of purpose should indicate Application Deadlines To participate in the program, a student must dents who wish to find off-campus housing • how knowledgeable the applicant is in the have the approval of his or her faculty adviser, will find this task challenging. Often, single tudents may apply for only one UCSC desired field of study; the dean of the Division of Graduate Studies students share housing as a means of lowering S graduate program at a time. The list below • how undergraduate studies and other expe- at UC Santa Cruz, and the graduate dean on the expenses. The problem of housing is acute for shows the date set by each program as the final riences (work, community involvement, campus to be visited. Application forms may married students or students with dependent deadline for submission of all documents. and so forth) serve as a foundation for be obtained from the Division of Graduate children, who do not always have the option Applications are limited to programs of study graduate study; and Studies and should be submitted three weeks of sharing housing with other students. beginning in fall quarter (except the M.A. pro- • how and why the applicant intends to build before the quarter in which the exchange begins. Twenty apartments for single graduate stu- ram in education). Please visit our web site at on this foundation of knowledge and apply graddiv.ucsc.edu for the most current informa- dents are located on the west side of campus the training to social or theoretical problems. between Kresge College and the Baskin tion on applying to UCSC graduate programs Student Life Engineering Building. City and campus bus and for application deadlines for 2005–06. 3. Official transcripts. Official transcripts of stops are nearby. On-site parking is available. Anthropology ...... January 5, 2005 all previous course work since high school, The apartments were designed with privacy, Astronomy and including certification of degrees received or he campus offers a variety of programs to documentation of status upon leaving each enhance the quality of student life, all energy conservation, and aesthetics in mind. The astrophysics ...... January 1, 2005 T institution, should be obtained. UC Santa Cruz available to graduate students. These include wood-frame units have cedar exteriors and are Bioinformatics...... December 15, 2004 child care, sports and recreation, health services, bordered by redwood forest on two sides. Biology requires only one transcript from each institu- cultural events, transportation services, and the Four students share each apartment, which ecology and evolution....December 15, 2004 tion. Official evidence that the applicant has UCSC Women’s Center. See pages 94–102 for has a living and dining room, a kitchen, two molecular, cell, and developmental...... received a bachelor’s degree from an accred- information on these services and a description bathrooms, four single bedrooms, an outdoor ...... December 15, 2004 ited institution of higher education must be of the local community. See page 40 for services deck, and abundant closet and cabinet space. Chemistry and presented. All of the official transcripts and available to students with disabilities. The units are fully furnished with solid oak and biochemistry ...... January 15, 2005 documentation should be requested well in maple furniture, although residents must sup- Computer advance of the program deadline to be sent College Affiliation ply their own linens, cooking utensils, and engineering ...... December 15, 2004 to Graduate Application Processing. Only household supplies. Common facilities include Computer science ...... January 15, 2005 official transcripts bearing the signature of the Graduate students at Santa Cruz have the a laundry room and lounges with computer Digital arts/new media .....February 1, 2005 registrar and the seal of the issuing institution opportunity to affiliate with one of the ten col- terminals and a large-screen television. Earth sciences...... January 5, 2005 will be accepted. If work is in progress at the leges on campus (college descriptions begin on The apartment rental rate is $8,320 for the Economics time of application, a final transcript of such page 75). Participation in the activities of a col- 2004–05 academic year. Graduate student resi- applied ...... February 1, 2005 work must be submitted before the student can lege may range from taking an occasional meal dents may stay for the summer at additional international ...... January 5, 2005 be officially enrolled at UC Santa Cruz. If the there or living in the college to participating in cost. First-year graduate students are usually Education bachelor’s degree is in a field other than that in the college’s educational and preceptorial pro- given priority in assignment of apartments. teaching (M.A.)...... January 15, 2005 which the student intends to apply, evidence of grams or in its extracurricular activities. Graduate students may also apply to the indi- research (Ph.D.) ...... December 15, 2004 course work sufficient to prepare for graduate vidual colleges for a limited number of resident Electrical engineering...December 15, 2004 study in the intended field must be shown. Graduate Student Association preceptorships. These positions offer an on- Environmental studies...... January 7, 2005 4. Letters of recommendation. Three letters of campus apartment as a stipend and the opportuni- Environmental toxicology..January 15, 2005 recommendation should be included in the The Graduate Student Association (GSA) is an ty to participate in a college community. History ...... January 5, 2005 online application packet, or the applicant should organization of all graduate students at UCSC. Married students and students with dependent History of arrange to have them forwarded to the Graduate It seeks to advance the general welfare of the children may live in Family Student Housing, a consciousness...... December 1, 2004 Application Processing. These letters of recom- graduate student body and is responsible for complex of two-bedroom unfurnished apart- mendation should be prepared by professors or ments located on the west side of campus. These others who are in a position to analyze the appli- apartments are in great demand, and students • has not been previously admitted to and registered at UCSC.

Interested students may obtain additional information and an application from the registrar at their home campus.

and is enrolled in at least 6 credits at the home campus during the term in which he or she wishes to enroll; • has a grade-point average of 2.00 for work completed; • has paid tuition or fees required by the home campus for the academic term in which he or she seeks to cross-enroll; • has appropriate academic preparation as determined by the host campus, consistent with the standard applied to currently enrolled students; is a California resident for tuition purposes at the home campus; and

at any University of California or California State University (CSU) campus (see table, this page). This curriculum is the result of an agreement, by the University of California, the California State University, and the California community colleges, aimed at simplifying the transfer process for community college students. The IGETC is intended exclusively for California community college transfers and is not an option for continuing UCSC students or for students transferring from four-year colleges or universities. Students must complete the IGETC prior to transfer or they will be required to satisfy the UCSC general education requirements. All courses must be completed with a grade of C (2.00) or better. A grade of Credit or Pass may be used if the community college’s policy states that it is equivalent to a grade of C (2.00) or better.

APPLICATION AND ADMISSION 49

Linguistics check. This application fee is not refundable. cant’s abilities and academic promise in the cho- writing sample, preferably in sociology or a M.A...... May 2, 2005 Application fee waivers are available for cases of sen field of graduate study. related field. Theater arts requires a portfolio of Ph.D...... December 31, 2004 hardship. International applicants are not projects along with the application. The 5. Graduate Record Examination scores. Literature ...... December 15, 2004 eligible for fee waivers. brochure or web site for the program to which Individual departmental requirements for the Mathematics ...... January 15, 2005 the student is applying should be consulted and Applicants to the programs in anthropology, Graduate Record Examination (GRE) follow: Music...... February 1, 2005 all of the requirements specified should be ful- computer engineering, computer science, and elec- Ocean sciences ...... December 15, 2004 Anthropology: GRE General Test filled. trical engineering also need to conform to the Philosophy...... January 15, 2005 Astronomy and astrophysics: GRE General admission guidelines posted on the web pages for Physics ...... January 15, 2005 Test and GRE Subject Test in Physics or Duplication of Higher Degrees these departments. These web pages can be accessed Politics ...... January 15, 2005 Mathematics from the Division of Graduate Studies home page: It is the policy of the Santa Cruz campus to Psychology...... December 15, 2004 Bioinformatics: GRE General Test; Subject graddiv.ucsc.edu. prohibit the pursuit of duplicate advanced Science communication Test in major strongly recommended degrees. However, applicants may petition the writing...... April 1, 2005 2. Statement of purpose. This should be a Biology: (ecology and evolution or molecular, graduate dean for an exception to this policy if Social documentation...... January 15, 2005 concise, well-written essay about the applicant’s cell, and developmental): GRE General Test the degree sought is in a field of study distinctly Sociology...... December 15, 2004 background and reasons for pursuing graduate and GRE Biology Test or Biochemistry, Cell, different from the field in which the original Theater arts ...... March 1, 2005 study in the field chosen. Selection committees and Molecular Biology Test advanced degree was attained. place particular importance on the statement of Chemistry and biochemistry: GRE General In order for a student who already holds the The dates listed here are the official deadlines, purpose. It exhibits the applicant’s ability to Test required; GRE Subject Test in any of doctorate to be admitted or readmitted to work but students are strongly advised to submit present ideas in clear, coherent language. The the following strongly recommended: toward a second Ph.D.—or toward an academ- applications in October or November. If an statement of purpose should indicate Biochemistry, Cell, and Molecular Biology; ic master’s degree—all of the following condi- application deadline falls on a weekend or holi- Chemistry; Computer Science; Physics • how knowledgeable the applicant is in the tions must be met: day, materials should arrive before the deadline. Computer engineering: GRE General Test desired field of study; To be considered for fellowship support for fall required; GRE Computer Science Test 1. The applicant must petition the graduate • how undergraduate studies and other expe- quarter, the admission application and all sup- or Subject Test in major strongly recom- dean in writing prior to the application riences (work, community involvement, porting materials must arrive at the Division of mended deadline for the program in question. and so forth) serve as a foundation for Graduate Studies by the program’s deadline or by Computer science: GRE General Test graduate study; and 2. The department sponsoring the program February 1, 2005, whichever is earlier. required; GRE Computer Science Test or • how and why the applicant intends to build to which admission is sought must support Subject Test in major strongly recommended on this foundation of knowledge and apply the applicant’s petition. Digital arts/new media: GRE General Test Admission Requirements the training to social or theoretical problems. 3. The department must present the graduate Earth sciences: GRE General Test dean with a clear and complete outline of To be admitted with graduate status at Santa 3. Official transcripts. Official transcripts of Economics the program required for the degree Cruz, a student must have completed a bache- all previous course work since high school, applied: GRE General Test sought, and must explain the intellectual lor’s degree or its equivalent from an accredit- including certification of degrees received or international: GRE General Test separateness of the proposed program from ed undergraduate institution of acceptable documentation of status upon leaving each Education: that completed by the applicant in attain- standing and demonstrate ability to pursue a institution, should be obtained. UC Santa Cruz teaching (M.A.): GRE General Test ing the earlier degree. program of study leading toward an advanced requires only one transcript from each institu- research (Ph.D.): GRE General Test degree. Preparation must provide an adequate tion. Official evidence that the applicant has Electrical engineering: GRE General Test The graduate dean will review all materials foundation for advanced study, as determined by received a bachelor’s degree from an accred- required; GRE Subject Test in major strongly submitted and decide whether or not to admit the department for the program in which the stu- ited institution of higher education must be recommended the applicant, consulting with the Graduate dent intends to enroll. If the bachelor’s degree is presented. All of the official transcripts and Environmental studies: GRE General Test Council when appropriate. not in the same discipline as the graduate pro- documentation should be requested well in required; GRE Subject Test in disciplinary Admission to a professional master’s program gram, the student must have sufficient prepara- advance of the program deadline to be sent field of student’s choice strongly recommended after a Ph.D.—or to an academic master’s pro- tion in the intended area of study to undertake to Graduate Application Processing. Only Environmental toxicology: GRE General Test gram after a professional doctorate—is not sub- graduate-level work. official transcripts bearing the signature of the required; GRE Subject Test in major strongly ject to these restrictions. To apply for admission, the items described registrar and the seal of the issuing institution recommended below must be submitted before the deadline will be accepted. If work is in progress at the History: GRE General Test Transfer of Credit date to the Division of Graduate Studies. UC time of application, a final transcript of such History of consciousness: GRE General Test UC Santa Cruz does not automatically grant Santa Cruz requires that applicants complete an work must be submitted before the student can Linguistics: GRE General Test credit for graduate-level work undertaken at online application to be considered for admis- be officially enrolled at UC Santa Cruz. If the Literature: GRE General Test other universities. Each department determines sion to a graduate program. The Graduate bachelor’s degree is in a field other than that in Mathematics: GRE General Test and GRE credit transferability on an individual basis. Studies Division will provide access to a printed which the student intends to apply, evidence of Mathematics Test version for those who qualify under the course work sufficient to prepare for graduate Music: GRE General Test and UCSC’s Music International Applicants Americans with Disabilities Act.The application study in the intended field must be shown. Graduate Entrance Examination Applicants from other countries must meet and the accompanying materials should be 4. Letters of recommendation. Three letters of Ocean sciences: GRE General Test and GRE standard admission requirements and provide recommendation should be included in the Subject Test in major satisfactory evidence of financial support before 1. Admission application form. Application online application packet, or the applicant should Philosophy: GRE General Test they may obtain the necessary visa documents. materials for all programs are available online at arrange to have them forwarded to the Graduate Physics: GRE General Test and GRE Because it normally takes much longer to pro- graddiv.ucsc.edu. The completed application is Application Processing. These letters of recom- Physics Test cess international applications, such students paid for online with either a credit card or e- mendation should be prepared by professors or Politics: GRE General Test are urged to apply as early as possible. A others who are in a position to analyze the appli- Psychology: GRE General Test Certificate of Eligibility (I-20) will not be issued by the UC Santa Cruz Office of 246_UCSCGenlCatalog.08_046 9/13/2004 2:21 PM Page 50

50 GRADUATE STUDIES

Science communication writing sample, preferably in sociology or a International Education until all requirements writing: GRE General Test and GRE Subject related field. Theater arts requires a portfolio of are satisfied and the student has been formally Test in Biochemistry, Cell, and Molecular projects along with the application. The admitted. Please note that international stu- Biology; Biology; Chemistry; Computer Science; brochure or web site for the program to which dents are not eligible for need-based finan- Geology; Mathematics; or Physics the student is applying should be consulted and cial aid nor application fee waivers. Social documentation: No GRE required all of the requirements specified should be ful- Applicants from countries where English is Sociology: GRE General Test filled. not the primary language must take the Test of Theater arts: No GRE required English as a Foreign Language (TOEFL). A If the applicant is applying for admission to a Duplication of Higher Degrees minimum score of 550 on the paper-based program that requires the GRE, the scores must It is the policy of the Santa Cruz campus to TOEFL or 220 on the computer-based test is be received by UC Santa Cruz Graduate prohibit the pursuit of duplicate advanced required. Chemistry and biochemistry, comput- Application Processing before the application dead- degrees. However, applicants may petition the er engineering, computer science, and electrical line. It is strongly recommended that all appli- graduate dean for an exception to this policy if engineering require 570 on the paper-based test cants complete testing by November, since the degree sought is in a field of study distinctly or 230 on the computer-based test. December test scores will not reach the division different from the field in which the original All official academic records must be issued in prior to application deadlines. advanced degree was attained. the original language and be accompanied by The Educational Testing Service should be In order for a student who already holds the English translations prepared by the issuing requested to forward the test scores directly to doctorate to be admitted or readmitted to work institution. If translations are not available from the division. UC Santa Cruz’s school code is toward a second Ph.D.—or toward an academ- the institution itself, translations may be pre- 4860. Test results are electronically submitted to ic master’s degree—all of the following condi- pared by government or official translators. In UC Santa Cruz Division of Graduate Studies tions must be met: order for translations to be acceptable, they four to six weeks after the exam has been taken. must bear the stamp or seal of the issuing insti- 1. The applicant must petition the graduate tution or governmental agency and the original 6. Additional required material. Many of the dean in writing prior to the application signature of the translator. They must be com- graduate programs have special application deadline for the program in question. plete and exact word-for-word translations of requirements, such as writing samples, port- 2. The department sponsoring the program the original documents, not interpretations. folios, auditions, or personal interviews. to which admission is sought must support Grades must not be converted to the American Education requires a supplemental application. the applicant’s petition. scale. Specially prepared English versions are not The environmental studies graduate program acceptable in place of documents issued in the 3. The department must present the graduate requires that a substantial writing project original language. Records submitted to the dean with a clear and complete outline of (undergraduate or master’s level) be submitted Division of Graduate Studies may not be bor- the program required for the degree with the application materials. Also, as part of rowed, returned, or sent elsewhere. the application process, applicants are required sought, and must explain the intellectual to contact faculty regarding sponsorship. separateness of the proposed program from History of consciousness requires a writing sample that completed by the applicant in attain- Application Processing ing the earlier degree. of not more than 10 pages, and literature The Division of Graduate Studies receives most requires a writing sample of 10 to 20 pages. The graduate dean will review all materials application materials and sets up a file for each The ocean sciences graduate program requires submitted and decide whether or not to admit applicant. Once the application is submitted that applicants contact faculty directly about the applicant, consulting with the Graduate online, it will be available to the appropriate sponsorship as part of the application process. Council when appropriate. department for review and recommendation. Music requires a writing or composition sample Admission to a professional master’s program Applicants are admitted by the graduate dean (e.g., term paper or senior thesis, scores, or after a Ph.D.—or to an academic master’s pro- following recommendations by the depart- other projects) and a CD, audiocassette, or gram after a professional doctorate—is not sub- ments. Applicants will be notified by e-mail videocassette of one or more recent perfor- ject to these restrictions. whether or not they have been admitted for mances as instrumentalist, vocalist, or conduc- graduate study at UCSC after all reviews are tor, or performances of original compositions. Transfer of Credit complete. Under no circumstances will UCSC The music D.M.A. has the added requirement UC Santa Cruz does not automatically grant give out this information over the phone, in of three composition scores with recordings (if credit for graduate-level work undertaken at person, or by proxy. E-mail notifications are available) on CD, DVD, or VHS. If the appli- other universities. Each department determines sent throughout the month of March. By a gen- cant’s work involves improvisation, digital credit transferability on an individual basis. eral agreement to which UC Santa Cruz and audio, or other approaches that are not well most graduate schools in the U.S. are signato- served by scores, one of the three compositions International Applicants ries, applicants admitted to graduate schools may be submitted in the form of a recording Applicants from other countries must meet have until April 15 to reply with their accep- with brief notes on the media and/or perfor- standard admission requirements and provide tance of fellowship offers. Any information mance conditions. In this case, two works with satisfactory evidence of financial support before about the completeness of the file can be found scores are still required. Philosophy requires a they may obtain the necessary visa documents. at apply.graddiv.ucsc.edu. Specific questions 10- to 15-page writing sample. Politics requests Because it normally takes much longer to pro- about the evaluation of the application should that the writing sample (ideally not to exceed cess international applications, such students be directed to the graduate representative of the 20 pages) be a term paper, thesis, article, con- are urged to apply as early as possible. A department. ference paper, or problem solution; it need not Certificate of Eligibility (I-20) will not be be in the area of politics. Sociology requests a issued by the UC Santa Cruz Office of 246_UCSCGenlCatalog.08_046 9/15/2004 2:58 PM Page 51

FEES AND EXPENSES; FINANCIAL SUPPORT 51

Required Fees Non–U.S. citizens note: Regardless of how Fees and long you live in California, only U.S. citizens Expenses Required fees are due and payable before the start and holders of immigrant visas may become ees and expenses for graduate students are of each quarter. At the beginning of each quarter, qualified for resident classification. F shown below. Tuition, fees, and other sufficient funds will be needed to cover housing charges are subject to change without notice by charges and book costs. For many financial aid the Regents of the University of California. recipients, however, fees and on-campus housing Late Fees For current fee information, check reg.ucsc.edu. charges are paid automatically from approved stu- Late fees may be assessed if a student fails to dent aid funds. Financial aid recipients should make university payments or enroll by the spec- note that fellowship, grant, and loan checks or Graduatea Student Fees, ified deadlines. Late fees are assessed on a grad- 2004–05 bank deposits in excess of university charges are uated basis for each month there is an unpaid not available until after registration each quarter. balance on your university account, and at $50 One F-W-S The University Registration Fee supports stu- Quarter Quarters each for a late registration payment and/or late dent services that provide a supportive and enrich- enrollment and $25 for a late housing payment. University Registration Feeb $ 238.00 $ 713.00 ing learning environment and that are comple- Deadlines are published online in the Graduate Educational Feec 1,852.00 5,556.00 mentary to, but not part of, the instructional Santa Cruz campus fees 242.75 728.25 Student Handbook at graddiv.ucsc.edu and the program. Programs include, but are not limited Schedule of Classes at reg.ucsc.edu/soc, and they Health Insurance (waivable) 513.00 $1,539.00 to, services related to the physical and psychologi- Total for California $2,845.75 $ 8,536.25 appear on the Statement of Account. Residents cal health and well-being of students, social and Nonresident Tuitiond 4,898.00 14,694.00 cultural activities and programs, services related to Educational Fee Differentialc 82.00 246.00 campus life, and educational and career support. Deferred Payment Plan Total for Nonresidents $7,825.75 $23,476.25 The Educational Fee helps support student The Deferred Payment Plan (DPP) provides an of California financial aid and related programs; admissions; alternative method of budgeting and paying regis- registration; administration; libraries; operation aThe 2005–06 Graduate Student Fees will be posted in the tration fees. It allows these fees, to the extent not 2005–06 online catalog at reg.ucsc.edu in July 2005. and maintenance of plant; the university’s oper- covered by scholarships, loans, or other financial ating budget; and all costs related to instruction, bTwo quarters at $238 and one quarter at $237. aid, to be paid in monthly installments. Students including faculty salaries. cCalifornia residents pay an annual Educational Fee of $5,556 (three have a choice of applying for a three-month plan quarters at $1,852 per quarter). For nonresidents of California, the Santa Cruz campus fees help support a wide for individual quarterly fees, or, at the beginning annual Educational Fee is $5,801 (two quarters at $1,934 and one range of student services, including extracurric- of the fall quarter only, for a nine-month plan to quarter at $1,933). Graduate students who have been approved to ular programs, campus child care, community enroll in part-time study may be eligible for a 50 percent be used for the fall, winter, and spring quarters. A Educational Fee reduction. and public service projects, and free-fare use of nonrefundable application fee of $25 for the the local transit systems. dA limited number of Nonresident Tuition Fellowships are three-month plan, or $60 for the nine-month available. Please refer to the Financial Support section. In addition, all students, including foreign plan, is required. Any student in good financial students, are assessed a mandatory fee for health and academic standing may apply for DPP. insurance. The Cowell Student Health Center For information on fee refunds, see page 20. Students receiving financial aid sufficient to cover provides the primary care services for the plan Minimum annual expenses, including regis- registration fees in full are not eligible for this while a contracted insurance company provides tration fees, for a single graduate student living plan. For more information about how to apply major medical and hospitalization insurance. on campus are estimated to be $25,885 per aca- for DPP, application deadlines, and campus poli- There is an annual deductible, with most demic year. Students should not plan to under- cies regarding the program, contact the Office of expenses covered at 75 or 95 percent of the cus- take graduate study without assured funding, Student Business Services, 203 Hahn Student tomary and usual charge, depending upon since outside employment in the Santa Cruz Services Building, (831) 459-2519, e-mail oarin- whether the preferred provider network is used. community can be difficult to obtain. Here is a [email protected], or visit the web site at Coverage includes hospital stays, surgical ser- sample student budget for the 2004–05 aca- www2.ucsc.edu/accts-rec. vices, physician visits, emergency treatment, demic year. Non–California residents should outpatient care, and pregnancy. Dependent add $14,940 in nonresident tuition and fees to coverage is also available. For information, call the total. Living expenses and student fees are the Student Health Center, (831) 459-2389. likely to increase for 2005–06. Financial Waivers from the mandatory insurance fee are available for students who can show that their Support Graduatea Student Budget, outside plan provides coverage equal to or better 2004–05 than the student health insurance plan. Dead- The University of California, Santa Cruz, lines for applying for a waiver are listed in the makes a strong effort to provide financial sup- Fees $ 8,536.00 Schedule of Classes—on the web at port to all graduate students who make normal Books and supplies 1,302.00 Room and board (on or off campus)b 12,279.00 reg.ucsc.edu/soc—and the Graduate Student progress in their program of studies. Certain Transportation 1,548.00 Handbook at graddiv.ucsc.edu. kinds of support are awarded on the basis of Personal 2,220.00 academic merit, and others are granted on the Total $25,885.00 Nonresident Tuition basis of need. Students are encouraged to apply a for both kinds of assistance by submitting the The 2005–06 Graduate Student Budget will be posted in the 2005–06 online catalog at reg.ucsc.edu in July 2005. A resident of a state other than California or of Free Application for Federal Student Aid cEstimated room and board for graduate students living with family another country must pay nonresident tuition. (FAFSA). This form must be submitted after is $3,582. General criteria for residency are in Appendix A. January 1 prior to the academic year for which you are requesting aid. To receive need-based support for the fall quarter, the FAFSA should 246_UCSCGenlCatalog.08_046 9/14/2004 5:38 PM Page 54

52 FEES AND EXPENSES; FINANCIAL SUPPORT

be submitted no later than three weeks prior to educational obstacles to achieve a college edu- Loan Forgiveness Programs the end of spring quarter. Applications for stu- cation, and whose backgrounds equip them to dent loans for each academic year will be contribute to intellectual diversity among the The Assumption Program of Loans for accepted until April of that academic year. graduate student population. Fellows receive a Education (APLE) is another program offered More detailed information about the applica- $18,000 stipend plus payment of fees. by CSAC for students. This program serves stu- tion process and loans appears on pages Tuition Fellowships. A number of dents who plan to become public schoolteach- 21–22. Students may also contact the Nonresident Tuition Fellowships are available ers. Financial Aid Office, 201 Hahn Student for students who are recommended by their Students must be nominated by the UCSC Services Building, (831) 459-2963, e-mail department. (Nonresident tuition is $4,898 Education Department. Under the program, the [email protected]. per quarter for 2004–05.) commission may assume up to $11,000 in edu- Web: www2.ucsc.edu/fin-aid. Cal Grant A and B Programs. Students cational loan balances in return for service as a who received one of these awards as under- public schoolteacher in California, in either a Fellowships, Assistantships, Grants graduates may request a one-year extension designated subject-shortage area or at a school from the California Student Aid Commission serving large populations of students from low- The following kinds of financial support are avail- to attend a teacher credential program. The income families. The amount is raised to able through the Division of Graduate Studies: Cal Grant A program is expected to pay a $15,000 for teaching mathematics, science, or Regents Fellowships. A limited number of maximum of $6,269, and the Cal Grant B special education. In addition, participants who these fellowships are awarded to first-year program is expected to pay a maximum of teach mathematics, science, or special education graduate students in master’s and doctoral pro- $7,820 per year for study at the University of in the lowest-performing schools may have a grams. For the 2004–05 academic year, these California in 2004–05. Renewal of these total of $19,000 in debt assumed. To receive full awards provide a stipend of $15,000 plus pay- awards also requires the student to submit the benefits, you must provide four consecutive ment of all university fees except nonresident FAFSA by March 2. years of teaching at a California public school. tuition. Regents Fellowships may be awarded Teaching Assistantships. For the 2003–04 Additional eligibility criteria include California for one to three quarters. academic year, half-time teaching assistantships residence, U.S. citizenship or eligible nonciti- Grants-in-Aid are designed for students with provided a salary of $4,786 per quarter. zenship, academic ability, and financial need. substantial financial need. Funds for this grant Graduate Student Researcherships. The postmark application/nomination deadline program come from the educational fees paid For the 2003–04 academic year, half-time is July 15, 2005. However, the funding status of quarterly by students at all campuses of the uni- researcherships provided a salary ranging from the program for 2005–06 is subject to California versity. Eligibility is determined by analysis of $1,219 to $1,756 per month, depending on budget deliberations. Call the California Student data provided by the applicant on the FAFSA. the student’s academic level and department. Aid Commission at (888) 224-7268 for updated Chancellor’s Fellowships. A limited number The application for fellowships, assistant- information. of these fellowships are awarded to first-year ships, and researcherships is Part C of the graduate students in doctoral programs. For the admission application, which may be obtained 2004–05 academic year, these nine-month from the Division of Graduate Studies. It awards provide a stipend of $20,500 plus pay- should be filed by the program’s deadline or by ment of all university fees and nonresident the February 1 preceding admission, whichev- tuition. er is earlier. Humanities Predoctoral Fellowships. These The division and the UCSC Career Center state-funded fellowships are intended for enter- (see page 38) can provide information about ing graduate students enrolling in humanities graduate fellowships and grants available from programs leading to the Ph.D. The fellowships external sources. provide guaranteed support for four years: a $12,900 stipend plus fees for the first year, Student Loans teaching or research assistantship support provided by the department for the second and Graduate students may apply for student loans third years, and a dissertation award for the through the Financial Aid Office. Students who fourth year. apply using the FAFSA are eligible for loans Eugene Cota-Robles Fellowships. These funded by the federal government. Students state-funded merit-based fellowships of who demonstrate financial need qualify for the $18,000 plus fees are awarded on a competi- William D. Ford Federal Direct Subsidized tive basis to first-year graduate students who Student Loan, and students who do not have overcome significant social or educational demonstrate need or who want an additional obstacles to achieve a college education, and loan qualify for the William D. Ford Federal whose backgrounds equip them to contribute Direct Unsubsidized Student Loan. Subsidized to intellectual diversity among the graduate loans are interest-free while the student is student population. Doctoral program candi- enrolled; interest accrues on unsubsidized loans dates who demonstrate strong potential for during enrollment. See page 22 for additional university teaching and research will be select- information. ed. Dissertation-Year Fellowships. These state- funded merit-based fellowships are awarded on a competitive basis to doctoral graduate students who have overcome significant social or 246_UCSCGenlCatalog.08_046 9/13/2004 2:21 PM Page 53

Resources for Learning and Research

University Library 55 Center for Teaching Excellence 55 Computing Facilities and Services 55 Information Technology Services 56 Research Programs and Facilities 57 Arboretum 57 Arts Computing Labs 57 Baskin Engineering 57 Carlyle 59 CASFS (Agroecology) 59 CBSE (Biomolecular Sci./Eng.) 60 Cultural Studies 60 CGIRS (Global, Int., Reg. Studies) 60 CILS (Informal Learning & Schools) 60 CITRIS and ITI (Information Tech.) 61 CJTC (Justice, Tolerance, Community) 61 Center for RNA 61 CREDE (Education, Diversity, Excel.) 62 CLRC (Chicano/Latino Research) 62 Dickens 62 EPC (Educational Partnerships) 62 FRA/Performance/Visual Studies 63 FRA/Performance Practice/Context in Arts 63 FRA/Shakespeare 63 GIS Lab 64 IAFR (Feminist Research) 64 IHR (Humanities Research) 64 QB3 (Biomedical Research) 65 IGPP (Geophysics/Planetary Physics) 65 IMS and SCPRG (Marine Sci./Predatory Birds) 65 Linguistics 67 MBEST (Education, Science, Tech.) 67 NRS (Natural Reserve) 67 NTC (New Teachers) 68 Phys./Bio. Sciences Division 68 Ray FASC (Satyajit Ray) 70 SCCIE (International Economics) 70 SCIPP (Particle Physics) 70 Social Sciences Media Lab 71 STEPS (Interdisciplinary) 71 UARC (NASA) 71 UCO/Lick and CfAO (Adaptive Optics) 72 246_UCSCGenlCatalog.09_054 9/13/2004 2:24 PM Page 54 246_UCSCGenlCatalog.09_054 9/14/2004 5:49 PM Page 55

LIBRARY; COMPUTING 55

eral orientation for the newcomer and special- Center for Teaching Excellence University ized help for the researcher. Librarians assist in the use of a wide range of indexes—in print, on The Center for Teaching Excellence (CTE) is a Library CD-ROM or the World Wide Web, and in professional resource dedicated to promoting, more than 150 online article databases to which sustaining, and recognizing teaching excellence he handsome McHenry and Science & the library subscribes. Librarians also offer at UCSC. Serving the faculty and graduate stu- T Engineering Library buildings house the group instruction: orientation sessions at the dents, CTE programs and services support increasingly impressive collection of UCSC’s beginning of each quarter, library research instructors in their efforts to develop as teach- University Library. In nearly four decades, the workshops, special web seminars for students ers, to enhance the quality of instruction, and collection has grown from a few shelves of and faculty, and upon request, specialized to improve students’ learning. books and a substantial dependence on the instruction to classes in all disciplines. Regular programs and services include libraries of UC Berkeley, to nearly 1.5 million Instructional Improvement Grants, Excellence volumes, nearly 17,000 periodical titles The Reserve desks lend copies of assigned class readings on a short-term basis, operate a in Teaching Awards, Teaching Convocations, (including electronic journals), over 825,000 Mid-quarter Class Interviews, Electronic Mid- microforms, and more than 500,000 nonprint web-based electronic reserve system, and pro- quarter Analysis of Teaching, Videotaping of items, including maps, slides, and audio and vide protection for vulnerable circulating video recordings. materials and heavily used periodicals. In addi- Teaching, UCSC Instructor Evaluation, and As part of the statewide University of tion, the McHenry Library Reserve Unit pro- Faculty Focus, a quarterly newsletter featuring the California library system, the University vides access to recent newspapers. voices of the UCSC community speaking out Library also serves as gateway to millions of Special Collections at McHenry Library on teaching and learning. other books and periodicals at other campuses contains rare, valuable, and often fragile mate- CTE is located on the first floor of McHenry throughout the state. The library’s efficient rials that do not circulate. Holdings focus on Library, in Room 168C. For more information, Interlibrary Loan service is heavily used, espe- local history and 20th-century literature and visit the CTE web site: ic.ucsc.edu/CTE. cially the online request service of the book arts. Special Collections also houses the California Digital Library. Faculty, staff, and official campus archives, as well as the archives graduate students may also use the Slug of George Barati, Gregory Bateson, Thomas Express service for on-campus delivery of local Carlyle, Lou Harrison, Kenneth Patchen, Computing materials. Edward Weston, and the Shameless Hussy, Facilities and The University Library collection is divided Trianon, and Turtle Island presses. into two parts. Resources in the humanities, Other important collections and services Services arts, and social sciences are contained in the include the following: McHenry Library at the heart of the campus, • Government Publications, a selective apid expansion is occurring in the com- while the science collection is housed in the depository for documents published by R puting environment at UC Santa Cruz. beautiful Science & Engineering Library, con- U.S., California, and Santa Cruz govern- Below are the key features of this expansion: veniently located on “Science Hill.” ment agencies • The campus is rapidly expanding its Subject bibliographers manage the growth • The Media and Electronic Resource CruzNet wireless network to reach many and development of UCSC’s collection and Center (MERC), which provides access to points on the campus. If you have a laptop provide in-depth research assistance. CD-ROMs, computer files, and language- computer with a wireless network card, Most of the holdings of the University Library related audio and video recordings; elec- you can sit with a group of classmates in a are shelved in open stacks. Students and faculty tronic support for language study at serene setting among the redwoods, or at a are encouraged to help themselves, using infor- UCSC; and printing support for the cafe with an ocean view to do your home- mation found via the local CRUZCAT online Electronic Reserve System (ERes) work, and still have Internet access. library catalog, the systemwide Melvyl® catalog, • The Map Collection, with maps and aerial • Because of the ubiquitous wireless access and the library home page. The library home photographs of Santa Cruz and adjoining being developed, we highly recommend page provides a convenient gateway to the counties and topographic, nautical, and that you purchase a laptop computer. We CRUZCAT and Melvyl® catalogs, the California aeronautical maps from all over the world have included minimum specifications Digital Library, and a host of other electronic • The Mary Lea Shane Archives of the Lick below. information resources, such as article databases Observatory, a national resource for the • The campus offers a high-speed data resi- and electronic journals. The library staff is also history of astronomy dential network called ResNet to all stu- eager to offer its assistance at any of several ser- • The Film and Music Center, which houses dents living in university residential areas. vice points. music recordings and a growing collection The service cost is included in the housing At the Reference desks in both libraries, ref- of videos and DVDs fees. There are no additional fees for stu- erence librarians give individual guidance: gen- • The Regional History Project’s documen- dents who live in university residential facing page: UCSC’s state-of-the-art Engineering 2 tation of central California history areas to use the service that includes tech- Building, dedicated in fall 2004, provides approximately • The Visual Resource Collection, which nical support (by phone, or room visits 146,000 square feet of space that includes a Multimedia emphasizes art history but also includes when necessary) provided by ResNet staff. Simularium, two classrooms, research space, and labs and slides on science, history, and the UCSC offices for Computer Engineering, Computer Science, • There are 15 Instructional Computing campus and offers the web-based SlideCat Labs across the campus with high-speed Electrical Engineering, Economics, and Information slide catalog Systems Management, as well as two California Institutes network service and specialized hardware for Science and Innovation: QB3 and CITRIS. For more information, see the library’s home and software. Each lab is open to all stu- page, library.ucsc.edu. dents. These include the Digital Media Lab for students in the arts and the Solaris 246_UCSCGenlCatalog.09_054 9/14/2004 5:49 PM Page 56

56 RESOURCES FOR LEARNING AND RESEARCH

Unix labs for students in the sciences and Disability Accommodations for Even if they are not teaching in the labs, many engineering. There is a wireless laptop lab Computing faculty request to have academic software at the Academic Resources Center where If you have a disability and will require adaptive installed in the labs so that their students can you can check out an Apple laptop and or assistive technology to use lab computers, complete homework assignments. Every IC have a network connection while sitting in library facilities, or other campus services, please Lab is open to every student, no matter what the meadow overlooking the ocean. The contact the Disability Resource Center (DRC) his or her major. Assistive technologies are pro- 15 labs have over 340 computers available right away so that they can coordinate services vided to disabled students who request services for students to use, including PCs, Macs, for you. Instructional Computing Labs have via the Disability Resource Center. If you need and Sun workstations. See ic.ucsc.edu for common adaptive technologies, such as assistive technologies, please see oasas.ucsc.edu more information. enlarged type for students with low vision and and make your request so ITS can provide ser- • Students are expected to communicate via e- Dvorak keyboards for students with repetitive vices for you in a timely manner. mail using a UCSC e-mail account. Your strain injuries. If you need accommodations, Technical training is available for students in account is assigned when you enroll for class- please call the DRC at (831) 459-2089 (voice), the labs. In addition, faculty or TAs can es the first time. There is no cost for the e- or 459-4806 (TTY). request ITS staff to conduct training sessions as mail account. Mail may be accessed via the part of an academic course. Contact fitc@ web on CruzMail. ucsc.edu for more information. Information Technology Services More extensive lab information, including Purchasing a Computer? UCSC has begun a major transformation pro- hardware and software specifications, hours of If you are planning to buy a new computer, cess that will consolidate Information operation, and student employment opportu- UCSC recommends purchasing a laptop with Technology Services (ITS) from across the nities, is available at ic.ucsc.edu. both wired and wireless network capability. In campus into one newly created division. Below WebCT Learning Management System is a 2003–04, 98 percent of students who came to is a description of IT services and resources as standardized tool provided by IC’s Faculty campus had a personally owned computer in of March 2004. Once the new IT organization Instructional Technology Center (FITC). their residential housing rooms. is developed, these services and resources will UCSC faculty can use WebCT to deliver web- The campus community embraces both PCs expand and change. Please visit its.ucsc.edu for based course materials to supplement their and Macs, and in some circles, Unix-based Sun more information about the IT transformation classroom instruction. At FITC, student web Solaris and Linux are popular. The Humanities project. developers provide faculty services such as Division and the Arts Division both are heavily ITS at UCSC currently provides a broad audio and video digitizing, CD-ROM burning, Mac oriented. The Social Sciences Division and spectrum of IT related resources and services flatbed as well as slide scanning, and web the Physical and Biological Sciences Division that support teaching, learning, and research authoring. FITC student web developers pro- use both Macs and PCs. The School of by providing information technology to stu- vide faculty four hours per quarter of free tech- Engineering uses primarily PC/Windows and dents, faculty, and staff in the areas of instruc- nical assistance to develop digital course mate- PC/Linux (as well as Sun Solaris), and there is tional computing; administrative computing; rials and train students in skills needed for an emerging interest in Macs with the Unix- network, voice, and data services; information academic courses. based OSX environment. systems security; web services; media services; ResNet, a network in the residence halls, is technical support; and training. available in nearly all campus residence halls Academic Course Materials on the Web ITS operates the UCSC network, which and apartments. Students can connect to the The WebCT course-management system is a interconnects the campus network, the student ResNet and access campus resources and the tool to create sophisticated web-based course residential network, and the Internet. On-cam- Internet from their rooms at speeds significant- materials to supplement classroom instruction, pus network resources include academic, ly faster than provided by modems. Students not to replace it. WebCT uses a web browser as library, and administrative computing, can also access the UCSC campus network and the interface for the course. Faculty using database, and information servers. Many the Internet by modem at speeds of up to 56K. WebCT can incorporate a wide variety of tools instructors are choosing to provide course UCSC is connected to other UC campuses in their course site such as a course calendar, materials via the web or electronic mail, and and the Internet via a high-speed connection to student conferencing system, electronic mail, both the UCSC and UC-wide library catalogs the UC network. UCSC is also part of the state group projects with student created web pages, are accessible via the web. and national initiatives for the next-generation and quizzes. Outside of class time, students can ITS manages 15 Instructional Computing Internet, joining the other UC campuses and use WebCT to view course materials, partici- Labs (IC Labs) throughout the campus that select California universities in this project. pate in web-based class discussions, collaborate provide for both instructional and individual To access any of the central computing ser- on group projects, and take quizzes. Faculty can open-access use. The 15 labs, including wired vices, including e-mail, individuals must have a use WebCT to see what materials students have and wireless labs, have over 375 computers UCSC Identity (UCSC ID). Registered stu- viewed before they arrive in class. When faculty available for students to use; platforms include dents are assigned an e-mail account and may administer preclass quizzes on WebCT, they Intel-based PCs, Macs, and Suns. Lab worksta- set the initial password via the web at any of can see what concepts students understand tions are replaced every three years. the Instructional Computing Labs or from before class and tailor the lecture accordingly. Labs are used like classrooms: reserved by their own computers. Faculty and campus Students must have established their UCSC faculty or teaching assistants (TAs) for instruc- units send e-mail about classes and student ser- account to be enrolled in WebCT courses. See tion. When not reserved for instruction, the vices to this account. Students may forward e- more information about WebCT and other labs are available to students on a walk-in basis. mail sent to their UCSC e-mail account to UCSC course web sites at ic.ucsc.edu/docs/webct another address via a web form. and ic.ucsc.edu/courses. 246_UCSCGenlCatalog.09_054 9/14/2004 5:49 PM Page 57

RESEARCH PROGRAMS AND FACILITIES 57

ITS provides support for its services to students, faculty, and staff. This support includes walk-in, phone, and online support, including a knowledge database at ic.ucsc.edu/help. For support, please call (831) 459-4357 (459- HELP), e-mail [email protected], or visit the web site: www2.ucsc.edu/cats/sc.

Research Programs and Facilities

esearch at UC Santa Cruz is thriving, R facilities are excellent, and the amount of external funding received for research continues to grow. In addition to their individual research projects, faculty are involved in organized research on various scales, from small focused activities within academic divisions, to large research units, some with campuswide scope and others with wider connections to the whole 10-campus University of California system. Specialized research facilities in addition to Open to the public, UCSC’s Seymour Marine Discovery Center at Long Marine Laboratory houses an aquarium those listed below are described in the programs and exhibits that interpret the vast spectrum of research taking place within the Institute of Marine Sciences. and courses section, pages 105–384.

Arboretum Norrie’s, the Arboretum's volunteer-run gift sive use of students taking classes in the Art, shop, supports the Arboretum and is open Film and Digital Media, andTheater Arts The Arboretum at UCSC is a research and Monday through Saturday, 10 A.M. to 4 P.M., Departments. teaching facility committed to plant conserva- and Sunday, 1 to 4 P.M. tion and serves both the campus and the public. Arboretum: (831) 427-2998; Norrie’s gift Baskin School of Engineering Its rich and diverse collection, containing repre- shop: (831) 423-4977; e-mail: arboretum@ucsc. sentatives of more than 300 plant families, pro- edu; web: www2.ucsc.edu/arboretum. Facilities vides beginning students with a broad survey of Computing Infrastructure the plant kingdom. Facilities for growing plants Arts Instructional Computing The Jack Baskin School of Engineering (SOE) offer students and research faculty opportuni- Laboratories operates a computing network of several hun- ties to experiment with living plants. The dred Unix and Windows computers and several Arboretum maintains collections of rare and Instructional Computing (IC) has three labs computer laboratories. These support research threatened plants of unusual scientific interest. that primarily serve the Arts Division: the IC and graduate instruction in applied mathemat- Particular specialties are world conifers, primi- Arts Mac lab, the IC Digital Media Lab, and ics and statistics, biomolecular engineering, tive angiosperms, and bulb-forming plant fami- the IC Music Lab. The IC Arts Mac Lab and computer engineering, computer science, and lies. Large assemblages of plants from Australia, IC Digital Media Lab at Porter are equipped electrical engineering. Undergraduate comput- New Zealand, and South Africa, and California with Arts-specific software complemented with ing is supported by a combination of SOE natives are displayed on the grounds. Many of high-end sound-, graphic-, and video-editing Undergraduate Laboratories (BELS Labs) and the species in these collections are not otherwise software. The Digital Media Lab (DML) is ori- the campus’s Instructional Computing available for study in American botanical gar- ented more exclusively toward the moving Laboratories (IC Labs). For graduate and dens and arboreta. image. It is equipped with Apple workstations research computing, the SOE supports Arboretum events educate and engage the and software capable of high-end video import, public about plant diversity and conservation. digitizing, editing, compositing, and output. • Central fileservers for core services such as Of service to the public and the nursery indus- The Music Lab includes hardware and software mail, name service, file sharing, and back- try are the Arboretum’s activities in importing, for music editing, notation, and working with up selecting, and breeding choice ornamental MIDI. See hardware and software details at • Several general-access Unix systems plants, especially those that are drought tolerant ic.ucsc.edu/labs. • Several compute servers and pest resistant. To date, the Arboretum is These Instructional Computing labs are open • Several graduate student computer labs the original importer of more than 1,500 differ- to all UCSC students. In addition, the Arts with a mix of Windows, Linux, and Solaris ent selections of choice ornamentals. Many of Division manages computer labs for the exclu workstations and network printers these have been and will continue to be the plants of future California gardens. 246_UCSCGenlCatalog.09_054 9/14/2004 5:49 PM Page 58

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• A variety of software purchased in coopera- ATM congestion control, and optical networks. Research Center focuses on caching, storage tion with UCSC central computing, SOE Projects are funded by NSF, ARPA, and private systems hierarchies, large-scale distributed stor- computing, and individual faculty members industry. Web: www.cse.ucsc.edu/labs/hsnlab. age systems, security, and performance. Web: ssrc.soe.ucsc.edu. Details of SOE computing services can be found Image Processing and Multimedia at www.soe.ucsc.edu/administration/computer. Laboratory. The Image Processing and UCSC Scientific Visualization Laboratory. Research Laboratories. The SOE operates Multimedia Lab (IPMML) is the central venue The UCSC Scientific Visualization Laboratory and supports the following research laborato- for ongoing research into topics in image pro- provides the means for creating visualizations ries. Current information about SOE Research cessing and multimedia. Areas of interest from scientific data. Projects include a simula- Labs can be found at www.soe.ucsc.edu/ include wireless digital video; virtual scene and tion of an “extensive air shower” striking the research/labs. panorama generation; natural and machine- Milagro detector at Los Alamos National Lab, generated image compression; video capture, representing a subsonic flow over a delta wing processing, and editing techniques; color print- aircraft, a demonstration of direct volume ren- Computer Communication Research Group. ing technology; image libraries; and combina- dering on a multiply-gridded space shuttle The Computer Communication Research tions of the above. Web: sapphire.cse.ucsc.edu. launch vehicle, an N-body simulation of large- Group (CCRG) is dedicated to basic and scale structure in the universe, and a representa- applied research in computer communication. Internetworking Research Group. The tion of a diving whale based on location data CCRG research focuses on new algorithms, Internetworking Research Group (i-NRG) con- from a Monterey Bay tagging experiment. protocols, and architectures for wireless net- ducts research in the design, experimental eval- Web: vizwww.cse.ucsc.edu. works based on packet switching (packet-radio uation, and implementation of network proto- networks), Internetworking, multipoint com- cols for Internetworks consisting of wired as UCSC Visual Computing Laboratory. The munication, and the control of resources by well as wireless networks. Research activities UCSC Visual Computing Laboratory explores multiple administrative authorities. Web: span a number of areas in computer networks visual tracking, stereo and sparse IBR, facial www.cse.ucsc.edu/labs/ccrg. and distributed systems. Web: inrg.cse.ucsc.edu. modeling and analysis, and image and video processing. Web: www.cse.ucsc.edu/research/ Geospatial Visualization Laboratory. The lab Multidimensional Signal Processing labs/taoswap. is creating a consistent four-dimensional space- Research Group. The Multidimensional Signal time visualization of geospatial data and intelli- Processing (MDSP) Research Group’s interests Undergraduate Engineering Laboratories gence associated with the environment. This are in the area of inverse problems in imaging, (Baskin Engineering Lab Support–BELS). task requires intelligent collection of data using statistical detection and estimation, and associ- The SOE operates the following special instruc- various sensors, including a variety of cameras, ated numerical methods. Current projects tional laboratories for the exclusive use of engi- LIDAR data, and multispectral imagery in all include image-resolution enhancement and neering students. These laboratories are typical- kinds of frequency bands. The spatiotemporal superresolution, computationally efficient ly open 24 hours a day, seven days a week, GIS (geographic information systems) visualiza- image-motion estimation, shape reconstruction during instructional quarters. Detailed information will bring together several layers of infor- from local and global geometric data, multiscale tion about these labs can be found at the fol- mation including terrain data, street maps, modeling and analysis of signals and images, lowing web site: www.soe.ucsc.edu/bels. buildings, environment data, aerial images, and radon transform-based algorithms for deforma- mobile objects data. Web: www.cse.ucsc.edu/ tion analysis and dynamic imaging, image pro- • Digital Logic Design Laboratory labs/geospatial. cessing and inverse problems in remote sensing, • Controls, Signals and Instrumentation and automatic target detection and recognition. Laboratory Group Researching Advances in Software The group is also associated with the Image • Analog Circuits Laboratory Engineering. The Group Researching Processing and Multimedia Lab. Web: • Electrical Engineering Senior Projects Advances in Software Engineering (GRASE) www.cse.ucsc.edu/%7Emilanfar/MDSP. Laboratory laboratory performs research in the areas of • Optics and Laser Laboratory software evolution and reengineering, and soft- Santa Cruz Laboratory for Visualization and • Computer Engineering Projects Laboratoy ware configuration management. Current areas Graphics. Recent research at the Santa Cruz • Electromagnetic and Radio Frequency of research include identifying unstable areas of Laboratory for Visualization and Graphics Laboratory evolving software, automatic generation of soft- includes animal modeling and animation, envi- • Physical Electronics Laboratory ware configuration-management repositories, ronmental visualization, isosurfaces, d.v.r., hier- • Computer Networking Laboratory and development of web-based versioning and archies, irregular grids, massively parallel vol- configuration-management infrastructure. ume rendering through the net, uncertainty Engineering Building Wireless Computer Web: www.cse.ucsc.edu/labs/grase. visualization, virtual reality in scientific visual- Network (CruzNet). A wireless (IEEE- ization, nomadic collaborative visualization, 802.116) computer network (CruzNet) is High-Speed Network Laboratory. Members tensor visualization, and flow visualization. installed on the first floor of the Baskin of the High-Speed Network Laboratory explore Web: www.cse.ucsc.edu/labs/slvg. Engineering Building. UCSC students and fac- and expand the field of high-speed computer ulty may access the Internet using their own networking and communication. Current areas Storage Systems Research Center. Composed laptops with wireless Internet cards. of research include high-speed switching, traf- of faculty from the Computer Science, Information on CruzNet may be found at the fic-scheduling algorithms for providing quality- Computer Engineering, and Electrical following web site: its.ucsc.edu/services/ of-service (QoS) guarantees in packet networks, Engineering Departments, the Storage Systems network_access/cruznet. 246_UCSCGenlCatalog.09_054 9/14/2004 5:49 PM Page 59

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a spectrum that includes research (theoretical and applied), education (practical and academic), and public service (with audiences ranging from local schoolchildren to international agencies). Much of the center’s farming-systems research takes place on organic and conventional farms throughout the region, including a number of projects in the Santa Cruz/Monterey area and the Elkhorn Slough watershed. Center social issues staff organize and participate in the Agrifood Working Group for UCSC faculty, researchers, and graduate students, which meets regularly to discuss topics related to food systems. Center facilities and resources are available to all UC Santa Cruz undergraduate and graduate students. Students can take part in ongoing center research and education efforts, design their own projects and internships in collaboration with the center’s affiliated faculty and staff, and apply for research funds through the center’s competitive grants program. Many undergraduate students participate in the center as part of the environmental studies major (see page 228) and as participants in the Apprenticeship in Ecological Horticulture (see At UCSC’s Center for Agroecology & Sustainable Food Systems, researchers investigate the ecological basis for below). The graduate program in environmen- sustainable agriculture, with the goal of designing farming systems that conserve energy and water, recycle tal studies includes a focus on agroecology and nutrients, and manage weeds and pests with minimal environmental and economic costs. sustainable food systems (see page 229); graduate students have access to the center’s facilities UCSC Instructional Computing for the next generation. In addition to producing and staff assistance for field based work. Laboratories. In addition to the facilities pro- a much needed critical edition of the works of Students have also pursued undergraduate and vided by the Jack Baskin School of Engineering, Carlyle, the project is using the campus’s com- graduate studies with the center by working students have access to the computing facilities puter facilities to develop and demonstrate through the Departments of Biology, of the UCSC Instructional Computing Labs many state-of-the-art applications of data- Education, Anthropology, and Sociology. (IC Labs). These include several computer labs processing technology in the humanities, from In addition, about 35 people complete a six- located around the campus consisting of Unix, optical scanning of some editions and machine- month apprenticeship organized and taught by Mac, and Windows workstations. There are assisted collation and proofreading, to desktop center staff each year, earning a Certificate in two large IC Labs located in the Baskin typesetting and the creation of an online Carlyle Ecological Horticulture through UCSC Engineering Building. Check the UCSC textual archive. The first volume, On Heroes, Extension. Through workshops, lectures, and Instructional Computing web site for details on Hero Worship, and the Heroic in History, was hands-on instruction, apprentices master basic these labs and hours of operation: ic.ucsc.edu. published in 1993 by the University of organic farming and gardening techniques. For additional information regarding the California Press. The second volume, Sartor The center gives high priority to forging School of Engineering, please check the web Resartus, was published in 2000. Historical links with, and serving as a resource for, site: www.soe.ucsc.edu Essays and The French Revolution are forthcoming. researchers on and off campus, government Web: www.nd.edu/~carlyle/strouse.html. agencies at many levels, nongovernmental orga- California Carlyle Edition nizations, producers, consumers, students, gar- Center for Agroecology & Sustainable deners, and other individuals interested in mul- The splendid Norman and Charlotte Strouse tiple aspects of sustainable agriculture and food Collection of Thomas Carlyle in Special Food Systems systems. Center staff coordinate major agricul- Collections at McHenry Library is the focus The Center for Agroecology & Sustainable Food tural conferences, teach short courses, make of an exciting and innovative effort by an inter- Systems (CASFS) is a research, education, and presentations at agricultural and ecological national group of scholars to publish an eight- public service unit of the Division of Social events, and publish a newsletter twice yearly. In volume critical edition of Carlyle’s major Sciences, dedicated to increasing ecological sus- addition, the center hosts a growing number of works. Headquartered at UCSC, it is the first tainability and social justice in the food and agri- international researchers interested in working “scientific” edition of Carlyle, using computer culture system. Center researchers investigate the with faculty and staff. technology to compare all the lifetime editions of ecological basis for sustainable agriculture and The center manages two facilities: the 25-acre each work in order to establish an accurate text, the cultural, political, and economic aspects of Farm on a lower meadow of campus and the as well as providing explanatory notes for the developing sustainable food and agricultural sys- four-acre Alan Chadwick Garden on the upper modern reader. The edition promises to set the tems. The center’s work is multifaceted, covering part of campus. As the center’s primary on-cam- agenda for work on Carlyle and the Victorian era pus research facility, the Farm includes research 246_UCSCGenlCatalog.09_054 9/14/2004 5:49 PM Page 60

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plots, raised-bed gardens, row crops, and (Stanford, UC Berkeley, UC San Francisco) are increasingly integrated by social, economic, orchards, as well as staff offices, a laboratory, and in leading biotechnology and high-tech and cultural networks to states, regions, and greenhouses, and a visitors center. The Garden companies. communities in other parts of the world. showcases small-scale intensive horticulture and For more information about CBSE, visit the Accordingly, globalization processes and respons- supports a diverse collection of ornamentals, web site: www.cbse.ucsc.edu. es to them are a major research focus of CGIRS. food crops, and native California plants. The center also sponsors collaborative research The Farm & Garden are open to the public Center for Cultural Studies groups focusing on five main areas. These daily from 8 A.M. to 6 P.M. In conjunction with research areas are global economics; civil society the Friends of the UCSC Farm & Garden, the The Center for Cultural Studies builds on and social movements; global environment and center sponsors a variety of public education UCSC’s strong history of innovative scholar- development; globalization, states, and regula- events for the community. For further informa- ship in the humanities, and particularly on its tion; and regions and networks. CGIRS is fund- tion, contact the center at (831) 459-3240; for unusual strength in interdisciplinary and global ed by the Division of Social Sciences, the UC directions to the Farm & Garden, call (831) cultural studies. The center sponsors confer- Institute on Global Conflict and Cooperation, 459-4140. The web address is www.ucsc.edu/casfs. ences, lectures, film series, seminars, scholarly multicampus research units, private donors, and visits, workshops, and discussion groups. It also foundation support. For further information, e- Center for Biomolecular organizes and supports research clusters of fac- mail [email protected] or visit the web site: ulty and graduate students working on a variety www2.ucsc.edu/cgirs. Science & Engineering of topics, including cultural theory, critical The Center for Biomolecular Science & regional studies (Asia-Pacific-America, Inter- Center for Informal Engineering (CBSE) fosters interdisciplinary Americas, and Hawai’i have been recent foci), Learning and Schools research and academic programs that address contemporary cultural production, minority the scientific questions of the post-genomic discourse, and queer studies. The center is The Center for Informal Learning and Schools era—the scientific opportunities arising from based in the Humanities Division, under the (CILS) was created in 2002 through a Center the completion of the Human Genome Project rubric of the Institute for Humanities Research for Learning and Teaching (CLT) grant from and the sequencing of other model organisms. (see page 64), but it also sponsors collaborative the National Science Foundation. The primary As they further our understanding of biology, work involving faculty and graduate students intent of this center is to strengthen K–12 sci- these scientific investigations have potential from the social sciences, the physical and bio- ence and mathematics education through deep- applications to medicine, agriculture, and ecol- logical sciences, and the arts. From 2003 to ening the understanding of informal learning ogy. The center serves as an umbrella organiza- 2006, the center will host several visiting schol- and the alliances informal science environments tion at the University of California, Santa Cruz, ars each year in conjunction with an ongoing can have with schools. CILS is a collaboration spanning the Baskin School of Engineering and project on “Other Globalizations,” funded by among UC Santa Cruz, the Exploratorium in the Division of Physical and Biological Sciences the Rockefeller Foundation. It also sponsors an San Francisco, and King’s College London, in pursuit of the following goals: unfunded residency program for U.S. and England. All three institutions offer CILS grad- international scholars in cultural studies. The uate programs. • Promote interdisciplinary research in areas center publishes a quarterly newsletter listing CILS programs at UC Santa Cruz offer doc- that encompass the study of genomic events and activities and maintains a web site toral and postdoctoral research support to study information and structural biology. with programs, schedules, and other material at the nature of informal learning in diverse set- • Support the UCSC Genome Browsers, a humanities.ucsc.edu/CultStudies/. The center can tings and in diverse communities traditionally crucial resource for the international scien- be reached at (831) 459-4899, by e-mail at underserved by schools. UC Santa Cruz CILS tific community. [email protected], or by mail at Oakes College programs include the following: • Support a core of instrumental facilities, Academic Services. such as the KiloKluster processing system Doctoral Fellowships and microarray facilities. • Help meet the need for trained profess- CILS doctoral students at UCSC receive sup- Center for Global, International port to pursue a Ph.D. through either the ionals in industry and academia by devel- and Regional Studies oping courses, curricula, and internships Science and Mathematics program in the leading to degrees in the areas of bioinfor- The Center for Global, International and Education Department or the Developmental matics and biomolecular engineering. Regional Studies (CGIRS) was established with- Psychology program in the Psychology • Attract research funding for the center, for in the Division of Social Sciences in 1996, bring- Department. CILS students complete the affiliated faculty, and for students from ing under one umbrella the Center for the Study requirements in their department, as well as federal, state, and private agencies. of Global Transformations, the Institute on attend joint doctoral seminars. • Cultivate and maintain mutually beneficial Global Conflict and Cooperation (IGCC)– Postdoctoral Fellowships relationships with industry through UCSC Campus Program, the UC Pacific Rim research collaborations, internship oppor- Research Program, the Global Information This two-year program is aimed at new Ph.D. tunities, and gifting programs. Internship Program (see page 42), the Global recipients who want to develop their research in Studies Honors Program initiative, and related directions compatible with the goals of CILS. Our location near the San Francisco Bay research, teaching, conferences, workshops, and Postdoctoral researchers collaborate with one or Area and proximity to Silicon Valley allows public-education activities. CGIRS is organized more faculty members in developmental psy- UCSC researchers to collaborate actively with around the idea that human activities, although chology, or science and mathematics education, colleagues in other world-class institutions anchored in specific regions and nation-states, on research of mutual interest. 246_UCSCGenlCatalog.09_054 9/14/2004 5:49 PM Page 61

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CILS Science Fellows Information Technologies Institute Center for Justice, Tolerance, This program offers three quarters of support The Information Technologies Institute (ITI), and Community for students at UC Santa Cruz who are working formerly Institute for Networking, Information on their doctorates in the fields of natural or Systems & Technologies (iNIST), is a Focused The Center for Justice, Tolerance, and social sciences and who want to deepen their Research Activity (FRA) founded in 2001 and Community (CJTC) was established in 2000. understanding about informal science learning housed at the Baskin School of Engineering. Housed in the Division of Social Sciences and and connections among diverse learning envi- ITI’s objective is to provide an environment in funded by divisional monies, university initia- ronments. CILS Science Fellows participate in which its members can attract large-scale pro- tive funds, private donors, and various founda- a core course, colloquia, and a practicum in jects that bridge technology research from con- tions, CJTC is an interdisciplinary center tack- informal science education and informal learn- cept to prototype and that solve critical prob- ling issues of social justice, diversity and ing with other CILS Ph.D. students. lems in the social and commercial sectors tolerance, and the building of collaborative For further information on CILS at UCSC, nationally. communities. The center includes research e-mail [email protected]. For information on all In ITI, advanced Internet applications pro- clusters on age and aging; poverty and inequali- CILS programs at all three institutions, visit the vide the impetus and focus that bring together ty; the role of faith-based movements in social web site: www.exploratorium.edu/cils the components of research related to the rapid- change; sexuality and the public sphere; the ly expanding world of networks, distributed relationship between science, technology, and Center for Information Technology computing, “smart” sensors, and Internet appli- social justice; and youth, education, and ances. As electronics and packaging develop- inequality. Current research projects include Research in the Interest of Society ments lead to powerful low-cost sensors, result- studies of environmental justice, regional and The Center for Information Technology ing in a broad array of instruments, these community linkages for housing and employ- Research in the Interest of Society (CITRIS) is become Internet devices, bringing a significant ment, the changing labor market in Silicon one of four California Institutes for Science and increase in the data captured, transmitted, Valley, transnational movements for social jus- Innovation created in 2000. Financed by state, stored, managed, and displayed. tice, the digital divide, and the barriers faced in federal, and private funds, the centers concen- ITI focuses research, via its research centers the welfare-to-work transition for poor women trate on areas of science and innovation that are in an interrelated set of areas in computer sci- and others. While the mix of work includes of special importance to California’s high-tech ence, computer engineering, and electrical engi- considerations of fundamental issues of dis- economy and to homeland security. neering as well as physics, chemistry, and crimination, power, and domination, the center CITRIS is seeking new ways to help realize applied mathematics. Areas of emphasis include actively seeks to play a public role in providing information technology’s potential for solving the following: research that can inform policy and programs many of the complex problems facing society, • Internet and information systems: architec- to improve equity. To ensure a public presence, including those in transportation, education, ture, performance, and applications the center sponsors an annual lecture series as emergency preparedness, health care, and the • Multimedia systems and applications in well as smaller events bringing together com- environment. At their core, such issues depend education, telecommuting, and distance learning munity leaders and academic researchers. The on widespread, reliable, and secure information • Design and development of complex net- center draws researchers from all departments systems that adapt to the varied needs of users worked systems and software technologies in the division as well as from the humanities and continue to perform even if part of the sys- • Storage systems and databases and arts, and includes opportunities for post- tem is down, disabled, or threatened. • Communications doctoral and affiliated researchers. For more With participation from engineers, scientists, • Optoelectronics (including nanotechnology information, contact CJTC at [email protected] or and social scientists, the focus of the institute is devices) (831) 459-5743. Web: cjtc.ucsc.edu. to develop the technical foundations of such • VLSI design, packaging, testing Societal-scale Information Systems (SIS) to • Sensors and Internet appliances Center for Molecular Biology of RNA meet many of California’s infrastructure needs. • Visualization and computer graphics Initial work will provide distributed “smart ITI manages the participation with other The center, established in 1992, brings together classrooms” for enhanced education and train- research partnerships of its faculty, including an interdisciplinary group of researchers whose ing; “smart buildings” that adapt their environ- the activities of the Baskin School of common interest is to understand the structure, ment to their inhabitants; an urban SIS for Engineering in the Center for Information function, and biological roles of DNA’s intrigu- transportation management, disaster response, Technology Research in the Interest of Society ing cousin, RNA. An important goal of the cen- seismic planning, and environmental monitor- (CITRIS), with UC Berkeley, UC Davis, and ter is to promote interaction among structural ing; and a medical alert network to monitor UC Merced; the High Dependability biologists on the one hand and molecular geneti- and treat patients. Computing Consortium (with NASA Ames, cists and biochemists on the other; thus, mem- CITRIS’s lead campus is UC Berkeley. Carnegie Mellon, and other universities); the bers of the center comprise faculty from molecu- UC Santa Cruz, UC Davis, and UC Merced National Partnership for Advanced Computing lar, cell, and developmental biology; chemistry are partners in the institute. Web: www.citris. Infrastructure (NPACI) and the San Diego and biochemistry; and computer science and berkeley.edu. Supercomputer Center; and local universities engineering. Major funding for the center has and organizations with mutual research inter- come from grants from the Lucille P. Markey ests, including the Naval Postgraduate School; Charitable Trust and the W. M. Keck San Jose State University; California State Foundation, as well as individual research grants University, Monterey Bay; and the Monterey from the National Institutes of Health, the Bay Aquarium Research Institute (MBARI). National Science Foundation, and other sources Web: www.cse.ucsc.edu/research/centers/inist/. available to members of the center. 246_UCSCGenlCatalog.09_054 9/14/2004 5:49 PM Page 62

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Creation of the center was motivated by the From 1996 to 2001, CREDE funded 31 Dickens Project many exciting developments in the molecular research projects around the country. biology of RNA in recent years. It is now Researchers in these projects gathered data and Through a regular program of conferences, known that RNA can have enzymatic activity tested curriculum models in wide-ranging set- courses, and scholarly gatherings, the Dickens and has the ability to catalyze specific biochemi- tings and with diverse student populations— Project coordinates research and instruction in cal reactions. Accordingly, many molecular biol- from classrooms with predominantly Zuni- the work, times, influence, and achievement of ogists now believe that RNA may have preceded speaking students in New Mexico, to Charles Dickens. Twice a year, faculty mem- both protein and DNA in the early molecular inner-city schools in Florida, to California ele- bers and graduate students from the nine gen- evolution of life. It is becoming apparent that mentary schools with large populations of eral campuses of the University of California, RNA, like protein, can fold into complex and native Spanish-speaking students. joined by colleagues from other universities, unusual three-dimensional structures and that During 2001–04, seven synthesis teams are present their research findings to conference this is crucial for its ability to carry out enzymat- extracting the key findings and practices from participants, interested undergraduate and ic functions. A better grasp of the fundamental the field. The teams are producing a range of graduate students, and members of the general properties of RNA will benefit a wide range of publications and other tools to help teachers public. They meet on the Santa Cruz campus medical research projects: for example, a rigor- implement best practices in the classroom and each summer and at Davis or Riverside each ous molecular understanding of RNA viruses— to set future research agendas. CREDE is also winter. The topic for summer 2004 was A Tale such as HIV and SARS—has become a national partnered with two schools (Starlight of Two Cities. Each year, this conference is priority. Elementary School in Watsonville, Calif., and available as a regular Summer Session under- Research laboratories for the center are Waianae High School in Waianae, Hawaii) to graduate course. The project also publishes its located in Sinsheimer Laboratories, a state-of- document and develop a scalable model of own newsletter, publishes curricular materials, the-art research facility. High-resolution nucle- school reform. cosponsors international conferences, and ar magnetic resonance (NMR) spectroscopy CREDE offers a wide range of multimedia sponsors a web site, humwww.ucsc.edu/dick- and X-ray diffraction facilities have been estab- products (interactive CD-ROMs, videos, and ens/. Founded in 1981, the Dickens Project is a lished to determine three-dimensional struc- national directories of programs focused on multicampus research group of the University tures of RNA molecules and study the mecha- teacher preparation, two-way bilingual immer- of California. nisms of RNA-protein recognition. sion, and secondary newcomers), print publi- Among the research areas currently under cations, and a useful web site for practitioners, Educational Partnership Center investigation by members of the center are RNA researchers, policy makers, and parents. For processing, translation, mRNA stability and more on CREDE, visit crede.ucsc.edu. The UC Santa Cruz Educational Partnership structure, ribonucleoprotein assembly, RNA- Center (EPC) is the first point of contact for protein recognition, three-dimensional struc- Chicano/Latino Research Center schools, community colleges, and members of tures of RNA and RNA-protein complexes the educational community interested in forg- (including the ribosome), the mechanism of The Chicano/Latino Research Center (CLRC) ing new relationships or partnerships with action of functional RNAs, in vitro evolution of was founded in 1992 and is located at Merrill UCSC. It also offers support to UC Santa Cruz novel catalytic RNAs, and RNA genomics. College’s Casa Latina. CLRC faculty associates faculty and staff interested in collaborating with Members of the center participate in the and affiliates conduct research within a cross- local schools. The EPC coordinates a variety of research training of doctoral students in the border perspective that links Latina/o studies outreach programs to elementary, middle, and graduate program offered by the Molecular, to the rest of the Americas. The interdisci- high schools, as well as community colleges in Cell, and Developmental Biology Department plinary approach spans empirical social scien- five counties: Monterey, San Benito, Santa as well as graduate programs offered by the tific research and policy studies with cultural Clara, Santa Cruz, and San Mateo. The overall Departments of Chemistry and Biochemistry, studies and the humanities. Research clusters goal of the EPC is to increase UC eligibility, Computer Science, and Computer Engineering. focus on “Borders, Nations, Regions,” competitive eligibility, and college-going rates The center sponsors research seminars and pro- “Chicana/Latina Feminisms,” “Feminist among low-income and traditionally non-col- vides a forum for discussion of topics in RNA. Translation in the Latin/a Americas,” “Inter- lege-going students. Web: rna.ucsc.edu/rnacenter/. Ethnicity,” “Latinos in California,” The EPC central support team includes a “Hemispheric Dialogues: Rethinking Area and financial service center, integrated planning sup- Ethnic Studies,” “Mexico in Transition,” port, grant writing, tutor coordination, summer Center for Research on Education, “Transnational Imaginaries,” and residential program coordination, curriculum Diversity & Excellence “Transnational Popular Cultures and Brazil.” advising, communications support, and a The Center for Research on Education, The CLRC funds collaborative faculty, policy- research and evaluation team. Housed with the Diversity & Excellence (CREDE) is a federally related, and graduate research initiatives. The central support team are the integrated and affil- funded research and development program center supports research clusters; sponsors con- iated programs listed below. focused on improving the education of stu- ferences, a colloquium series, and a visiting The EPC is located at 3004 Mission Street, dents at risk of academic failure due to lan- scholar program; and publishes an annual Suite 220, in Santa Cruz. Call (831) 460-3000 guage or cultural barriers, race, geographic newsletter and a working-paper series. For fur- or visit the web: epc.ucsc.edu. location, or poverty. CREDE is based at ther information, e-mail [email protected] or visit EPC Integrated Programs UCSC. the web page: lals.ucsc.edu/clrc. The Monterey Bay Educational Consortium (MBEC)—an alliance among public educational institutions in the Monterey Bay Area— 246_UCSCGenlCatalog.09_054 9/14/2004 5:49 PM Page 63

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is dedicated to increasing the levels of educa- Focused Research Activity in performances. By long-standing FRA policy, tional attainment of all students in the region. Performance and Visual Studies our members thus engage in basic research in The Partnership Schools program works at cultural performance practice as well as in audio an intensive level with a number of local high The Focused Research Activity in Performance or video recordings documenting arts perfor- schools and their feeder school systems. and Visual Studies (PVS) develops multidisci- mance not already accessible. Our creative work Designed to work in tandem with plinary and integrated approaches to perfor- consists of (1) recordings interpreting musical Partnership Schools, SAAGE (Students mance, visual studies, and the arts. Faculty and scores through informed performance, and (2) Achieving A–G Expectations) identifies high graduate students come from three Divisions: documentary films interpreting oral tradition school sophomores who lack one or more Arts, Humanities, and Social Sciences. performance in cultural context. Our projects courses needed to complete the A–G sequence The FRA explores how working across the are published as reviewable professional multi- required for university admission, and coordi- disciplinary boundaries of theater, dance, music, author CD recordings and films. nates efforts to provide them with academic art history, literary theory, anthropology, and Members collaborate with each other, visit- counseling and advisement. history can uncover new methodological ing scholar-performers, and UCSC professorial Kids Around the University provides copies approaches to the study of performance and faculty who are not yet ongoing members of the of a book about college written by Aromas, visual culture. Performance and visual culture FRA. Typical projects also involve UCSC lec- California students, tours of the UCSC cam- emphasize both historical and socially aware turers, students, staff, and alumni. Our team pus, and a curriculum guide for all fourth- approaches. projects are often successful in securing external grade teachers in the region to begin to learn The impact of visual culture on performance matching funds to support recording and publi- about the importance of higher education and (cultural, artistic, and ritual) since the 1960s cation costs. In the area of historical perfor- the pathways to attaining a college education. leads to the contemporary studies undertaken by mance practice, the FRA has produced a series The Early Academic Outreach Program the FRA. The intersections of aesthetics and of recorded performances. A CD Virtual (EAOP) provides direct assistance to students anthropology, of literature and performance, of Mozart (2000), a project for Classical orchestra in grades six through 12 in local schools with dance and ethnography, and of all of these with involving computer-generated Mozart-style high percentages of low-income and tradition- the visual dimension of representation have “composition” by Experiments in Musical ally non-college-going families. become ever more intensive areas of interdisci- Intelligence, brought all four members of the The Transfer Partnerships Program is an ini- plinary research since the 1980s. The performa- FRA into productive collaboration with profes- tiative designed to increase the number of stu- tivity of viewing also contributes to our field of sional early-music specialists. A related project dents transferring from community colleges to study. We see recent work on the body and its with Baroque orchestra, Virtual Bach, appeared the UC system. movements; on the diverse cultures of musical in 2003; it premieres and records a new GEAR UP offers a full range of student- and notation; and on the relationship of the physical “Brandenburg Concerto,” a new harpsichord school-centered activities for Watsonville High and auditory to dramatic production, as areas of concerto, and a suite for solo violoncello. In the School and its feeder middle schools, with a innovative and forward-reaching scholarship. area of 20th-century performance practice, FRA focus on college-preparatory mathematics. Today, performative and visual media interact members have released CDs of the works of The EPC coordinates residential programs on and redefine our understanding of culture, caus- pioneering American composer Lou Harrison, the UCSC campus providing high school stu- ing critical approaches to be of paramount celebrated French composer Germaine dents with enriched learning experiences. Among importance to the future of the arts. Our work Tailleferre, and American dance works by the them is the California State Summer School in generates new theories of interpretation and avant-gardist Henry Cowell. A CD of music by Mathematics and Science (COSMOS), which meanings. The FRA sponsors a yearly speaker Darius Milhaud was recorded and edited in selects academically talented high school students series and special events, such as symposia and 2003. The FRA cluster in Indonesian cultural from around the state. international conferences. For further informa- documentation focuses on documentation of tion, e-mail [email protected] traditional music as embedded in the context of EPC Affiliated Programs calendrical Hindu-Buddhist ritual. The first Also housed at EPC are program affiliates: the Focused Research Activity in film of a projected trilogy is Kawitan (2002), UC College Preparatory (UCCP) Initiative, Performance Practice and distributed by the Center for Media and which provides students opportunities to take Independent Learning, UC Berkeley Extension. advanced placement courses online in schools Context in the Arts that might not normally be able to offer such The Focused Research Activity in Performance courses; UC Gateways, an online database to Practice and Context in the Arts explores issues Focused Research Activity in help California K–12 students track their within and around performance. The research Shakespeare: Text, Interpretation, progress toward UC admission; MESA and creative work of this multidisciplinary Performance (Mathematics, Engineering, Science group of scholar-performers integrates the pre- Achievement), a program to increase the num- sentation and study of performance itself with The Focused Research Activity in Shakespeare: ber of minority students entering the fields of the intellectual, historical, and cultural context Text, Interpretation, Performance brings math, engineering, and science; ACCESS of the performance, utilizing the various per- together faculty in literature and theater arts (Baccalaureate Bridge to the Biomedical spectives of ethnomusicology, historical musi- who are engaged in research and creative activi- Sciences), which brings community college stu- cology, systematic musicology, and ethnology. ties relating to Shakespeare and other premod- dents to work as interns with UCSC researchers; The FRA focuses on recorded music perfor- ern drama. Members explore methodologies for and the UCSC/Monterey Bay California mance as a modality of creative expression establishing the texts of plays, problems in inter- Reading and Literature Project (CRLP). rather than on writing about the arts, although preting them, original performance contexts, scholarly notes typically establish a context for and issues and techniques involved in presenting 246_UCSCGenlCatalog.09_054 9/14/2004 5:49 PM Page 64

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older drama to modern audiences. The members’ research and creative activities focus especially on the productions of Shakespeare Santa Cruz (described on page 101). The group sponsors colloquia (including the annual Weekend with Shakespeare, held during the Shakespeare Santa Cruz Festival), lectures by visiting scholars, rehearsed play readings, and open rehearsals. The group is also responsible for the archival documentation of Shakespeare Santa Cruz productions as a scholarly and pedagogical resource. For further information, call the Shakespeare Santa Cruz company manager, (831) 459-5810.

Geographic Information Systems Laboratory Geographic Information Systems (GIS) refers to a computerized information system that works with data referenced by spatial or geographic coordinates. GIS integrates procedures designed to support the capture, management, manipulation, analysis, modeling, and display of data for solving complex environmental planning and scientific problems. GIS allows researchers to work with vast amounts of information—ranging from local field data to satellite imagery to UCSC’s Geographic Information Systems (GIS) Laboratory enables students and faculty to overlay various the U.S. Census. During the last several spatial data sets—ranging from local field data to satellite imagery to the U.S. Census. GIS technology provides decades, GIS has become well established in scientists and policy makers with a new way to analyze, simulate, and visualize alternatives when formulating environmental sciences, city and county plan- policy—especially policy related to environmental issues. ning departments, and resource management agencies, to map everything from vegetation and Institute for Advanced conferences and symposia, working groups and endangered habitat to transportation routes. Feminist Research public policy collectives. The purpose of the laboratory is for environ- Chief among the Institute’s projects is the mental and policy research and training, including The focus of the UCSC Institute for Advanced support of residential groups, which focus on teaching and self-instruction. Beyond serving the Feminist Research (IAFR) is Feminism and the specific problems in seminars and workshops. training and research needs of the campus, the lab Public Sphere. IAFR sponsors projects that are To facilitate their activities, faculty are given serves as a regional resource through data and historical, international, and interdisciplinary in released time, graduate students receive fellow- technology exchanges (e.g., with NOAA, the their conception, and collaborative and experi- ships, and undergraduates do internships—all on California Coastal Commission, U.S.G.S.). GIS mental in their practice. Employing scholarly a rotating basis. Visiting scholars, journalists, brings technology to bear on critical science and methodologies and activist strategies, partici- activists, and artists are supported for varying policy issues and provides scientists and policy pants address a range of intellectual and academ- periods of time. Each research group sponsors makers with a new way to analyze, simulate, and ic problems. They seek, above all, to engage cur- activities for the larger community and main- visualize alternatives. rent political debates, including those from tains connections—nationally and international- Housed on the fourth floor of the Interdisci- which feminist critiques have been largely ly—with other similar entities. Each group plinary Sciences Building, the laboratory con- absent. chooses the forms of its own productions and sists of networked workstations and numerous Centrally, the institute facilitates sustained the kinds of social and political interventions it peripherals including global positioning system conversations among individuals who do not wishes to make. In addition, the institute spon- (GPS) equipment. It is administered by the ordinarily have the opportunity to brainstorm sors other activities, which are determined by its Environmental Studies Department, Division and act in concert: scholars, artists, activists, Executive Committee. of Social Sciences, which teaches Environmental journalists, community people and public intel- For information, contact the director at (831) Studies 115A (see page 231). Among the lectuals; people of different generations from 459-4146, [email protected], or staff at (831) donors who have helped establish the lab diverse geographical areas; those who define 479-1776, [email protected]. Web: iafr.ucsc.edu. are ESRI (ARC/INFO software), Sun themselves as feminists and those who do not. Microsystems, ERDAS (imaging software), and These conversations create new conceptual Institute for Humanities Research the Instructional Improvement Grant Program. spaces, theoretical formulations and strategic Interested students may contact the GIS coor- interventions: written work of varying length— The Institute for Humanities Research (IHR) dinator at (831) 459-2890 ([email protected]). popular as well as academic, films and art shows, was established in the fall of 1999 with fund- Web: gis.ucsc.edu/. ing from the Campus Provost/Executive Vice 246_UCSCGenlCatalog.09_054 9/14/2004 5:49 PM Page 65

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Chancellor’s Office and the Humanities Biology, Bioinformatics and Computational Environmental Studies. Researchers in these Dean’s Office. The mission of the IHR is to Biology, and Experimental Genomics/ departments are at the forefront of efforts to enhance the environment for faculty and grad- Proteomics/Biochemistry. understand the complex processes and interac- uate student humanities research on the UCSC The Bioinformatics (BI) Program is based at tions occurring at the continental margin. A campus. Recognizing that humanities research UCSC. Its mission is twofold: (1) to interact primary concern is the impact of global and is an important component of a first-rate closely with the other three programs of the regional climate change on key processes in the research university and is crucial to excellent institute to provide the theoretical and compu- coastal environment, such as atmospheric circu- teaching and scholarship, the IHR provides tational expertise needed to translate experi- lation, ocean temperature and currents, nutri- time, space, and support for the maintenance mental results into predictive models and com- ent cycling, and the geological processes that of a lively, active research community. The prehensive profiles of biological regulation at shape the continental margin. IHR includes the Center for Cultural Studies multiple levels; and (2) to drive critical research CODEP brings together faculty from the (see page 60) and research units including projects in the areas of genomics, proteomics, Departments of Astronomy and Astrophysics, Black Music, Jewish Studies, Language complex systems, and medical discovery infor- Applied Mathematics and Statistics, Earth Learning and Teaching, Living Writers, matics. The BI Program will thus provide the Sciences, and Physics. The interests of CODEP Mediterranean Studies, Modernist and Avant- mathematical and computational matrix that researchers include Earth’s internal dynamics, Garde Studies, and Pre- and Early Modern will unify the four programs of the institute. the formation of planets, how planetary systems Studies. It supports the Humanities Research QB3 is administered at UCSC through the evolve, and the discovery of new planets outside Fellows Program, Faculty Research and Travel Center for Biomolecular Science and the solar system. This is a joint effort to under- Grants, Graduate Dissertation Fellowships, Engineering and involves faculty from the stand as much as possible about planets in gen- Graduate Research and Travel Grants, and spe- Departments of Biomolecular Engineering; eral, both in our own solar system and around cial events. In addition, the IHR sponsors the Computer Science; Computer Engineering; other stars. The center encourages Earth scien- Dean’s Distinguished Lecturers and Applied Mathematics and Statistics; Molecular, tists and astronomers to bring their different Humanities in the Schools, an outreach initia- Cell, and Developmental Biology; and perspectives to bear on planetary issues. tive to middle and high schools in the region. Chemistry and Biochemistry. More informa- CSIDE coordinates research in seismology, Further information is available on the web: tion on CISI and QB3 can be found at geodynamics, geomagnetism, hydrology, geo- humanities.ucsc.edu/ihr. The IHR may be con- www.qb3.org and www.ucsc.edu/news_events morphology, active tectonics, and mineral tacted by e-mail at [email protected], by mail at /press_releases/archive/00-01/12-00/institute.html. physics addressing structure and dynamics of IHR, Oakes College Academic Services, or by the Earths’s interior. Thermal, chemical, and phone at (831) 459-4899. Institute of Geophysics and Planetary dynamic processes are studied in six affiliated Physics research laboratories. CSIDE hosts a major Institute for Quantitative Biomedical industrial consortium focused on development Research UC’s Institute of Geophysics and Planetary of new seismic-imaging technologies. Physics (IGPP), a multicampus research unit, CRS coordinates research efforts of faculty in UCSC is one of three UC campuses sponsoring includes a branch at UCSC. The IGPP sup- the Departments of Earth Sciences, Ocean the Institute for Quantitative Biomedical ports a wide range of basic research on the ori- Sciences, Ecology and Evolutionary Biology, Research (QB3), a new California Institute for gin, structure, and evolution of Earth, the solar Electrical Engineering, and Computer Science and Innovation (CISI). A cooperative system, and the universe. One of the goals of Engineering for the use of satellite and airborne effort with UC San Francisco as the lead cam- this research is to predict future changes in remote sensing in studying processes occurring pus, UC Berkeley, and industry, QB3 focuses global systems that may affect human life. on the surfaces of the Earth and other planets. on biomedical research, integrating the physi- The UCSC branch of the institute addresses Specific interests include astrogeology; plant cal, mathematical, and engineering sciences to fundamental questions relating to Earth’s envi- ecology; coral reef health; volcanic, geothermal, create powerful techniques for solving complex ronment, global change, and planetary sciences. and earthquake processes; climate change; sub- biological problems. The institute builds on The UCSC branch includes four interdisci- marine and coastal geology; ocean surface pro- strengths in the mathematical and computa- plinary research centers: the Center for Origin, cesses and marine habitats; and engineering tional sciences at UCSC, the biomedical engi- Dynamics, and Evolution of Planets (CODEP), development. neering and physical sciences at UCB, and the the Center for Dynamics and Evolution of the The IGPP was established in 1946 at UCLA. medical sciences at UCSF, as well as strong Land-Sea Interface (CDELSI), the Center for Other branches are located at UC San Diego, biology programs on all three campuses. the Study of Imaging and Dynamics of the UC Riverside, UC Irvine, UC Berkeley, Los QB3 focuses on four major challenges: devel- Earth (CSIDE), and the Center for Remote Alamos National Laboratory, and Lawrence oping new mathematical and computational Sensing (CRS). These interdisciplinary centers Livermore National Laboratory. A key objective techniques to analyze vast quantities of biologi- serve to create bridges between different depart- of the IGPP is to encourage and support coop- cal data, new imaging technologies combined ments and heighten the focus on collaborative erative projects that bring together researchers with advanced mathematical and computer research efforts. A Massive Computer Simulation from different disciplines and institutional lab- modeling to understand complex biological sys- Facility (MCSF) has been established with a oratories. The UCSC branch was established in tems, new engineering technologies to analyze large parallel supercomputer for conducting 1999. Web: igpp.ucsc.edu/. biological systems, and new physical and bio- geophysical and astrophysical modeling. logical techniques to synthesize and modify CDELSI brings together faculty from six Institute of Marine Sciences components of living systems. QB3 is organized Departments: Ecology and Evolutionary around four programs: Bioengineering and Biology, Earth Sciences, Ocean Sciences, With the dynamic combination of university Biotechnology, Structural and Chemical Environmental Toxicology, Anthropology, and marine scientists, state-of-the art facilities and 246_UCSCGenlCatalog.09_054 9/14/2004 5:49 PM Page 66

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analytical equipment, collaborative research, otters), seabirds, and fish; and teaching laborato- Research Center at Long Marine Lab, which and an overriding commitment to quality, UC ries. Specialized laboratories and facilities for provides interior lab space and outdoor pool Santa Cruz is on the forefront of marine sci- marine physiology, ecology, and marine mam- space for research on sea otters and the effects ences research, education, and outreach. Set in mal bioacoustics studies are available. Adjacent of oil and other contaminants on marine mam- the biologically rich environment of Monterey to the lab are 55 acres of land now being mals and seabirds. Bay and the nation’s largest national marine planned for expanded marine-related research Additional collaboration also takes place with sanctuary, the campus provides students and and education facilities, a protected lagoon, a scientists at the Monterey Bay Aquarium scientists who seek to study the ocean and its sandy beach, and rocky intertidal platforms for Research Institute, Moss Landing Marine life a unique opportunity to pursue their field research. Because Long Marine Lab is close Laboratories, Hopkins Marine Station, the dreams. to the campus, work there is easily incorporated Monterey Bay Aquarium, the Naval Established in 1972, the Institute of Marine into daily campus activities. A campus–LML Postgraduate School, and the Monterey Bay Sciences (IMS) is composed of 46 affiliated fac- shuttle operates regularly. National Marine Sanctuary. ulty, 120 researchers and research associates, and Each year, 50,000 people—including 10,000 IMS web sites: ims.ucsc.edu and www2.ucsc. 32 support staff. Marine scientists from the schoolchildren—tour Long Marine Lab. Trained edu/seymourcenter. Departments of Ocean Sciences, Ecology and volunteer docents welcome visitors, guide groups Evolutionary Biology, Earth Sciences, through the laboratory, and provide information Santa Cruz Predatory Bird Environmental Toxicology, Chemistry and on research in progress. The Seymour Marine Research Group Biochemistry, Environmental Studies, and Discovery Center at Long Marine Laboratory The Santa Cruz Predatory Bird Research Group Physics conduct their research within the shared houses an aquarium, exhibits that interpret the (SCPBRG) was formed in 1975 to restore an focus of the institute. The institute provides research under way within the institute, and an endangered peregrine falcon population in facilities and administrative and technical sup- auditorium. All are open to the public—includ- California. SCPBRG researchers advise students port for faculty, researchers, and graduate and ing K–12 classes—for a modest fee. In addition, on their senior theses, direct interns in individ- undergraduate students involved in marine sci- a Center for Ocean Health at Long Marine Lab, ual studies, and hire biologists in entry-level ences. Faculty and researchers work indepen- completed in 2001, houses offices and labs for field-biologist positions for wildlife manage- dently and collaboratively within seven clusters: marine sciences faculty and their research pro- ment and field research on birds. grams, as well as two nonprofits: the Nature • Coastal marine biology SCPBRG has become a resource to agency Conservancy’s Coastal Waters Program and the • Marine vertebrate biology biologists, industry, and university researchers Island Conservation and Ecology Group. • Ocean processes/oceanography who require expertise with problem solving and IMS maintains a number of small vessels • Paleoceanography and climate change management of avian species, especially raptors. equipped for nearshore coastal research, several • Marine and coastal geology/geophysics Having accomplished most of its goals with pere- small craft for inshore work, and a scientific div- • Environmental toxicology grine falcon management, the group now applies ing program. In addition, IMS-associated facul- • Fisheries and fisheries management its expertise to a wider range of species. Current ty, researchers, and students work around the studies involve international bald eagle satellite An undergraduate major leading to a B.S. world aboard larger oceanographic vessels. telemetry studies, helping restore the delicate in marine biology is described on page 135; IMS has scientific control over use of Año ecology of California’s Channel Islands, research a two-year graduate program leading to an Nuevo Island, the largest elephant seal rookery to mitigate impacts to endangered birds by rap- M.S. in ocean sciences is described on page on the Pacific coast (see page 68). tors, and research on solutions for avian electro- 322. Doctoral students pursue marine research IMS maintains active cooperative research cutions and wire strikes along California’s power through the Ph.D. programs in ecology and agreements with both the Biological Resources transmissions network. SCPBRG is also expand- evolutionary biology, Earth sciences, environ- Division and the Coastal and Marine Group of ing its activities to increase educational outreach mental toxicology, or ocean sciences. the U.S. Geological Survey that have 40 agency through school assemblies and training for pro- scientists now housed adjacent to Long Marine fessionals. SCPBRG is located at the Long Facilities Laboratory. A plan is under way to develop a Marine Laboratory. For more information, The institute’s on-campus complex includes the larger USGS facility, the Pacific Science Center, review the web site at www.scpbrg.org. IMS administrative office; research laboratories; at the Long Marine Lab site. offices for visiting scientists; state-of-the-art ana- The institute maintains a cooperative agree- Scientific Diving and Boating Safety lytical labs for marine chemistry, biology, and ment with the National Marine Fisheries The university’s Diving Safety Program (DSP) geology, including a coastal imaging/Geographic Service (NMFS). In 2000, this agency complet- is housed within the Institute of Marine Information Systems laboratory; a computer ed a fisheries laboratory at Long Marine Lab, Sciences, with offices at Long Marine Lab. laboratory; culture rooms for invertebrates and which houses 55 scientists and staff working on Scuba diving and small boats are tools used in algae; portable seagoing analytical labs; and sup- salmon, bottom fish, and fishery-management science classes and by UCSC faculty, staff, and port facilities for cruise staging. issues. NMFS scientists study causes of variabil- student researchers in Monterey Bay and at The Joseph M. Long Marine Laboratory, an ity in abundance and health of fish populations study sites worldwide. In order to ensure safe onshore site three miles from campus on the and the economics of exploiting and protecting scuba diving and scientific boating practices, shoreline of the nation’s largest national marine natural resources. The National Oceanic and DSP provides training and oversight for all sanctuary, has running seawater capabilities that Atmospheric Administration (NOAA) has also scuba diving (scientific and recreational) and increase opportunities for research and instruc- located an Institute for Marine Protected Area scientific boating activities conducted under tion. Facilities include research laboratory build- Science within this federal building. The UCSC auspices. The diving safety officer teach- ings; outdoor tanks for research involving California Department of Fish and Game oper- es Biology 75, Scientific Diving Certification (see marine mammals (dolphins, seals, sea lions, and ates a Marine Wildlife Veterinary Care and page 137) which is a prerequisite for all UCSC 246_UCSCGenlCatalog.09_054 9/14/2004 5:49 PM Page 67

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courses and research using scuba diving as a businesses, government research agencies, pub- 94612-3560, (510) 987-0150. Web: nrs.ucop. tool. DSP maintains a fleet of boats and diving lic and private education and research institu- edu. You may also contact the UCSC natural equipment for researchers to use. DSP assists tions, and policy makers in strategic alliances to reserve director, c/o Environmental Studies faculty, staff, and student researchers in com- address the environmental opportunities and Department, 467 Natural Sciences 2 Building, plying with federal OSHA standards for scien- challenges of the new millennium. MBEST (831) 459-4971, [email protected]. Web: tific scuba diving. Anyone who needs to use Center activities will focus initially on environ- ucreserve.ucsc.edu/. scuba diving or small boats for scientific pur- mental science and technology, biotechnology poses should contact the DSP Office at and bioresources, information science and tech- Campus Natural Reserve [email protected]. The web address is nology, and multimedia. And, by leveraging the About 400 acres of campus wildlands were desig- www2.ucsc.edu/sci-diving. strengths of over 20 public and private research nated by the Regents in the 1988 Long-Range Recreational diving opportunities offered by and training assets of the Monterey Bay Development Plan as a Campus Natural Reserve. the Office of Physical Education, Recreation, Research Crescent, the UC MBEST Center is This reserve contains redwood forest, springs, a and Sports (OPERS) include numerous scuba anticipated to be a key stimulus for sustainable stream, vernal pools, secondary madrone/ courses and the Scuba Club. The web address is economic development and job generation. Douglas fir forest, chaparral, and many soil types www.ucsc.edu/opers/scuba/. The first base reuse activity began in January and geological formations and structures. 1995 at the MBEST Center when UCSC Supported by a modest field-studies center, the Linguistics Research Center Extension started offering technical training reserve is used for research and teaching and is classes there in environmental remediation. operated by the UCSC natural reserve director, The Linguistics Research Center supports and Since then, several tenants have occupied exist- c/o Environmental Studies Department, 467 facilitates research on the phonology, morphol- ing facilities at MBEST, including an office of Natural Sciences 2 Building, (831) 459-4971, ogy, syntax, semantics, and pragmatics of lan- the U.S. Geological Survey, an organic farming [email protected]. Web: ucreserve.ucsc.edu/. guages, particularly those that differ significant- operation, and a recycling plant. In partnership ly from English in structure. It publishes a with the Golden Capital Network and the Landels-Hill Big Creek Reserve working-paper series, sponsors research collo- Marina Small Business Incubator, MBEST has This 4,000-acre NRS reserve is located in the quia, and hosts longer visits to the campus by launched a micro enterprise training initiative, Santa Lucia Mountains on the Big Sur coast, international scholars. The work of previous the Monterey Bay V3 Training Program. The about two hours by car from the campus. The visitors has focused on various languages and V3 program provides entrepreneurs with busi- reserve includes the lower portions of an undis- more general topics (e.g., languages of South ness mentor expertise and connections to capi- turbed watershed containing numerous terrestri- America and Australia, Japanese, Hungarian, tal. Investments in roadway and utilities infras- al and aquatic habitats and several geological Irish, Hebrew syntax, phonological theory). tructure have been completed, making 55 acres formations and associated fault systems. The Founded in 1981, the center is housed in of real estate available for development. In addi- watershed is protected by the Ventana Stevenson College and fully integrated into the tion, the UC MBEST Center Headquarters and Wilderness of the Los Padres National Forest. Department of Linguistics. Current research a high-technology business incubator were The reserve’s four miles of rocky coastline, locat- projects include the clause structure and sub- completed in 2001. ed within the California Sea Otter Refuge area jecthood, the syntax and semantics of indefi- Information about the center is available from and the Monterey Bay National Marine nites, the phonological structure of the lexicon, the UC MBEST Center Office, 3180 Imjin Road, Sanctuary, is now a California Department of morphosyntactic markedness and typology in Marina, CA 93933, (831) 582-1020; via e-mail: Fish and Game Research Area and provides optimality theory, the phonetic bases of [email protected]; web: www.ucmbest.org. opportunities for marine research. There are phonology, and morphological parsing. For fur- campsites, a modest field-laboratory facility, a ther information, call (831) 459-2386, e-mail Natural Reserve System cabin for long-term researchers, a trailer that [email protected]; or see the web: ling.ucsc.edu. allows workers to locate anywhere on the road The purpose of the Natural Reserve System system, and a small storage facility. The Big (NRS) is to establish and maintain for teaching Creek Reserve is operated by the UCSC natural Monterey Bay Education, Science, and and research a system of natural areas that reserve director. Access is controlled, and appli- Technology Center at Fort Ord encompasses diverse and undisturbed examples cations for use should be made to the resident of California’s terrain, both aquatic and terres- reserve manager, Big Creek Reserve, Big Sur, CA UCSC has played a leading role in the develop- trial. The reserves are open to all qualified indi- 93920, (831) 667-2543, [email protected]. ment of a multi-institutional center for science, viduals and institutions for scholarly work con- Web: www.redshift.com/~bigcreek/. technology, education, and policy—called the cerned with the natural environment. Such Monterey Bay Education, Science, and work usually deals with ecological topics or Fort Ord Natural Reserve Technology (MBEST) Center—as a corner- experimental studies in a natural setting. This 600-acre NRS reserve was added to the sys- stone of the Fort Ord defense conversion rede- The University of California administers 34 tem in 1996. It contains Monterey Bay maritime velopment plan. In 1994, about 1,100 acres at natural reserves throughout the state. Santa chaparral, an endemic plant community, and the closed Fort Ord Military Reservation were Cruz has responsibility for four—the Landels- coast live oak woodland, grassland, and coastal conveyed to the University of California. Of Hill Big Creek Reserve, Fort Ord, Año Nuevo scrub, including nine species of plants and ani- that land, 479 acres are planned for develop- Island, and Younger Lagoon—in addition to mals that are listed as endangered, threatened, or ment into the research and technology center, the campus’s own reserve. Information about of special status. The reserve was part of the for- and 605 acres of adjacent natural habitat are the system’s holdings and management is avail- mer Fort Ord army base and its habitats are rela- now part of the UC Natural Reserve System. able from the director, NRS, University of tively intact. The reserve specializes in studies of The mission of the MBEST Center is to pro- California, 300 Lakeside Drive, Oakland, CA rare species management and habitat restoration. mote collaborative interaction among private 246_UCSCGenlCatalog.09_054 9/14/2004 5:49 PM Page 68

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It is a 45-minute drive from campus. For infor- tricts throughout California and in 25 other types explode and how the elements have been mation, contact the UCSC natural reserve direc- states. The New Teacher Center is located at created in nature. Web: www.supersci.org. tor, c/o Environmental Studies Department, 467 725 Front Street, Suite 400, in downtown Natural Sciences 2 Building, (831) 459-4971, Santa Cruz, (831) 459-4323, e-mail Research Facilities [email protected]. Web: ucreserve/ucsc.edu/. [email protected]. Web: www.newteachercenter.org. Crustal Imaging Laboratory (CIL). The lab Younger Lagoon Reserve Physical and Biological Sciences provides researchers with the sophisticated A 26-acre coastal lagoon and beach next to hardware and software resources necessary to UCSC’s Long Marine Laboratory is part of the Division perform high-resolution studies of the Earth’s NRS. Its waters are a haven for many species of Research Programs/Centers outer layers. Although still under development, migratory birds, and many small mammals, CIL facilities will consist of a state-of-the-art birds, reptiles, and invertebrates live in its Biomedical Research. The Division of network of Sun and Solbourne Sparc worksta- marsh and bank vegetation. Younger Lagoon is Physical and Biological Sciences supports a tions, a variety of input/output and mass-stor- managed by the UCSC natural reserve director, broad range of biomedical research in the age devices, and both commercial and academic c/o Environmental Studies Department, 467 Departments of Chemistry and Biochemistry; multichannel seismic processing packages. Natural Sciences 2 Building, (831) 459-4971, Environmental Toxicology; and Molecular, Web: www.es.ucsc.edu/grad/research/crustal.html. [email protected]: ucreserve.ucsc.edu/. Cell, and Developmental Biology. Structural Earth System Modeling Laboratory. The lab biology, the molecular biology of RNA, genet- is home to the Paleoclimate and Climate Año Nuevo Island Reserve ics, bioinformatics, neurobiology, and develop- Change Research Group, which is presently This 25-acre island, part of the 4,000-acre Año mental biology are areas of particular strength. focused on climatic and environmental change Nuevo State Reserve 20 miles north of Santa Small faculty-led teams conduct their research in the past and in the future. This research Cruz, is a university research reserve of the NRS. in state-of-the-art laboratories, with additional takes many forms and involves the use of vari- Its rich variety of resident and migratory wildlife access to shared facilities, equipment, and com- ous kinds of models and observations, as well as and proximity to campus make this an ideal putational tools. Collaborative research is fre- a wealth of paleoclimate proxy data from many location for research. Northern elephant seals, quent, both among investigators within the marine and terrestrial locations. The laborato- California sea lions, northern sea lions, and har- division as well as with faculty in the Baskin ry’s computing resources are used for global bor seals breed and haul out at different seasons. School of Engineering, which is internationally and regional climate modeling efforts and data The reserve’s breeding colony of elephant seals recognized for its expertise in computational analysis. Web: www.es.ucsc.edu/grad/research/ has been the subject of a remarkable 30-year biology. These collaborative efforts are facilitat- ear_sys.html. study by UCSC scientists. More than 300 ed by the university’s Center for Biomolecular species of land, shore, and sea birds reside in or Science and Engineering. There are excellent Electron Spin Resonance Facility. The facili- migrate through the area, which also has a diver- training opportunities for postdoctoral fellows ty, which currently houses two instruments, is sity of fish and intertidal organisms. Access to and graduate and undergraduate degree pro- used to examine the structure and properties of the island is restricted, and UCSC’s research use grams in areas of biomedical research and the metal-containing inorganic complexes, pep- is managed by the UCSC Institute of Marine health sciences. Web: biomedical.ucsc.edu. tides, proteins, enzymes, nanoparticles, and Sciences (see page 66). An annual use agreement biological membranes. The facility’s Bruker Center for Tropical Research in Ecology, with California State Parks allows research and ElexSys 580 X-band spectrometer operates in Agriculture, and Development. CenTREAD field work throughout Año Nuevo State Reserve. either continuous-wave or pulsed mode, with is a coalition of faculty and students spanning A small research facility is located on the island, variable temperature control. A high-sensitivity several departments and centers at UC Santa and a day-use facility is available in the state Bruker ElexSys 500 is especially useful for the Cruz. The center fosters interdisciplinary reserve. For further information, call (831) 459- limited sample sizes often encountered in bio- research and training to understand tropical 2883, e-mail [email protected], or visit the web: logical studies. Web: biomedical.ucsc.edu/ESR. environmental issues and develop ecologically nrs.ucop.edu/reserves/nuevo.html. html. based, economically viable, culturally respect- ful, nonexploitative solutions that serve as a Groundwater Hydrology Laboratory. The New Teacher Center foundation for future generations. The center lab, in collaboration with a joint Surface offers a variety of undergraduate and graduate Processes Lab and other general access labs, The New Teacher Center (NTC) is a national courses at UCSC, and strives to provide educa- includes a wide variety of field, laboratory, and resource focused on new teacher and new tional opportunities to U.S. citizens who work numerical tools. Standing analytical facilities administrator development. The center works in tropical countries and to students from trop- are also available throughout the Earth Sciences in the areas of teacher preparation, teacher ical countries. Web: centread.ucsc.edu. and Ocean Sciences Departments, the Institute induction, teacher leadership, and school of Marine Sciences, and the Institute of administrator training and support, and con- Scientific Discovery through Advanced Geophysics and Planetary Physics. Web: ducts research addressing these topics. It is sup- Computer (SciDAC) and the Supernova www.es.ucsc.edu/grad/research/ground.html. ported by the University of California, Science Center. The center is a partnership National Science Foundation, California among UCSC, Lawrence Livermore National W. M. Keck High-Intensity X-ray Facility. Postsecondary Education Commission, and Laboratory, Los Alamos National Laboratory, The ThermoFinnigan Neptune, a state-of-the- contributions from 20 foundations, corpora- and the University of Arizona. This group art multiple collector inductively coupled plas- tions, and individuals. Staff members consult strives for a full understanding, through numer- ma mass spectrometer (MC-ICP-MS), was with county offices of education and school dis- ical computation, of how supernovae of all acquired through a generous donation from the 246_UCSCGenlCatalog.09_054 9/14/2004 5:49 PM Page 69

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W.M Keck Foundation. This new generation provided by the lab manager. Web: hundreds of samples each week for differences of mass spectrometers has enabled the exami- ims.ucsc.edu/rflmal.html. in the DNA sequence of individual genes, spe- nation of previously unstudied isotope systems cific genetic markers, and overall DNA con- Microarray Laboratory. Used for genome- to give us insights into many avenues of sci- tent. Web: biomedical.ucsc.edu/MEEG.html. wide splicing and expression analyses of diverse ence. Studies of novel isotopes can now be organisms, from microbes to humans, the Nuclear Magnetic Resonance/Mass applied in diverse fields such as anthropology, facility supports both spotted microscope slide Spectroscopy Facilities. The NMR facility archaeology, astrobiology, Earth sciences, ecol- and Affymetrix microarray research. The staff brings together an interdisciplinary group of ogy, environmental studies, forensic science, offer wet lab expertise to investigators, with researchers comprising faculty from chemistry human nutrition, oceanography, planetology, bioinformatics specialists from the School of and biochemistry, biology, and environmental and toxicology. Engineering providing computational support. toxicology. At present, the facility manages W. M. Keck Seismological Laboratory. The Web: biomedical.ucsc.edu/Microarray.html. two high-resolution 500 MHz NMR spec- Earth Sciences Department and the Institute trometers. Initial funding was from the Lucille Microscopy and Imaging Laboratory. The of Geophysics and Planetary Physics manage a P. Markey Charitable Trust and the W. M. lab has scanning and transmission electron large seismological research program, much of Keck Foundation, as well as individual microscopes, light microscopes equipped for which is located in the W. M. Keck research grants from the National Institutes of photography, image analysis computers, pho- Seismological Laboratory. This facility Health, the National Science Foundation, and tographic equipment for copying, and a com- includes three observatory-quality broadband other sources available to UCSC. A new 600 plete black-and-white darkroom for printing. seismological systems deployed in central MHz NMR spectrometer was delivered in The scanning electron microscope is equipped California in Chualar, Kaiser Creek, and 2004. The Department of Chemistry and with secondary and backscattered electron Parkhill. These systems are operated in collab- Biochemistry and the Department of detectors and an energy dispersive X-ray spec- oration with Project Geoscope (France), UC Molecular, Cell, and Developmental Biology trometer for the analysis of minerals. In addi- Berkeley, and Caltech, respectively. Broadband are engaged in NMR structural elucidation of tion, the lab has specimen preparation equip- portable seismometers and recording systems, anticancer natural product isolation from ment for many types of samples including a as well as transportable Global Positioning marine organisms, organic intermediates for vacuum evaporator, sputter coater, and ion System receivers provided by the W. M. Keck drug synthesis, specially designed peptide thinner. The lab is staffed by a full-time scien- Foundation, are currently deployed in Costa intermediates, and oligonucleotide derivatives tist who will train and assist users in most Rica and Papua New Guinea. Many Sun com- that remain attached to solid supports. techniques. Web: www.es.ucsc.edu/grad/ puter workstations and several servers are oper- Web: www.nmr.ucsc.edu. research/ele_micro.html. ated in the facility to provide data-acquisition Paleomagnetism Laboratory. The and analysis capabilities. Mineral Physics Laboratory. Experiments to Paleomagnetism Laboratory is located in a determine the thermochemical and elastic Macromolecular X-ray Crystallography remote building specially constructed with properties of planetary materials at ultrahigh Facility. The facility houses state-of-the-art nonmagnetic materials and isolated from pressure and temperature are conducted in this technology for crystallography data collection major sources of man-made magnetic noise. lab. High P-T conditions are generated using and computation, molecular visualization, and Inside this building, a magnetically shielded the diamond anvil cell coupled with laser heat- model building. UCSC scientists have used the room houses a state-of-the-art superconduct- ing. Presently, both Raman and infrared spec- facility to investigate the structure of the ribo- ing magnetometer, a sensitive spinner magne- troscopic facilities are available for characteri- some, catalytic RNA (“ribozymes”), and a vari- tometer, thermal and alternating field demag- zation of the structural and bonding properties ety of protein structures, including systems netizaters, and paleointensity equipment. A of minerals and fluids in situ at pressures and that diffract to subatomic resolution. Users of second lab devoted to the study of rock and temperatures characteristic of planetary interi- the facility also collaborate with the Lawrence mineral magnetic properties is housed in the ors. In addition, a high-intensity x-ray genera- Berkeley National Laboratory’s Advanced Earth and Marine Sciences Building. It con- tor is used to determine the equations of state Light Source synchrotron radiation facility. tains another spinner magnetometer, devices and phase equilibria of mineral assemblages Web: biomedical.ucsc.edu/Xray.html. for measuring Curie temperatures, magnetic relevant to the Earth’s mantle and core. susceptibility and its anisotropy, hysteresis Marine Analytical Laboratories. The Marine Finally, a transmission electron microscope is loops, and computer facilities for data analysis Analytical Labs are a part of the Institute of used to analyze crystal defects and for micro- and graphics. Web: www.emerald.ucsc.edu/ Marine Sciences at UC Santa Cruz. They are a phase identification. Web: grad/research/groups/paleomag/facility.html. general access analytical facility for the support www.es.ucsc.edu/grad/research/miner.html. of research in the marine sciences. Scientific Plant Growth Facility. The facility provides Molecular Ecology and Evolutionary instruments and other equipment to aid core support for plants used in the instruction- Genetics Facility. The MEEG facility pro- research in marine chemistry, biology, geology, al and research programs of the Departments vides molecular technologies for analyses of the and environmental toxicology are housed in a of Ecology and Evolutionary Biology; structure and dynamics of genetic diversity central lab complex within the Earth and Molecular, Cell, and Developmental Biology; found in animal, plant, and microbial popula- Marine Sciences Building. Access is provided and Environmental Studies. Three separate tions. Technology offered in the laboratory to all qualified users. Analytical instrumenta- growth areas are located on Science Hill to allows for analysis of DNA sequences and tion; instruction in use of the equipment; con- maximize exposure to sunlight as well as pro- DNA fragments, DNA preparation facilita- sultation in experimental design, sampling, vide convenient access for the research and tion, immunophenotyping, analyses of cellular analysis, and data interpretation; and general instructional labs housed in the buildings ploidy level, absolute cell counting, and cell assistance in all aspects of analytical science are below. Web: greenhouse.ucsc.edu. sorting. The facility is capable of assessing 70 RESOURCES FOR LEARNING AND RESEARCH

Process Geomorphology Laboratory. The Santa Cruz Center for International Process Geomorphology Laboratory was estab- Economics lished in 1993. Facilities include computational workstations, which are available for use by The Santa Cruz Center for International geomorphology graduate students. the lab is also Economics (SCCIE) was established as a used for development of field instrumentation. UCSC research center in 2000, funded by Web: gis.ucsc.edu/index.html. campus and external sources. The objective of SCCIE is to broaden our understanding of Proteomics Facility. designed to perform international economic issues by sponsoring large-scale comparisons in protein expression, research, conferences, graduate and under- the facility houses an Amersham Ettan graduate studies, and the exchange of scholars. Proteomics Lab with Differential Gel Areas of study includeinternational finance, Electrophoresis (DIGE) technology. School of open-economy macroeconomics, international Engineering computer scientists will assist in The Ray Film and Study Collection preserves trade, and international political economy. processing the large amounts of protein data thefilms, drawings, and documentation of The center also supports and participates in generated. Web: biomedical.ucsc.edu/ Satyajit Ray, one of the greatest filmmakers activities designed to bring greater public Proteomics.html. of our time. awareness and understanding to policy issues involving international economics, SCCIE Rock Preparation Facility. The facility is sponsors research conferences and workshops, fully equipped to aid researchers in petro- analyze data to obtain kinetics and spectra of a working-paper series, and occasional public graphic section making, rock crushing, sample reaction intermediates from nanosecond to lectures and policy forums. To support under- sieving, and mineral separation. A full-time second timescales. These facilities are used in a graduate study and research in international technical staff member oversees the facility. wide variety of research, including photochem- economics, SCCIE sponsors 10 annual Web: www.es.ucsc.edu/grad/research/rock.html. ical and photobiological studies, examination research awards to students wishing to work of fuctional and folding mechanisms of pep- on a project involving international economics Stable Isotope Laboratory. This facility has tides and proteins, and investigation of fast and/or global economic issues. For more infor- two mass spectrometers, devices used to deter- electron and proton transfer in proteins mation, call (831) 459-1553. E-mail mine elemental composition, a FISONS involved in mitochondrial and bacterial respi- [email protected]; web: sccie.ucsc.edu Optima, and a FISONS prism. Both are ration. Web: biomedical.ucsc.edu/Kliger.html. equipped with automatic carbonate devices. In addition, the Prism is fitted with the VG Ray Film and Study Collection “Multi-prep” autosampling system for carbon- Santa Cruz Institute ates and oxygen analyses of waters. Web: The Satyajit Ray Film and Study Collection for Particle Physics es.ucsc.edu/-silab. (Ray FASC) is a focused research activity concentrating on the films and other artistic The Santa Cruz Institute for Particle Physics Strongly Correlated Electron Physics works of Satyajit Ray, one of the world’s great- (SCIPP) was established on the Santa Cruz Laboratory. The SCEPL includes UV, visible, est filmmakers. Ray FASC maintains, in addi- campus by the Regents in 1980 to coordinate and infrared spectrometers and interferome- tion to 35 mm films and videocassettes of research and instruction in elementary particle ters, infrared lasers, various low-temperature Satyajit Ray’s films, a collection of the Ray physics. Its staff members, as well as visiting cryostats, and a 140 kiloGauss superconduct- papers: books, articles, letters, screenplays, scientists, are engaged in both theoretical and ing magnet. Graduate students and postdocs sketchbooks, costume designs, music experimental projects that concern the funda- participate in the selection of topics, measure- tapes/recordings, posters, stills, illustrations, mental interactions of matter. They are also ment of relevant samples, and analysis of data and other examples of Ray’s multifaceted involved in graduate and undergraduate in the context of related work. The group genius. Ray FASC has received the Lethbridge instruction as regular faculty or adjunct profes- maintains close contact and collaboration with Collection of some 1,500 volumes/items of sors, usually with the Department of Physics. theoretical physicists and materials scientists at works on Ray and by Ray in some 10 world Experimental work such as the design, test- various academic, industrial, and government languages. The gift has come from Mr. and ing and construction of large-scale particle labs, whose respective inputs regarding what is Mrs. Cuthbert Lethbridge of Melbourne, detectors, as well as associated electronics, significant and what is possible help shape the Australia. With a major grant from the takes place in the development laboratories on course of research. Web: physics.ucsc.edu/ Packard Humanities Institute, Ray FASC has campus. The experiments are ultimately per- group/electron. prepared an inventory, catalog, and database of formed at large facilities--notably the federally the materials in the archive. Ray FASC hosts funded electron-positron storage rings and Time-resolved Laser Spectroscopy. The an annual lecture in honor of the late Dr. electron linear accelerator at the Stanford Department of Chemistry and Biochemistry Sidhartha Maitra, film screenings, seminars, Linear Accelerator Center (SLAC), in Palo maintains several laser spectroscopy systems and exhibitions. It helped organize several Alto, and hour’s drive from Santa Cruz. SCIPP capable of measuring time-resolved spectra recent Ray retrospectives nationally and inter- experimentalists also use other national and from the far UV to the near IR regions. nationally; plans for more are under way. international laboratories as well as participate Various systems are optimized to measure Student internships and research projects in in detectors based in space. time-resolved absorption spectra, linear dichro- the archives are welcome. For further informa- At present the institute’s principal experi- ism spectra, circular dichroism spectra, mag- tion, call (831) 459-4012, fax (831) 459-3125, mental projects include the following: netic circular dichroism spectra, optical rotato- e-mail [email protected], or che the web ry dispersion, or magnetic optical rotatory site: sayajitreay.ucsc.edu. dipersion. Software is available to collect and RESEARCH PROGRAMS AND FACILITIES 71

W.M Keck Foundation. This new generation provided by the lab manager. Web: hundreds of samples each week for differences of mass spectrometers has enabled the exami- ims.ucsc.edu/rflmal.html. in the DNA sequence of individual genes, spe- nation of previously unstudied isotope sytems cific genetic markers, and overall DNA con- to give us insights into many avenues of sci- Microarray Laboratory. U sed for genome- tent. Web: biomedical.ucsc.edu/MEEG.html. ence. Studies of novel isotopes can now be wide splicing and expression analyses of diverse applied in diverse fields such as anthropology, organisms, from microbes to humans, the Nuclear Magnetic Resonance/Mass archaeology, astrobiology, Earth sciences, ecol- facility supports both spotted microscope slide Spectroscopy Facilities. The NMR facility ogy, environmental studies, forensic science, and Affymetrix microarray research. The staff brings together an interdisciplinary group of human nutrition, oceanography, planetology, offer wet lab expertise to investigators, with researchers comprising faculty from chemistry and toxicology. bioinformatics specialists from the School of and biochemistry, biology, and environmental Engineering providing computational support. toxicology. At present, the facility manages W.M. Keck Seismological Laboratory. The Web: biomedical.ucsc.edu/Microarray.html. two high-resolution 500 MHz spec- Earth Sciences Department and the Institute trometers. Initial funding was from the Lucille of Geophysics and Planetary Physics manage a Microscopy and Imaging Laboratory. The P. Markey Charitable Trust and the W.M. large seismological research program, much of lab has scanning and transmission electron Keck Foundation, as well as individual which is located in the W.M. Keck microscopes, light microscopes equipped for research grants from the National Institutes of Seismological Laboratory. This facility photography, image analysis computers, pho- Health, the National Science Foundation, and includes three observatory-quality broadband tographic equipment for copying, and a com- other sources available to UCSC. A new 600 seismological systems deployed in central plete black-and-white darkroom for printing. MHz NMR spectrometer was delivered in California in Chualar, Kaiser Creek, and The scanning electron microscope is equipped 2004. The Department of Chemistry and Parkhill. These systems are operated in collab- with secondary and backscattered electron Biochemistry and the Department of oration with Project Geoscope (France), UC detectors and an energy dispersive X-ray spec- Molecular, Cell, and Developmental Biology Berkeley, and Caltech, respectively. Broadband trometer for the analysis of minerals. In addi- are engaged in NMR structural elucidation of portable seismometers and recording systems, tion, the lab has specimen preparation equip- anticancer natural product isolation from as well as transportable Global Positioning ment for many types of samples including a marine organisms, organic intermediates for System receivers provided by the W.M. Keck vacuum evaporator, sputter coater, and ion drug synthesis, specially designed peptide Foundation, are currently deployed in Costa thinner. The lab is staffed by a full-time scien- intermediates, and oligonucleotide derivatives Rica and Papua New Guinea. Many Sun com- tist who will train and assist users in most that remain attached to solid supports. puter workstations and several servers are oper- techniques. Web: www.es.ucsc.edu/grad/ Web: www.nmr.ucsc.edu. ated in the facility to provide data-acquisition research/ele_micro.html and analysis capabilites. Paleomagnetism Laboratory. The Mineral Physics Laboratory. Experiments to Paleomagnetism Laboratory is located in a Macromolecular X-ray Crytallography determine the thermochemical and elastic remote building specially constructed with Facility. The facility houses state-of-the-art properties of planetary materials at ultrahigh nonmagnetic materials and isolated from technology for crystallography data collection pressure and temperature are conducted in this major sources of man-made magnetic noise. and computation, molecular visualization, and lab. High P-T conditions are generated using Inside this building, a magnetically shielded model building. UCSC scientists have used the the diamond anvil cell coupled with laser heat- room houses a state-of-the-art superconduct- facility to investigate the structure of the ribo- ing. Presently, both Raman and infrared spec- ing magnetometer, a sensitve spinner magne- some, catalytic RNA (“ribozymes”), and a vari- troscopic facilities are available for characteri- tometer, thermal and alternating field demag- ety of protein structures, including systems zation of the structural and bonding properties netizaters, and paleointensity equipment. A that diffract to subatomic resolution. Users of of minerals and fluids in situ at pressures and second lab devoted to the study of rock and the facility also collaborate with the Lawrence temperatures characteristic of planetary interi- mineral magnetic properties is housed in the Berkeley National Laboratory’s Advanced ors. In addition, a high-intensity x-ray genera- Earth and Marine Sciences Building. It con- Light Source synchotron radiation facility. tor is used to determine the equations of state tains another spinner magnetometer, devices web: biomedical.ucsc.edu/Xray.html. and phase equilibria of mineral assemblages for measuring Curie temperatures, magnetic relevant to the Earth’s mantle and core. susceptibility and its anisotropy, hysteresis Marine Analytical Laboratories. the Marine Finally, a transmission electron microscope is loops, and computer facilities for data analysis Analytical Labs are a part of the Institute of used to analyze crystal defects and for micro- and graphics. Web: www.emerald.ucsc.edu/ Marine Sciences at UC Santa Cruz. They are a phase identification. Web: grad/research/groups/paleomag/facility.html. general access analytical facility for the support www.es.ucsc.edu/grad/research/miner.html. of research in the marine sciences. Scientific Plant Growth Facility. The facility provides instruments and other equipment to aid Molecular Ecology and Evolutionary core support for plants used in the instruction- research in marine chemistry, biology, geology, Genetics Facility. The MEEG facility pro- al and research programs of the Departments and environmental toxicology are housed in a vides molecular technologies for analyses of the of Ecology and Evolutionary Biology; central lab complex with the Earth and structure and dynamics of genetic diversity Molecular, Cell, and Developmental Biology; Marine Sciences Building. Access is provided found in animal, plant, and microbial popula- and Environmental Studies. Three separate to all qualified users. Analytical instrumenta- tions. Technology offered in the laboratory growth areas are located on Science Hill to tion; instruction in use of the equipment; con- allows for analysis of DNA sequences and maximize exposure to sunlight as well as pro- sultation in experimental design, sampling, DNA fragments, DNA preparation facilita- vide convenient access for the research and analysis, and data interpretation; and general tion, immunophenotyping, analyses of cellular instructional labs housed in the buildings assistance in all aspects of analytical science are ploidy level, absolute cell counting, and cell below. Web: greenhouse.ucsc.edu. sorting. The facility is capable of assessing 72 RESOURCES FOR LEARNING AND RESEARCH

NASA-UC Santa Cruz center will conduct observers commuting to the facility. Telescopes scopes began operating in 1993 and 1996. applied research that furthers those technolo- include the Lick 36-inch refractor, the Carnegie In 1988 the Regents established an organiza- gies and helps build this important market. 20-inch twin astrograph, and the CAT 24-inch, tion to manage the university’s ground-based NASA and Ames will benefit by having Crossley 36-inch, and Nickel 40-inch reflectors. optical and infrared observatories as a single unit. expanded access to the UC system, its world- The newest telescope is the Katzman 30-inch Known as the University of California class scientists, and emerging student popula- robotic reflector, dedicated to searching for Observatories (UCO), the organization includes tion and applying those research strengths to supernovas. The largest and most powerful of Lick Observatory and UC’s component of the the needs of NASA’s most advanced and criti- the Lick instruments is the Shane 120-inch Keck Observatory. UCO is headquartered at cal missions. The UARC’s program activities reflector, which was completed in 1959 and is UCSC; the Lick director serves also as the director will extend from fundamental investigations one of the world’s most effective telescopes. The of UCO. UCO/Lick plays a large role in the Keck through development and field testing of pro- observatory’s equipment also includes a variety enterprise: both of the Keck telescopes’ secondary totype systems demonstrating new science and of auxiliary instruments used in connection mirrors were polished in the optical laboratory at technological advances. with observations at the 120-inch telescope. Santa Cruz, and the high-resolution echelle spec- The goal of the UARC within UC is to pro- Among the most recent is the Hamilton echelle trograph (HIRES), designed and constructed in vide expanded opportunities for its scientists, spectrograph, judged to be on of the world’s the instrument-development laboratories here, researchers, and students, and from its physical most efficient instruments for high-resolution was the first Keck instrument to become fully presence in Silicon Valley help enable and analysis of the light of stars and galaxies and the operational. The laboratories are also deeply expand its educational mission. The UARC instrument by which astronomers have discov- involved in many projects for the second Keck will provide for educational interaction among ered new planets outside our solar system. telescope, including the design and construction university faculty, students, and Ames Other instruments include the Kast double of a powerful new optical instrument to aid in the researchers to develop future human resources spectrograph, a pioneering example of UCO/ search for dark matter (DEIMOS) and a new in technology and science through a Systems Lick’s innovative instrumentation capabilities; medium-resolution echelle spectrograph and Teaching Institute. The Systems Teaching the multiple-object spectrograph, which gives imager (ESI). Web: www.ucolick.org. Institute will draw on students from UC Santa astronomers the opportunity to look at the Cruz, San Jose State University, and spectra of 100 objects simultaneously; and the Center for Adaptive Optics Foothill-DeAnza Community College new prime-focus Wide Field Camera, capable The Center for Adaptive Optics (CfAO) is a District, and will be a pilot for global change of taking digital images of large areas of the sky. Science and Technology Center funded by the in science and engineering education. One of the most exciting new technological National Science Foundation. The center’s innovations developed at Lick Observatory, in mission is to advance the technology of adap- University of California conjunction with Lawrence Livermore National tive optics (AO) in service to science, health Observatories/Lick Observatory Laboratory, is the use of an adaptive optics sys- care, industry, and education. Its goal within tem with an artificial laser-produced guide star the next decade is to lead the revolution in AO to correct distortions to incoming light caused by developing and demonstrating the technol- Lick Observatory was established on Mt. by the blurring effects of the atmosphere. The ogy, creating major improvements in AO sys- Hamilton in the 1880s as a result of the gift of observatory is a systemwide facility used exten- tems, and catalyzing advances nationwide. The James Lick, a Pennsylvania piano maker who sively by observers and students from other UC CfAO has also implemented a major education came to San Francisco in 1848 and amassed a campuses and the national laboratories. and outreach program to attract and retain a fortune through investment in California real UCSC’s courses in astronomy and astro- new generation of scientists, particularly estate. The observatory has been part of the physics are taught on campus. Advanced stu- among women and underrepresented minori- University of California since 1888, when the dents gain observing experience with the Mt. ties. Is is aimed at students attending high Lick Trustees conveyed the just completed Hamilton telescopes and conduct research school through graduate school. Public out- original installation to the Regents. directed by the staff. Visiting astronomers use reach includes exhibits, talks, and demonstra- As resident members of the Santa Cruz the equipment to investigate special problems. tions. At its inception in 1999, the nationwide faculty, the UCO/Lick staff are members of UCO/Lick astronomers work on a wide vari- center comprised 10 research universities, the UCSC’s Department of Astronomy and ety of of astrophysical problems, including solar Lawrence Livermore National Laboratory, and Astrophysics, which offers the graduate pro- system and star formation, stellar evolution, the several industrial partners. Headquartered at gram in astronomy and astrophysics and an origin and evolution of the Galaxy and external UCSC, it was funded for five years and in undergraduate minor (see page 126). A B.S. galaxies, abundances of the chemical elements, 2003 was renewed for a final five years. The degree in astrophysics is offered through the and the size, structure and evolution of the uni- new CfAO building opened in 2002. Center Physics Department (see page 334). The verse. In many summers, UCO/Lick and the faculty are particularly interested in AO appli- astronomy library and laboratories are located department host a conference on topics in cations for giant telescopes, planet searches, on campus, as are optical, electronics, engi- astronomy and astrophysics, which brings inter- and vision science. As an outgrowth of the neering, programming, and detector and national scholars and students to UCSC. center, a Laboratory for Adaptive Optics with- instrument-development groups. There are UCO/Lick astronomers are engaged in a in UC Observatories has been funded by a $9 resources for measurement, analysis, and com- joint project with California Institute of million grant from the Moore foundation. putation of data on campus as well. Technology astronomers to operate and pro- This laboratory will explore various AO tech- The telescopes and accompanying facilities vide instruments for the W.M. Keck niques and components. E-mail: cfao@ucol- on the 3,762-acre reservation on Mt. Hamil- Observatory, located at the summit o Mauna ick.org. Web: cfao.ucolick.org. ton east of San Jose are operated as an observa- Kea in Hawaii. The two Keck 10-meter tele- tory, with faculty, research, and student 246_UCSCGenlCatalog.10_073 9/13/2004 2:31 PM Page 73

Campus Life

The Colleges 75 Cowell College 75 Stevenson College 77 Crown College 79 Merrill College 81 Porter College 83 Kresge College 84 Oakes College 86 College Eight 87 College Nine 89 College Ten 91 Student Life 94 Santa Cruz Community 94 Housing 94 Student-Run Cooperatives 95 Transportation and Parking Services 96 Student Health Services 96 Counseling and Psychological Services 97 Rape Prevention Education Program 97 Resource Centers 97 Physical Education, Recreation, Sports, and Wellness 98 Student Union 99 Student Activities 99 Campus Cultural Programs 101 Bay Tree Bookstore 102 Child Care and Youth Programs 102 UCSC Alumni Association 102 246_UCSCGenlCatalog.10_073 9/13/2004 2:31 PM Page 74 246_UCSCGenlCatalog.10_073 9/13/2004 2:31 PM Page 75

COWELL COLLEGE 75

The faculty, or fellows, of each college come gram that challenged and enriched students The Colleges from a variety of academic disciplines. Some of through wide-ranging inquiry and disciplined the colleges have faculty from nearly all the lib- study. Today, Cowell has nearly 1,500 affili- he University of California, Santa Cruz, eral arts and sciences, while the faculty in other ated students and 80 faculty fellows. Its T is a collegiate university. All undergradu- colleges are more concentrated in particular motto—The Pursuit of Truth in the ate students and most faculty are affiliated disciplinary interests. Many faculty have their Company of Friends— expresses a continu- with one of the colleges, their home within offices in the colleges. ing commitment to create a serious academ- the larger university. All the colleges are com- Each college offers its own distinctive aca- ic environment within a humane and broad- mitted to fostering a nurturing and academi- demic program for entering freshmen. Taught ly inclusive community. The college is named cally thriving environment for students of all in the college during the fall quarter, the for the S. H. Cowell Foundation, which backgrounds. Each college strives to promote endowed the college at its founding. the attributes of a diverse and multicultural required course or seminar provides a significant community in its own unique way. In order bridge between academic and residential life, of founding, the colleges are Cowell, since all freshmen, regardless of major, will be in Stevenson, Crown, Merrill, Porter, Kresge, the course, and most will be in residence as well. Academic Emphases Stevenson’s core course extends over three quar- Oakes, College Eight, College Nine, and The academic theme of the college encour- ters, while the other colleges offer one-quarter College Ten. ages students to pursue their general and discourses. College core course requirements for Self-contained and architecturally distinct, ciplinary study with attention to the values transfer students vary (see page 33). The col- each college is a relatively small community of of liberal arts education: understanding one’s leges also offer selected courses in their area of 20 to 90 faculty members and between 750 individual perspective by exploration of its interdisciplinary emphasis and host events and and 1,550 students, about half of whom live historical background and world context. speakers that enhance this focus. on campus. Each college has its own housing, Students affiliated with the college pursue All the colleges provide academic advising academic, and recreational facilities, and each majors from all departments on campus. and academic and general campus orientations is an integral part of the larger campus. The The faculty fellows affiliated with the col- to help you plan your academic program. In colleges have their own academic emphases lege represent all academic divisions (arts, engi- addition, each college has academic preceptors and cultural traditions, although each seeks neering, humanities, physical and biological who can provide advice on academic matters. faculty and students from a variety of disci- sciences, and social sciences). The faculty (See pages 37–40 for further information on plines to foster broad intellectual interests. The fellows guide the college academic programs academic advising.) Psychological and personal colleges play a primary role in academic advis- and serve as academic mentors to the students, counseling is also available in each college, and ing and are the center of student life. Students supplementing the advising provided by the many colleges have well-developed peer advising graduate from their college. At the same time, college academic advisers and departmental and tutoring. all university academic programs, resources, and advising. The colleges differ in architecture; each was student services are open to students of every college. In satisfying their general education require- planned by a different architect, who was The information students need to rank their ments, first-year Cowell students are required encouraged to convey the distinct personality college preferences can come from a variety of to take the Cowell Core Course in the fall term. of that college through the design of its build- sources—personal acquaintance, a campus visit, The core course (Cowell 80, see page 161), ings and their placement in the natural envi- literature available from the colleges, and the taught in small seminar sections, seeks to ronment. Above all, the colleges differ in sub- descriptions in this section of the catalog. develop critical reading, analytical writing, and tle ways having to do with their intellectual Entering students are asked to list several col- seminar discussion skills by reading a selection and social traditions, the different designs of leges in order of preference; whenever possible, of classic and contemporary texts. In addition, their student governments, and the predomi- students are assigned to the college of their Cowell students are required to raise their level nant interests of their students and faculty. choice. of proficiency in information technology during their UCSC career. Changing Colleges Similarities and Differences The college academic buildings house Each college is residential and able to house Most students, having affiliated with a particular humanities faculty, with notable concentrations close to half of its students. Most freshmen college, develop friendships and intellectual in philosophy, classics (study of ancient Greek choose to live on campus, as do a number of attachments there, and they remain members of and Latin language and civilization), and mod- sophomores, juniors, and seniors. The particu- that college throughout their undergraduate ern foreign languages, especially Chinese, lar style of housing varies among the colleges, years. Some students find that changing aca- French, Italian, and Japanese. The interdisci- ranging from fairly traditional residence halls, demic interests draw them to a different college. plinary faculty group in pre- and early modern with a mix of single, double, and triple rooms, During the specified filing period, students may studies is centered at Cowell College. to apartment-style housing, where students live request a change of college with the approval of Students who develop ideas for research, together in small groups and may do some of both college administrations. creative projects, community service, or intern- their own cooking. Faculty, staff, or graduate ship experiences may apply to the college students, along with undergraduate resident provost for financial support. The college assistants, reside in college housing units. Cowell College sponsors prizes for outstanding academic work and acknowledges students who graduate with owell College inaugurated the Santa overall academic excellence in a breadth of CCruz campus when it opened with a pio- facing page: Residential apartments at College Nine neer class of 600 students in 1965. The study with College Honors. and College Ten—UCSC’s newest colleges. founding faculty shaped an educational pro- The college enriches the intellectual and cultural life of the campus by sponsoring events of 246_UCSCGenlCatalog.10_073 9/13/2004 2:31 PM Page 76

76 CAMPUS LIFE

UCSC offers two kinds of residential living on campus—residence halls and apartments. Shown above is a typical residence-hall room, available in all of the ten residential colleges except Kresge College; Kresge has apartments only.

various kinds: lectures and presentations by College are the Eloise Pickard Smith Gallery, to increase awareness of the many dimensions local faculty and visiting scholars, theatrical and which regularly mounts exhibits, and the of diversity in the community. musical performances, and forums and debates Cowell Press, where students can learn the fine For more information on the college, see on topics of current interest. techniques of hand printing. The college is also www2.ucsc.edu/cowell or call (831) 459-2253. home to a French-speaking living-learning College Community and Facilities community, Maison Francophone, which stud- Cowell Faculty and Staff ies French-speaking communities around the Cowell’s seven residence halls and three apart- world and plans events for the college. Provost ment buildings are arranged in three quadran- Since the college’s founding, regularly sched- STANLEY M. WILLIAMSON, Chemistry and gles on a hillside overlooking the city of Santa uled College Nights in the dining hall have Biochemistry, Emeritus (through 12/04) Cruz and Monterey Bay. About 650 students offered students, staff, and faculty a special meal TYRUS H. MILLER, Literature (beginning 1/05) are housed in the college. Each residence hall and a rich mix of after-dinner programs present- DEANNA SHEMEK, Italian Literature (beginning houses from 40 to 60 students and is divided ed by students and professional artists. 1/05) into two wings, with seven to 11 residents on Community life is enlivened by many other each floor. Most floors are coed, with men and scheduled and impromptu intellectual, cultural, Fellows women sharing common lounges and other and social events. MARGARITA AZMITIA, Psychology facilities, but single-gender floors are provided The Student Senate meets weekly to discuss KAREN BASSI, Classics for those who prefer this arrangement. campus issues and student government. The JAMES H. BIERMAN, Theater Arts (Drama) Apartments house 185 continuing students in Senate advises the college on the allocation of DONALD BRENNEIS, Anthropology six-person units. The residential staff facilitate funds for student activities and programs. JEAN P. BRODIE, Astronomy and Astrophysics diverse educational, social, and recreational pro- Members of the Senate are selected each year by MARGARET R. BROSE, Italian and Comparative gramming to enhance the living and learning lot, but any student may become a voting Literature GIULIA CENTINEO, Italian Language environment. member by steady attendance at meetings. The SANDRA CHUNG, Linguistics Arranged around the college’s central plaza college’s multicultural advisory board works PHILLIP CREWS, Chemistry are the dining hall, Page Smith study library, with staff to create a supportive community for MARIA (TONIA) DE CHICCHIO, Italian Language the fireside lounge, the coffee shop, and confer- students of color affiliated with the college and JOHN M. DORIS, Philosophy ence rooms and classrooms. Unique to Cowell CAROL M. FREEMAN, Writing 246_UCSCGenlCatalog.10_073 9/13/2004 2:31 PM Page 77

STEVENSON COLLEGE 77

MARY-KAY GAMEL, Classics and Comparative MIRIAM ELLIS, French Language, Emerita cal inquiry, academic and civic leadership, and Literature PATRICIA FITCHEN, French Language, Emerita respect for students’ concerns about shared stu- RAYMOND W. GIBBS JR., Psychology THEODORE FOSTER, Marine Sciences, Emeritus dent governance, human rights, and social justice. ROBERT A. GOFF, Philosophy BERT KAPLAN, Psychology, Emeritus Stevenson College has a long-standing reputa- M. VICTORIA GONZÁLEZ-PAGANI, Spanish Language S. PAUL KASHAP, Philosophy, Emeritus tion for excellence in liberal education. The col- DANIEL GUEVARA, Philosophy RICHARD MATHER, History, Emeritus lege strives to provide an academically, culturally, GILDAS HAMEL, French Language and Classical MELANIE J. MAYER, Psychology, Emerita and socially supportive environment for all its Studies GARY B. MILES, History, Emeritus members, emphasizing accessibility and fostering ELLEN LOUISE HART, Writing PEGGY MILES, Writing, Emerita social responsibility and academic achievement. CHARLES W. HEDRICK JR., History ANDREW TODD NEWBERRY, Ecology and Students who seek an interdisciplinary learning MARGO HENDRICKS, Literature Evolutionary Biology, Emeritus environment will appreciate the college’s empha- THEODORE HOLMAN, Chemistry and Biochemistry DAVID A. ORLANDO, French Language, Emeritus sis on intellectual rigor. As part of the college’s DAVID C. HOY, Philosophy RICHARD R. RANDOLPH, Anthropology, Emeritus academic and cultural life, the Stevenson JOCELYN HOY, Philosophy AUDREY E. STANLEY, Theater Arts, Emerita Fellows-in-Residence Program has brought to MICHAEL M. HUTCHISON, Economics THOMAS A. VOGLER, English and American CHIYOKO ISHIBASHI, Japanese Language Literature, Emeritus the campus distinguished individuals such as VIRGINIA JANSEN, History of Art and Visual Culture MICHAEL J. WARREN, English Literature, Emeritus Senator George McGovern, Congresswoman GEORGE KANE, Art; Cowell Press Bella Abzug, Nobel Laureate Elie Wiesel, Chief KEVIN KARPLUS, Computer Engineering College Administrative Officer of the Miwok Tribe Greg Sarris, Producer JACQUELINE KU, Chinese Language JAMES CARTER Lourdes Portillo, the Reverend Jesse Jackson, WILLIAM A. LADUSAW, Linguistics and Associate Director-Counsel Theodore M. BRUCE D. LARKIN, Politics Staff Shaw of the NAACP Legal Defense and CAMPBELL LEAPER, Psychology LISA BIRNEY, College Assistant Educational Fund. GARY L. LEASE, History of Consciousness ANGIE CHRISTMANN, College Programs Coordinator The college’s faculty and academic and THOMAS A. LEHRER, American Studies and ELIZABETH COWAN, Financial/Budget Specialist administrative staff offer professional and per- Mathematics DEBRA ELLIS, Residential Life Coordinator sonal service for the diverse needs of students. H. M. LEICESTER JR., English Literature OSCAR GUILLEN, Senior Building Maintenance These individuals, among the most accessible, HERVÉ LE MANSEC, French Language Worker friendly, and diverse staff at the university, assist JOHN P. LYNCH, Classics JODI HARVEY, Coordinator for Residential students in all areas of their academic and social PATRICE L. MAGINNIS, Music Education experience at Stevenson College. Most impor- GLENN L. MILLHAUSER, Chemistry and Biochemistry KAREN HILKER, Programs Assistant tant, these individuals are committed to instilling JEROME NEU, Philosophy JAY MINERT, Coordinator for Residential Education respect for the college’s diverse ethnic, racial, reli- CHARLES L. (LEO) ORTIZ, Ecology and Evolutionary DAN MONKO, Maintenance Supervisor gious, and sexual backgrounds. Biology MARY JAN MURPHY, Counseling Psychologist RICHARD E. OTTE, Philosophy LINDA POPE, Gallery Director DANIEL PALLEROS, Chemistry and Biochemistry CATHY SHENDER, Assistant to Provost and College Academic Emphases GEOFFREY K. PULLUM, Linguistics Administrative Officer/Records Coordinator • Faculty drawn from social sciences, S. RAVI RAJAN, Environmental Studies STACEY SKETO-ROSENER, Academic Preceptor humanities, natural sciences FRANK A. RAMÍREZ, Spanish Language KARA SNIDER, College Programs Coordinator BETH REMAK-HONNEF, Librarian CAROL SNYDER, Coffee Shop Manager • Yearlong frosh writing seminar ZACK SCHLESINGER, Physics PHIL SPENCER, Community Safety Officer • Tutors and Advisers Program SUSAN Y. SCHWARTZ, Earth Sciences DARIA TROXELL, Housing Coordinator • Academic Support Center CATHERINE M. SOUSSLOFF, History of Art and ADRIANNE WAITE, Associate College Administrative • Junior Fellows Program Visual Culture Officer ELLEN KAPPY SUCKIEL, Philosophy LYNNE WOLCOTT, Academic Preceptor Stevenson College distinguishes itself as the only ANTHONY J. TROMBA, Mathematics college with a two-quarter frosh seminar intend- PAUL WHITWORTH, Theater Arts ed to provide all first-year students with a com- JOHN WILKES, Science Communication Stevenson College mon academic experience. The seminar allows JAMES WILSON, Writing; College Academic Preceptor for more rigorous development of students’ We are Stevensonians; we are free agents of critical, written, and analytical skills, the foster- Emeriti Fellows history and masters of our own destinies. Every ing of a unique learning environment, and a W. EMMANUEL ABRAHAM, Philosophy, Emeritus one of us is important, and we cherish our supportive intellectual community. It is not GEORGE T. AMIS, English Literature, Emeritus differences as much as we cherish our shared unusual to find Stevenson alumni in the legal, HARRY BERGER JR., English Literature and Art History, Emeritus values of love, chivalry, honesty, hard work, political, engineering, medical, computer and and responsibility. RALPH J. BERGER, Ecology and Evolutionary information sciences, business, and public Biology, Emeritus —Seung Kyun Joseph Mok, administration fields. GABRIEL BERNS, Spanish Literature, Emeritus Stevenson Alumnus/Regents Scholar The faculty at Stevenson, drawn from a vari- CHARLES W. DANIEL, Molecular, Cell, and ety of disciplines in the social sciences, humani- Developmental Biology, Emeritus tevenson College is named after former ties, and physical and biological sciences, share a JOHN DIZIKES, American Studies, Emeritus S statesman and U.S. Ambassador to the common concern for the study of social process- ROBERT M. DURLING, Italian and English United Nations Adlai E. Stevenson. Our faculty, es that shape modern society and determine the Literature, Emeritus students, and staff take pride in intellectual criti- quality of our individual lives throughout various 246_UCSCGenlCatalog.10_073 9/13/2004 2:31 PM Page 78

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global regions and periods of world history. together in a purely social situation. College on display throughout the year in the lounge, Linguistics, sociology, history, politics, psycholo- Nights—Cinco de Mayo, Chinese New Year, library, and coffee house. gy, biology, chemistry, and computer science are Vietnamese College Night—provide the oppor- For more information, call (831) 459-4930 strongly represented in the college. tunity to celebrate many different cultures. or visit the web site: stevenson.ucsc.edu/. Self and Society (see page 369) is intended to Dinner is followed by entertainment. provide intellectual and research preparation for The Stevenson Student Council meets on Stevenson Faculty and Staff students’ future academic endeavors. The semi- Thursday evenings. This group of 16 elected nar addresses the college’s intellectual and peda- representatives (eight resident students, eight Provost gogical aims through a holistic inquiry into aca- living off campus) is responsible for allocating ELLEN KAPPY SUCKIEL, Philosophy demic research that explores the question: college membership fees to student activities. What is the relationship between “self and soci- The council also serves as a forum for the dis- Fellows ety?” In addition, the course fosters an intellec- cussion of college and campuswide issues and JUDITH AISSEN, Linguistics tual commitment to the general philosophy appoints student representatives to college and ROBERT S. ANDERSON, Earth Sciences which has helped to define Stevenson College campuswide committees. DANE ARCHER, Sociology since its inception (articulated in the idea of the ELLIOT ARONSON, Psychology, Emeritus preservation of human dignity, the social culti- Facilities JONATHAN F. BEECHER, History vation of individual creativity and citizenship, ILAN BENJAMIN, Chemistry and Biochemistry and a belief in ethical responsibility). The semi- • Eight small residence halls PETER H. BODENHEIMER, Astronomy and nar reflects the college’s long-standing commit- • Three apartment buildings Astrophysics ment to interdisciplinary and culturally diverse • Theme floors: Substance Free, REBECCA BRASLAU, Chemistry and Biochemistry FRANK G. BRIDGES, Physics readings, while at the same time it affords stu- Multicultural dents an opportunity to develop research inter- MONICA CASPER, Sociology ests, to acquire greater understanding of the • Coffee house MARK CIOC, History role of research universities in contemporary • Wagstaff Fireside Lounge CATHERINE R. COOPER, Psychology and Education societies, and to acquire the requisite skills to • Writers’ Center W. JACKSON DAVIS, Ecology and Evolutionary Biology engage in increasingly more sophisticated intel- • Stevenson Library lectual work while at UCSC. MICHAEL DINE, Physics • Art gallery G. WILLIAM DOMHOFF, Psychology, Emeritus Because of a conviction on the part of both DONKA FARKAS, Linguistics faculty and students that such a sequence is • Silverman Conference Room HIROSHI FUKURAI, Sociology fundamental to any university education, both • The Knoll ROBERT E. GARRISON, Earth Sciences, Emeritus quarters are required of all beginning Stevenson • Recreation room MARVIN J. GREENBERG, Mathematics, Emeritus students. Students transferring to UCSC with Stevenson College has a wide variety of facili- ISEBILL V. GRUHN, Politics, Emerita the equivalent of nine courses (45 quarter cred- ties and activities to appeal to many tastes. The HOWARD E. HABER, Physics its) or more are exempt from the core course. college, designed by San Francisco architect CRAIG W. HANEY, Psychology The Stevenson College Junior Fellows Joseph Esherick, has won many architectural JORGE HANKAMER, Linguistics Program offers juniors and seniors an opportu- awards. The buildings are situated amid red- DAVID M. HARRINGTON, Psychology nity to serve as teaching and research assistants IDA URTADO wood trees and sprawling lawns, and the main A H , Psychology for Self and Society. Junior fellows, who must JUNKO ITÔ, Linguistics quad overlooks Monterey Bay. There are eight have completed outstanding work in Self and MICHAEL KAHN, Psychology, Emeritus small residence houses at the college providing Society during their freshman year, undergo a AL KELLEY, Mathematics, Emeritus a choice of single-sex or coed floors; each house rigorous application and selection process. PETER KENEZ, History accommodates about 60 undergraduates. The Junior fellows (enrolled in Stevenson 120, JOHN I. KITSUSE, Sociology, Emeritus apartments provide space for 132 continuing Teaching Practicum) earn 5 course credits. KENNETH KLETZER, Economics students. Nearby are a picnic area, playing Stevenson provides writing and math tutor- JOSEPH P. KONOPELSKI, Chemistry and fields, and a garden. ing for all of its students. Stevenson academic Biochemistry The Stevenson Coffee House, which has tutors are paid student positions open to ROBERT P. KRAFT, Astronomy and Astrophysics, become the gathering place in the college, is a juniors and seniors with excellent academic Emeritus friendly and inviting spot to enjoy lunch or an JEAN H. LANGENHEIM, Ecology and Evolutionary records. espresso and pastry—indoors or out on the Biology, Emerita patio. It is the scene of lively conversation, occa- ROBERT A. LEVINSON, Computer Science College Community sional musical entertainment, and chess matches. DANIEL T. LINGER, Anthropology Adjoining the coffee house is a recreational wing, RONNIE D. LIPSCHUTZ, Politics • College Nights with Ping-Pong, foosball, pool tables, and color MARC S. MANGEL, Environmental Studies • Stevenson Student Council television. This area is also the site of much JAMES MCCLOSKEY, Linguistics • Multicultural Advisory Council socializing and spontaneous group activity. DENNIS C. MCELRATH, Sociology, Emeritus • Fellows-in-Residence Program In contrast, the Stevenson Library is a striking R. ARMIN MESTER, Linguistics CARLOS G. NOREÑA, Philosophy, Emeritus • Multicultural Programs/Activities building designed for quiet reading and study. The Wagstaff Fireside Lounge, a retreat for JAYE PADGETT, Linguistics THOMAS F. PETTIGREW, Psychology, Emeritus Stevenson holds regular College Nights, relaxed discussion, is also used for recitals, special IRA POHL, Computer Science when a served dinner presents an opportunity lectures, meetings, and residence house activities. CYNTHIA POLECRITTI, History for Stevenson fellows and students to get Art exhibits (both student and professional) are 246_UCSCGenlCatalog.10_073 9/13/2004 2:31 PM Page 79

CROWN COLLEGE 79

ANTHONY R. PRATKANIS, Psychology College Administrative Officer Crown is located on a hilltop surrounded by a GEOFFREY K. PULLUM, Linguistics JAMES CARTER redwood forest. The core buildings consist of an RALPH H. QUINN, Psychology administration office, dining commons, lounge DONALD T. SAPOSNEK, Psychology Staff spaces, recreation facilities, study spaces, faculty THEODORE R. SARBIN, Psychology and Criminology, MARY ALVAREZ, Academic Adviser offices, and classrooms built around a large patio Emeritus MARTA ELENA CORONA, Counseling Psychologist and central fountain. The award-winning archi- PETER L. SCOTT, Physics, Emeritus ELIZABETH COWAN, Financial/Budget Specialist tecture with its white walls and high-pitched BUCHANAN SHARP, History GREG FLORES, Coordinator for Residential tiled roofs suggests a hillside Mediterranean vil- PRISCILLA W. SHAW, English and Comparative Education lage. The college’s residential facilities are made Literature, Emerita CANDACE FREIWALD, Academic Services Supervisor up of eight traditional residence hall buildings WILLIAM F. SHIPLEY, Linguistics, Emeritus JOHN HADLEY, Coffee House Manager and eight apartment buildings housing approxi- GRETA SLOBIN, Russian Literature RACHEL JABLON, Associate College Administrative mately 700 students. The facilities at Crown M. BREWSTER SMITH, Psychology, Emeritus Officer for Student Life MARSHALL SYLVAN, Mathematics, Emeritus College were built through a partnership of pub- DAVE LAJOIE, Maintenance Officer HIROTAKA TAMANOI, Mathematics lic funds and a gift from the Crown Zellerbach KRISTHA LIMA, College Programs Coordinator KIP TÉLLEZ, Education Foundation. GUSTAVO NOLAZCO, College Assistant/Records DAVID J. THOMAS, Politics, Emeritus Coordinator/Mail Services Supervisor BRUCE THOMPSON, History GABRIEL PEREZ, Groundskeeper Academic Emphases JOHN N. THOMPSON, Ecology and Evolutionary JUANITA REYES, Housing Coordinator Biology Ethical Issues in Emerging Technologies: RALPH RIVERA, Assistant College Administrative AVRIL THORNE, Psychology Officer for Facilities Transgenics, Clones, Cyborgs, and Artificial MARK TRAUGOTT, History IMANI RUPERT, Assistant College Programs Intelligence is an interdisciplinary seminar con- MICHAEL E. URBAN, Politics Coordinator cerning the effects of these world-changing HOWARD H. WANG, Molecular, Cell, and TCHAD SANGER, Chief Academic Preceptor technologies and encourages students to devel- Developmental Biology AVA SNYDER, Police Sergeant/Liaison op decision-makking strategies to ethically steer MANFRED K. WARMUTH, Computer Science GREGORY SPEED, Senior Proctor these technologies. The course examines these RICHARD A. WASSERSTROM, Philosophy, Emeritus MICHELLE TAYLOR, Academic Programs debates using a variety of disciplinary approaches MARY SUSAN WELDON, Psychology Coordinator/Academic Adviser that engage the perspectives of both humanists HAROLD WIDOM, Mathematics, Emeritus AMY WEAVER, Writing Program Coordinator and scientists. The fall-quarter core course is ZHIWU ZHU, Environmental Toxicology SARMA WILLIAMS, Coordinator for Residential required of all first-year students with fewer Education than 45 transferable quarter credits. (See page Honorary Fellows 162 for the course description.) JACK BASKIN The Crown-Merrill Science and Technology BORIS KEYSER Learning Community is an innovative program NORMAN LEZIN Crown College to support first-year students who are interested ELEANOR MCGOVERN rown College faculty (the college fellows) in pursuing a major in the sciences. Students CHARLES NEIDER Cand students represent a wide variety of enrolled in this program live together, forming CHARLES H. PAGE academic disciplines. The majority of fellows WILLIAM M. ROTH a supportive community that promotes collabo- are in the physical and biological sciences rative learning and group problem solving. To ALMA SIFUENTES and the social sciences. There are more science F. M. GLENN WILLSON facilitate this process, students are placed in a and engineering students at Crown than at special section of Chemistry 1A and participate any other college. However, the majority of in a residentially based study group. The pro- Stevenson Fellows-in-Residence Crown students major in the social sciences, GEORGE MCGOVERN (1982) humanities, and arts. This diversity of inter- gram is designed especially for students who BELLA ABZUG (1983) ests and thinking enriches our intellectual have a strong interest in the sciences but feel PAUL SARBANES (1983) environment. slightly underprepared for university-level ARTHUR S. FLEMMING (1984) An important goal of the college is to foster an course work. It often acts as a bridge to the CAROLE KING (1985) appreciation for the contributions of diverse cul- ACE Program in the physical and biological CLARK KERR (1987) tural groups and to provide an atmosphere in sciences and engineering (see page 39). PETER SHAFFER (1987) which issues of both diversity and common Participation—limited to first-year students at DONALD MCHENRY (1988) social purpose are integrated into a wide range of Crown and Merrill Colleges—requires a com- PAT CONROY (1990) programs and discussions. mitment to succeed, a willingness to work hard, MOCTESUMA ESPARZA (1992) From the time of its founding in 1967, issues and a positive attitude. LOURDES PORTILLO (1992) pertaining to the role of science and technology The Crown Undergraduate Seminar in Science, GREG SARRIS (1997) Technology, and Society provides highly motivat- JESSE JACKSON (1998) in society have been a focus of special interest at Crown College. Recently, we have approached ed students the opportunity to work closely AMIRI BARAKA (1999) with ladder-rank research faculty in a small RON DELLUMS (1999) these issues from an interdisciplinary perspective seminar environment. Topics have included THEODORE M. SHAW (2002) that recognizes the influence of social and cultural factors on scientific enterprise, as well as the California Climate Change: Past, Present, and ways in which science and technology influence Future; Food Matters: Science, Technology, society. 246_UCSCGenlCatalog.10_073 9/13/2004 2:31 PM Page 80

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and Society; and an honors seminar on intro- ing room, dining room, bathroom, and outside STANLEY M. FLATTÉ, Physics, Emeritus ductory computer architecture. deck. A. RUSSELL FLEGAL, Environmental Toxicology Juniors and seniors can participate in the col- Other facilities in the college include the LAUREL R. FOX, Ecology and Evolutionary Biology lege’s new Undergraduate Research Fellowship Crown Library study space; a modern comput- MARIA CECILIA FREEMAN, Writing Program, which awards $800 fellowships to er laboratory housing Sun workstations, which DANIEL FRIEDMAN, Economics student-faculty teams and encourages their provides students with access to several kinds of KWOK-CHIU FUNG, Economics interaction through undergraduate research. systems and an array of applications and ALISON GALLOWAY, Anthropology instructional software selected to support aca- J. J. GARCÍA-LUNA-ACEVES, Computer Engineering demic course work; the Fireside Lounge with LYNDA J. GOFF, Ecology and Evolutionary Biology College Community and Facilities RONALD E. GRIESON, Economics widescreen television; the Music Practice JUDITH A. HABICHT-MAUCHE, Anthropology Crown sponsors a wide variety of cocurricular Room; and the Crown-Merrill Community DAVID HAUSSLER, Computer Science events spanning cultural, educational, and Room, which has a television, pool table, foos- RALPH T. HINEGARDNER, Ecology and Evolutionary social areas of interest. One popular series is the ball, and ping-pong table, and provides an Biology, Emeritus Science/Public Affairs Tables, informal dinners informal place to study, hold meetings, or just RICHARD P. HUGHEY, Computer Engineering at the Provost’s House that offer students an visit with friends. Recently renovated dining HAROLD A. HYDE, Vice Chancellor, Emeritus opportunity to socalize with a faculty member facilities boast continuous dining, late-night GARTH D. ILLINGWORTH, Astronomy and Astrophysics outside the classroom and hear about his or her dining, and Banana Joe’s coffee shop. BURTON F. JONES, Astronomy and Astrophysics research. For general information, call the college DAVID E. KAUN, Economics Students become involved in Crown life by assistant at (831) 459-2665 or visit the web ALAN H. KAWAMOTO, Psychology both initiating and participating in a wide range site: www2.ucsc.edu/crown/. For residential or PAUL L. KOCH, Earth Sciences of activities. Social activities vary each year college programs information, call the Student JONATHAN M. KRUPP, Biology; Coordinator, according to the interests of students. At the Life Office manager at (831) 459-4656. Microscopy and Imaging Laboratory monthly College Night in the dining commons, EDWARD M. LANDESMAN, Mathematics, Emeritus a special dinner is followed by entertainment, Crown Faculty and Staff JEAN H. LANGENHEIM, Ecology and Evolutionary both often sharing a common cultural theme. Biology, Emerita Some major events have become traditional. For Provost LÉO F. LAPORTE, Earth Sciences, Emeritus BURNEY J. LE BOEUF, Ecology and Evolutionary example: Karaoke College Night; Hypnotist; F. JOEL FERGUSON, Computer Engineering Crown Formal; and Regression Night. Crown Biology, Emeritus activities and dances draw students from all over Fellows MAX M. LEVIN, Psychology, Emeritus DEBRA LEWIS, Mathematics campus. Outdoor activities organized by the ROBERT F. ADAMS, Economics, Emeritus DOUGLAS N. C. LIN, Astronomy and Astrophysics student government, College Programs Office, NAMEERA AKHTAR, Psychology DARRELL D. E. LONG, Information Systems SCOTT BRANDT, Computer Science or residential staff range from whale watching Management KENNETH W. BRULAND, Ocean Sciences on the Monterey Bay to atomic bowling, and ROBERT A. LUDWIG, Molecular, Cell, and JOSEPH F. BUNNETT, Chemistry and Biochemistry, from backpacking to stargazing. Developmental Biology Emeritus The Crown Student Senate (CSS), the elec- PHILLIP MCCALMAN, Economics MAUREEN CALLANAN, Psychology ted student government at Crown, holds open MARGARET MCMANUS, Ocean Sciences KENNETH L. CAMERON, Earth Sciences weekly meetings to recommend fund alloca- JACOB B. MICHAELSEN, Economics, Emeritus SUE A. CARTER, Physics tions for student activities and to discuss issues ETHAN MILLER, Computer Science NANCY N. CHEN, Anthropology of concern to students and the college. CSS also JOSEPH S. MILLER, Astronomy and Astrophysics YIN-WONG CHEUNG, Economics sponsors events to enhance the college experi- RICHARD MONTGOMERY, Mathematics MENZIE CHINN, Economics ence, including the very popular pelagic shark J. CASEY MOORE, Earth Sciences EUGENE H. COTA-ROBLES, Molecular, Cell, and JUDIT N. MOSCHKOVICH, Education lecture and Casino Night. Developmental Biology, Emeritus Crown offers two types of residential facili- RICHARD MURPHY, German Literature MARGARET L. DELANEY, Ocean Sciences PEGGY B. MUSGRAVE, Economics, Emerita ties: residence halls and apartments. Eight tradi- CHONGYING DONG, Mathematics RICHARD A. MUSGRAVE, Economics, Retired tional residence halls each house 60 students in MICHAEL P. DOOLEY, Economics MICHAEL NAUENBERG, Physics, Emeritus single, double, and triple rooms in a coed envi- WILLIAM T. DOYLE, Ecology and Evolutionary HARRY F. NOLLER, Molecular, Cell, and ronment (single-sex bedrooms with unisex Biology, Emeritus Developmental Biology bathrooms) or on all-female floors. For students E. MELANIE DUPUIS, Sociology LOISA NYGAARD, German Literature particularly interested in living with and learn- ROBERT S. EDGAR, Molecular, Cell, and DONALD E. OSTERBROCK, Astronomy and ing about a special-interest environment, Developmental Biology, Emeritus Astrophysics, Emeritus Crown provides transfer floors, Substance-Free ÓLÖF EINARSDÓTTIR, Chemistry and Biochemistry KAREN OTTEMANN, Environmental Toxicology Houses, and a Science and Technology JOHN M. ELLIS, German Literature, Emeritus TRILOKI N. PANDEY, Anthropology SANDRA M. FABER, Astronomy and Astrophysics Learning Community. GRANT H. POGSON, Ecology and Evolutionary JOHN FAULKNER, Astronomy and Astrophysics In addition, the college has apartments for Biology JERRY F. FELDMAN, Molecular, Cell, and 230 students above the first-year level. Like the DONALD C. POTTS, Ecology and Evolutionary Developmental Biology residence halls, the apartments are built on a Biology ANTHONY L. FINK, Chemistry and Biochemistry small scale. Each three-story building has two JOEL R. PRIMACK, Physics ARTHUR E. FISCHER, Mathematics or three apartments per floor that house four or JIE QING, Mathematics TIMOTHY FITZMAURICE, Writing five students in a combination of single, dou- TUDOR S. RATIU, Mathematics, Emeritus ble, and triple rooms and include a kitchen, liv- GERTRUD REUTTER, German Language, Emerita 246_UCSCGenlCatalog.10_073 9/13/2004 2:31 PM Page 81

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GERHARD RINGEL, Mathematics, Emeritus JEANNE JOHNSON, Advising and Records Peoples” (Indigenous cultures) in the winter, and HARTMUT F.-W. SADROZINSKI, Physics Coordinator a seminar on ethics in the spring. Interested high THOMAS W. SCHLEICH, Chemistry and WAYNE KENNEY, Senior Proctor Supervisor school seniors apply by writing directly to the Biochemistry CHERIE KILLIAN, Financial Assistant Merrill provost, after admission. MARIA SCHONBEK, Mathematics JERRY LEE, Counseling Psychologist Now in its third year, the winter Merrill JUDITH A. SCOTT, Education DARLENE MIYAKAWA, Housing Coordinator American Indian Colloquium Series hosts public ABRAHAM SEIDEN, Physics ANDREW PARK, College Assistant and class presentations by noted American ELI A. SILVER, Earth Sciences SARAH ROGERSON, Academic Adviser Indian professionals and cultural practitioners, JANE SILVERTHORNE, Molecular, Cell, and JOAO SIMAS, Student Life Office Manager/Assistant from a variety of tribes and pursuits. Developmental Biology, Emerita JAMES SMITH, Coordinator for Residential Education Merrill also sponsors a variety of 2- and 5- NIRVIKAR SINGH, Economics BRIAN STEVENS, Coordinator for Residential credit courses on topics that change from year to LISA C. SLOAN, Earth Sciences Education year, recently ranging from the benefits of re- DONALD R. SMITH, Environmental Toxicology JOANIE WEBBER, Financial Coordinator WILLIAM T. SULLIVAN, Molecular, Cell, and evaluation counseling, to personal empower- Developmental Biology ment, to white racial identity in a multicultural DAVID SWANGER, Education and Creative Writing Merrill College society. All are kept to a size that facilitates dis- EUGENE SWITKES, Chemistry and Biochemistry cussion, and many are designed for first-year stu- KIP TÉLLEZ, Education errill College seeks to expand its students. In addition, students can participate in a ROLAND G. THARP, Education and Psychology, Mdents’ awareness of their own heritage variety of service-learning opportunities in the Emeritus and of the diversity of cultures around the surrounding community. Students may volun- STEPHEN E. THORSETT, Astronomy and Astrophysics world, past and present. Drawn largely from teer in local elementary school classrooms, men- JOHN F. VESECKY, Electrical Engineering history as well as the social sciences, litera- tor high school students, help in an adult literacy STEVEN S. VOGT, Astronomy and Astrophysics ture, and foreign languages, many Merrill program, or work in a Santa Cruz Public CARL E. WALSH, Economics faculty specialize in social theory, interna- Library–sponsored project, assisting children MANFRED K. WARMUTH, Computer Science tional affairs, and social change. The college from migrant camps to compile their family sto- GERALD E. WEBER, Earth Sciences, Emeritus ries for publication. W. TODD WIPKE, Chemistry and Biochemistry makes a special effort to be a home for students from different cultural backgrounds Recognizing the increasingly rigorous require- STANFORD E. WOOSLEY, Astronomy and ments for science majors, Merrill—in collabora- Astrophysics and for international students; it presents unusual opportunities to those who value tion with Crown—has developed the Science FITNAT YILDIZ, Environmental Toxicology and Technology Learning Community, to sup- A. PETER YOUNG, Physics multicultural perspectives. Merrill is a center port students majoring in the sciences. Students JAMES ZACHOS, Earth Sciences for Spanish language and Latin American participating in the program live in close proxim- JIN Z. ZHANG, Chemistry and Biochemistry and Latino studies and has been active in sponsoring American Indian cultural and ity to each other and are encouraged to develop a Honorary Fellows academic activities. collaborative learning approach. Merrill is the home of Casa Latina, which SANDY LYDON houses the Latin American and Latino Studies ROBERT L. SINSHEIMER Academic Emphases VIVIAN (MRS. IVAN) VALLIER Department, the Chicano/Latino Research Merrill College has as its theme Cultural Center, La Galería, and the CineMedia Project. College Administrative Officer Identities and Global Consciousness. In The Ming Ong Computer Center houses 40 modern personal computers; there is also a new ALEX REVELES Merrill’s core course, with this same title, students read books by Alexie, Hayslip, wireless computing zone with laptop computer Staff Hochschild, Hurston, Rodriguez, and Isbister. checkout. Merrill serves as the administrative home MARIA ACOSTA-SMITH, Senior Academic Preceptor These histories, novels, and autobiographies CHRIS ATTIAS, Assistant College Administrative increase students’ awareness of cultural and eth- for the Departments of History and Politics, in Officer for Facilities and Grounds nic diversity and of women’s concerns in differ- addition to Latin American and Latino Studies. ALEXANDRA BELISARIO, Associate College ent cultural settings. More specifically, these vol- Merrill is also the home of a Peace Corps Satellite Administrative Officer for Student Life umes deepen students’ appreciation of the Office. The office helps the many UCSC students CINDY BLAKE, Groundskeeper complexities involved in cultural struggles for who are interested in working overseas with the MIKE BOYADJIAN, Payroll/Personnel Coordinator the right to live, with respect, in peace and har- Peace Corps after graduation. BRENDA BROWN, Academic Preceptor mony in one’s own community. In addition, the SCOTT BURGESS, Coordinator for Residential course presents the crisis of world poverty and College Community and Facilities Education proposes theoretical solutions, while also investi- ALLEN BUSHNELL, Special Projects Coordinator gating the fundamental international forces of Located on a hilltop, Merrill’s dramatic and DARLENE DENNY, Groundskeeper imperialism and nationalism. (For the course award-winning buildings thread upward SERENA DIONYSUS, College Programs Coordinator description, see page 309.) Transfer students through the edge of a redwood forest. The brick BEN DONIACH, Senior Building Maintenance with fewer than 45 transferable quarter credits patios, gardens, outdoor café, and mission bell Worker tower suggest California’s Latino heritage, while SALLY GAYNOR, Academic Programs and are required to take the core course. Merrill is in the seventh year of its Freshman the striking architecture of the residence halls is Development Coordinator modern. ORIN HUTCHINSON, Facilities Specialist Scholars Program, in which students take a course together in each of the three quarters: a section of Merrill has four residence halls offering stu- the core course in the fall, a seminar on “First dents both coed and single-sex floors. Two 246_UCSCGenlCatalog.10_073 9/13/2004 2:31 PM Page 82

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high-rise structures house 361 students, and Fellows LOURDES MARTÍNEZ-ECHAZÁBAL, Latin American two smaller buildings provide housing for JORGE ALADRO FONT, Spanish Literature Literature about 70 students. In the residence halls, small SONIA E. ALVAREZ, Politics DEAN MATHIOWETZ, Politics groups of about 14 students share common FRANK C. ANDREWS, Chemistry and Biochemistry MARIA EUGENIA MATUTE-BIANCHI, Education, bathroom and lounge facilities. Residents eat GABRIELA ARREDONDO, Latin American and Emerita their meals in the Crown-Merrill Dining Hall. Latino Studies BARRY MCLAUGHLIN, Psychology, Emeritus Apartments, which are located a short NORIKO ASO, History MARTA MORELLO-FROSCH, Literature, Emerita distance from the central part of the college, BRENDA BARCELÓ, Spanish Language MARIA MORRIS, Spanish Language house 160 continuing Merrill students. DILIP K. BASU, History OLGA NÁJERA-RAMÍREZ, Anthropology ELLEN NEWBERRY, Writing Grouped amid winding pathways and redwood ROBERT F. BERKHOFER JR., History, Emeritus ELEONARA PASOTTI, Politics trees, these three-story buildings have three CLAUDE F. BERNASCONI, Chemistry and ALEX T. PANG, Computer Science apartments per floor. Each apartment houses Biochemistry SHERRI PARIS, Writing six students and comes fully equipped with JOHN G. BORREGO, Latin American and Latino Studies SARAH-HOPE PARMETER, Writing kitchen and bath, large living area, and outside MICHAEL K. BROWN, Politics MANUEL PASTOR JR., Latin American and Latino deck. Facilities at the apartment complex WAYNE B. BRUMBACH, Physical Education, Studies include common lounges, a large multipurpose Emeritus JUAN POBLETE, Literature room, and a laundry room. EDMUND BURKE III, History CLIFTON A. POODRY, Molecular, Cell, and With the help of the Merrill coordinators for JULIANNE BURTON-CARVAJAL, Literature Developmental Biology, Emeritus residential education, an enthusiastic residential CARLOS CALIERNO, Spanish Language ALAN R. RICHARDS, Economics staff plans recreational activities that include MAX CAMARILLO, Counseling and Psychological PAMELA A. ROBY, Sociology potluck dinners, intramural sports competi- Services STUART A. SCHLEGEL, Anthropology, Emeritus tions, dances, musical events, film series, and a BENJAMIN CARSON, Music ANA MARIA SEARA, Portuguese Language yearly outdoor mural-painting party. Many of PEDRO G. CASTILLO, History BAKTHAN SINGARAM, Chemistry and Biochemistry these social and residential activities focus on ALAN S. CHRISTY, History GRAEME H. SMITH, Astronomy and Astrophysics building a multicultural community. Informal RENA V. COCHLIN, Physical Education DAVID G. SWEET, History, Emeritus discussions, to which faculty are invited, take GUILLERMO DELGADO-P., Latin American and MEGAN THOMAS, Politics place throughout the year. In addition to the Latino Studies LARRY TRUJILLO, Community Studies dining hall, the college has an attractive out- JOSHUA M. DEUTSCH, Physics GEORGE E. VON DER MUHLL, Politics, Emeritus door/indoor taqueria. For the artistically MARÍA ELENA DIAZ, History MARILYN J. WESTERKAMP, History DANIEL J. WIRLS, Politics inclined, Merrill is the only college which has a MAY N. DIAZ, Anthropology, Emerita DONALD A. WITTMAN, Economics student-run pottery co-op. Students can throw, BERNARD L. ELBAUM, Economics ALICE YANG MURRAY, History fire, and glaze their works in the workshop JEREMY ELKINS, Legal Studies and Politics PATRICIA ZAVELLA, Latin American and Latino space, which is open to Merrill students on a JONATHAN FOX, Latin American and Latino Studies DANA FRANK, History Studies first-come first-served basis. The entire college ROSA LINDA FREGOSO, Latin American and Latino MARTHA C. ZÚÑIGA, Molecular, Cell, and is online electronically. Students can bring Studies Developmental Biology computers from home and connect directly WILLIAM H. FRIEDLAND, Community Studies and into the Internet from their rooms without the Sociology, Emeritus Honorary Fellows use of a modem. HARDY T. FRYE, Sociology ZINA JACQUE The physical facilities of Merrill College were MARGARET (GRETA) A. GIBSON, Education CLARK KERR (deceased) provided through a partnership of public funds DIANE P. GIFFORD-GONZALEZ, Anthropology JOHN LAIRD and gifts from the Charles E. Merrill Trust and WALTER L. GOLDFRANK, Sociology ALICE LYTLE the family of Ming Ong. Charles E. Merrill also MARÍA VICTORIA GONZÁLEZ-PAGANI, Spanish CHARLES E. MERRILL JR. funds the Chicano Scholarship Program, which Language JOHN VASCONCELLOS makes awards to promising high school and M. LISBETH HAAS, History YORI WADA junior college students entering Merrill. Other JUDITH HARRIS-FRISK, German Language and Core REV. CECIL WILLIAMS Merrill scholarships include the Joel Frankel Course MARDI WORMHOUDT Fund, which supports students pursuing field- ELLEN LOUISE HART, Writing work in Latin America. GAIL B. HERSHATTER, History Class Honorary Fellows For more information, call (831) KARLTON E. HESTER, Music ROBERT TAYLOR, 1991, 1992, 1993 459-2144 or visit the web site: JOHN W. ISBISTER, Economics LEILANI FARM, 1994 www2.ucsc.edu/merrill/. ROBERT P. JOHNSON, Physics MICHAEL PAUL WONG, 1995 SUSANNE JONAS, Latin American and Latino DAVID SILVERA, 1996 Studies ZIESEL SAUNDERS, 1997 Merrill Faculty and Staff NOEL Q. KING, History and Comparative Religion, VICTOR HERNANDEZ, 1998 Provost Emeritus MARÍA MATA, 1999 NORMA KLAHN, Latin American Literature WENDY BAXTER, 2000 JOHN M. SCHECHTER, Music LORI G. KLETZER, Economics LARRY TRUJILLO, 2001 GARY L. LEASE, History of Consciousness GINA DIAZ, 2002 PAUL M. LUBECK, Sociology MARIA MATA, 2003 PATRICK E. MANTEY, Computer Engineering 246_UCSCGenlCatalog.10_073 9/13/2004 2:31 PM Page 83

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College Administrative Officer with fewer than 30 quarter credits (or the equiv- Instructional Computing Laboratories, locat- ALEX REVELES alent) are required to participate in the core ed at Porter College, consist of two high-end course. Students meet with their faculty member labs oriented toward the arts (see page 57). Staff in a seminar, attend regular lecture/perfor- Porter also has a Study Center with an adjoin- REBECCA AGUIRRE-GARCIA, Coordinator for mances, and participate in writing groups, advising Computer Lab for Porter students only. Residential Education ing, and other sessions that introduce some of This lab has six workstations for word process- GABRIELA ALANIZ, College Assistant the academic issues they will confront at the uni- ing, graphics production, Internet capabilities, THAIS BOUCHEREAU, Coordinator for Residential versity. The course emphasizes critical reading, and printing. Education writing, and close intellectual contact with facul- Adjacent to the college are the campus’s MICHAEL BOYADJIAN, Payroll/Personnel Assistant ty and other students. Theater Arts Center (see page 371), the Elena ALLEN BUSHNELL, Special Projects Coordinator In their second quarter of residency, students Baskin Visual Arts Center (see page 120), and VALERIE CHASE, Associate College Administrative are encouraged to take the next course in the the Music Center (see page 312). Officer core sequence, which focuses on ways of know- Porter provides constructive opportunities for CONNIE CREEL, Provost’s Assistant ing. Students are introduced to the ways in relaxation and recreation to balance the intellec- CHERIE KILIAN, Financial Assistant which different disciplines define “literacy” in tual demands of a university education. The EDDIE LOMBOY, Coordinator for Residential their own terms: visual literacy, musical literacy, Student Activities Office, in conjunction with Education and the scientific method will be introduced as the Porter Student Senate, organizes formal and MARÍA MATA, Academic Adviser alternative ways of understanding. informal events, including dances, recreational MARILYN MCGRATH, Groundskeeper The college also offers 2-credit courses in a activities, and field trips, which augment cam- SARAH ROGERSON, Academic Preceptor PATRICIA SANDERS, Faculty Services variety of areas connected to the arts. These are puswide activities in these areas. For relaxing, JOHN SHAY, Maintenance Supervisor small classes in the practice or theory of the Porter students and faculty gather at the col- GARY SHOEMAKER, Psychologist arts; they may include investigation of a partic- lege’s coffeehouse—the Hungry Slug. MARTIN SMITH, Activities Assistant ular style of music or dance, visits to Bay Area Many students and faculty perform or exhib- SILAS SNYDER, Maintenance Assistant theaters and museums, working in the arts, or it their work at Porter, and cultural events are a ERIC SUMMERS, Housing Coordinator creation of a show in one of the college gal- constant feature of life at the college. The din- CURTIS SWAIN, Community Safety Officer leries. These diverse offerings allow Porter stu- ing commons has been the site of performances LYNDA TANAKA, College Programs Coordinator dents to understand the significance of creativi- by artists such as El Teatro Campesino, read- TOM TURRENTINE, Community Service Coordinator ty in a university education. ings by contemporary authors such as Andrew SHARON VAN KIRK, Senior Academic Preceptor In addition to faculty advising, writing assis- X. Pham and Alice McGrath, and speakers such JOANIE WEBBER, Financial Coordinator tants have regular office hours in the college to as Auschwitz survivor Renee Firestone. JENYA WILLIAMS, Peace Corps Coordinator offer help to on- and off-campus students. Porter College facilities were constructed Special lectures give students the opportunity to through a partnership of public funds and a gift meet with important artists and thinkers in an from the Porter-Sesnon family of Santa Cruz. Porter College informal environment. Part of the gift was used to establish an endow- The college provides fellowship funds each ment for the college. he Porter College theme, Arts in a year to talented students pursuing original For more information, call (831) 459-2273 or T Multicultural Society, reflects the consensus research and creative projects. visit the web site: www2.ucsc.edu/porter. among Porter College fellows that the creative process is an inseparable aspect of a broad-minded and rigorous education. The seminars, cocur- College Community and Facilities Porter Faculty and Staff ricular activities, and cultural environment at The residence halls play an important role in Provost Porter encourage creativity in all fields—from bringing the college community together. DAVID EVAN JONES, Music composition, to community studies, to comput- Students are encouraged to spend their begin- er programming. ning years in residence in the college, where Fellows housing is available for 610 students. The resi- ELIZABETH S. ABRAMS, Writing Academic Emphases dence halls are divided into smaller units, with KEN ALLEY, Art from 14 to 40 students sharing common lounges ELLIOT ANDERSON, Art Porter’s faculty includes most of the campus’s and other facilities. Theme halls include ROGER W. ANDERSON, Chemistry and Biochemistry practicing artists and art scholars, though some Performing Arts, Film and Digital Media, Visual LAWRENCE ANDREWS, Film and Digital Media of the college’s faculty (and half of its students) Arts, and Outdoors Experiences. Porter students MANUEL ARES JR., Molecular, Cell, and specialize in the humanities or in the physical have established a Multicultural Lounge, a Developmental Biology and biological or social sciences. The college is Lavender Lounge, and a Women’s Hall, with DORIS ASH, Education the administrative home of the Division of the affiliating student organizations offering themat- CHARLES ATKINSON, Writing Arts and the History of Art and Visual Culture ic support. Students also have a choice of smoke- AMY C. BEAL, Music Department. The Institute for Humanities free or substance-free halls. TANDY BEAL, Theater Arts JAMES H. BIERMAN, Theater Arts Research also has offices here. In addition to traditional classrooms, Porter The Porter core course (see page 347) focuses ROBERTO A. BOGOMOLNI, Chemistry and has many specialized facilities such as a fireside Biochemistry on arts in a multicultural society, with concen- lounge, darkroom, galleries, and a dining hall JOYCE BRODSKY, Art tration on literature and arts of California and that converts to a theater space. the Pacific Rim. Students who enter the college GEORGE BROWN, Physics 246_UCSCGenlCatalog.10_073 9/13/2004 2:32 PM Page 84

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LINDA BURMAN-HALL, Music MARGARET MORSE, Film and Digital Media ELISABETH CAMERON, History of Art and Visual PETER MOSKTOFF, Theater Arts Kresge College Culture PAUL NAUERT, Music Kresge is an experience that will allow you BENJAMIN CARSON, Music NICOLE A. PAIEMENT, Music MARTIN M. CHEMERS, Psychology JENNIFER PARKER, Art to learn a lot about yourself, be independent ROBERT S. COE, Earth Sciences KENNETH PEDROTTI, Electrical Engineering and learn to take responsibility for yourself. RAY T. COLLETT, UCSC Arboretum, Emeritus PAUL RANGELL, Art —Yvette Keller, Psychology and DAVID H. COPE, Music BARBARA ROGOFF, Psychology and Education Modern Literature (double major) WILLIAM D. COULTER, Music ELAINE YOKOYAMA ROOS, Theater Arts DONALD COYNE, Physics NORVID J. ROOS, Theater Arts, Emeritus Academic Emphases DAVID CRANE, Film and Digital Media BRUCE ROSENBLUM, Physics E. G. CRICHTON, Art WARREN SACK, Film and Digital Media resge faculty are primarily from the FAYE J. CROSBY, Psychology JOHN M. SCHECHTER, Music K humanities, but they include anthropolo- DAVID CUTHBERT, Theater Arts CATHERINE M. SOUSSLOFF, History of Art and gists, artists, writers, dramatists, journalists, and SHARON DANIEL, Film and Digital Media Visual Culture political theorists. The college houses the CAROLYN S. DEAN, History of Art and Visual SHELLEY STAMP, Film and Digital Media Departments of Literature and Women’s Culture AUDREY E. STANLEY, Theater Arts, Emerita Studies, the Writing Program, the journalism SHERWOOD DUDLEY, Music, Emeritus BRIAN J. STAUFENBIEL, Music minor, and the Dickens Project. PETER Q. ELSEA, Music ELIZABETH STEPHENS, Art Kresge’s core course, Power and HARLAND W. EPPS, Astronomy and Astrophysics UNDANG SUMARNA, Music Representation (see page 273), invites active SHELLY E. ERRINGTON, Anthropology DAVID SWANGER, Education and Creative Writing participation in the creation of new social possi- MARIA V. EZEROVA, Music JOHN W. TAMKUN, Molecular, Cell, and bilities. The Kresge core course is an examina- M. KATHLEEN FOLEY, Theater Arts Developmental Biology tion of key moments at the middle and end DOYLE FOREMAN, Art, Emeritus OTHMAR T. TOBISCH, Earth Sciences, Emeritus of the 20th century. The class focuses on JEAN FOX TREE, Psycholinguistics JUDITH TODD, Writing Hiroshima and the dawn of the atomic age; and MARK FRANKO, Theater Arts ANDREY TODOROV, Mathematics the social movements of the late 1950s, 1960s, SUSAN FRIEDMAN, Art ALLEN VAN GELDER, Computer Science and early 1970s, including civil rights, the GREGORY FRITSCH, Theater Arts LEWIS WATTS, Art Vietnam War, the women’s movement, and the FRANK GALUSZKA, Art C. GORDON WELLS, Education gay and lesbian movement. Each instructor has INGEBORG GERDES, Art LINDA WERNER, Computer Science a special two-week period to examine topics the ROBERT GIGES, Core Course JAMES WHITEHEAD, Computer Science instuctor is well versed in, and which reflect the JENNIFER A. GONZÁLEZ, History of Art and Visual PAUL WHITWORTH, Theater Arts Culture JANE P. WILHELMS, Computer Science overall focus of the core curriculum. The last IRENE GUSTAFSON, Film and Digital Media QUENTIN C. WILLIAMS, Earth Sciences part of the course deals with the economic MELISSA GWYN, Art MEL WONG, Theater Arts downturn of the 1990s. In addition to section JAMES B. HALL, Literature, Emeritus meetings, on several nights all students come SUSAN HARDING, Anthropology College Administrative Officer together to watch core-related films or listen to AMELIE HASTIE, Film and Digital Media MICHAEL YAMAUCHI-GLEASON lectures. JOHN HAY, History of Art and Visual Culture IRENE HERRMANN, Music Staff The core course is a time where as a first-year KARLTON HESTER, Music SUSAN J. BEACH, Assistant to the Provost student, you have a small class where your CLEMENS A. HEUSCH, Physics DEBORAH BELVILLE, Academic Preceptor voice counts. It is a place to challenge your ELI E. HOLLANDER, Film and Digital Media JANICE COCKREN, Academic Preceptor ideas and the way you think about things EDWARD F. HOUGHTON, Music KATHY COONEY, Assistant College Administrative [by] introducing new ideas in a very open DONNA HUNTER, History of Art and Visual Culture Officer for Student Life atmosphere that is safe and comfortable. KIMBERLY JANNARONE, Theater Arts EUGENE ERVIN, Relief Proctor —Angela Phipps, Literature HI KYUNG KIM, Music ROBERT GIGES, Academic Preceptor L. S. KIM, Film and Digital Media MEGAN GNEKOW, Housing Coordinator The core course seeks to open avenues to CONSTANCE KREEMER, Theater Arts WAYNE HENDRICKSON, Senior Night Proctor new ways of thinking and to various academic THORNE LAY, Earth Sciences DEVA HYMEN, College Programs Coordinator disciplines at the university, as it integrates the JIMIN LEE, Art RYAN JONES, Coordinator for Residential Education student’s intellectual, social, and personal lives ANATOLE LEIKIN, Music CECILIA KERRIDGE, College Receptionist in a stimulating and supportive environment. FREDRIC LIEBERMAN, Music KALIN MCGRAW, Coordinator for Residential PETER LIMBRICK, Film amd Digital Media The core course develops critical writing and Education thinking skills that prepare students for the NORMAN LOCKS, Art TODD J. MCGREGOR, Assistant College rapidly changing multicultural world of the SURESH LODHA, Computer Science Administrative Officer for Student Life year 2000 and beyond. Special sections of the CHARLES (CHIP) L. LORD, Film and Digital Media JESSE RODRIGUEZ, Maintenance Assistant PAVEL MACHOTKA, Psychology, Emeritus JENNIFER SIECIENSKI, Coordinator for Residential core course are designed specifically for transfer DOMINIC W. MASSARO, Psychology Education students, who can enroll in this course as an WILLIAM G. MATHEWS, Astronomy and Astrophysics MARY SPAFFORD, College Academic Adviser elective. These sections emphasize the same JENNIE LIND MCDADE, Art STEVE STRICKLEY, Groundskeeper issues and skills development within a context CHARLES E. MCDOWELL, Computer Science DAVID SULSER, Maintenance Supervisor that explores a transfer student’s particular con- LETA E. MILLER, Music PAULA TRUJILLO, Financial Coordinator cerns on entering the university. 246_UCSCGenlCatalog.10_073 9/13/2004 2:32 PM Page 85

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In addition to the core course, Kresge offers a film series, music events, career and graduate Kresge also offers special advising work- series of courses taught by faculty affiliated with school advising, mural painting, food-centered shops and 2- and 3-credit courses designed to the college. These courses give students a chance events, field trips, and other creative program- help transfers in the process of entering the to study in small groups with faculty on topics ming ideas. university and moving forward in their close to faculty research interests and provide careers from here. training in skills helpful to students as they [Living at Kresge] takes a person who is begin their majors. A new array of classes is confident with who they are . . . someone Facilities offered each year. Some of the courses in the who is independent. You cook your own past have been taught by senior faculty in math- meals, live in a house environment with Kresge’s unique style is also evident in its physi- ematics, anthropology, history, literature, and others who don’t necessarily share the same cal structures. At the entrance to the college is journalism. view as you. It is a lot of work, but it has the restful Piazetta with its “un-fountain.” a big payoff. The people I lived with are Spinning off from the Piazetta are the Transfer Advising still my best friends today. Center, the Commuter Lounge, and the Student —Samantha Vincent, Psychology Lounge, equipped with television and VCR. In Academic advising at Kresge is done by two pro- addition to the Transfer Center, as a unique fessional academic advisers and staff through a Community Life facility on the campus, the Commuter Lounge is well-developed peer advising system that is a place for off-campus students who want to use designed to support four-year undergraduate There are a wide variety of events and activities a kitchen, shower, or lockers while on campus. programs as well as the concerns of transfer stu- at the college that shape community life: The Photo Lab Co-op is above the Piazetta and dents. Student peer advisers, writing tutors, and Lectures, workshops, trips, plays, dances, con- offers 24-hour accessibility to darkroom equip- a mathemetics computer tutor offer students certs, and films are a regular part of student life ment. Adjacent to the nearby meadow are the extensive individual academic guidance and sup- at the college. The nature and tenor of these Recreation Room, a racquetball court, and an port as a resource provided by the college with- events are a reflection of the interests and dedi- outdoor basketball court. The center of the col- out additional charge. cation of students and staff, who are committed lege includes the beautiful Study Center with its to providing voice and opportunity for all com- soaring ceilings and walls of glass overlooking the I see a lot of new frosh and new transfer munity members. forest. College facilities include a computer lab students who aren’t sure about where the pro- Students actively shape the college community equipped with PCs for student use. Kresge also cess starts. I can talk with them and together through participation in Kresge Parliament, an has the student-run Food Co-op, where health- we can solve their problems and openly structured student organization responsi- ful and organic produce is sold and working suddenly the university doesn’t seem so big. ble for voting the allocation of all college mem- memberships are available. At the top of the col- —Kevin Tresham, Politics; bership fees in support of activities and events. lege are the Town Hall performance facility, the Student Peer Adviser Parliament and monthly Town Meetings also Music Co-op, and a restaurant. serve as a forum for the discussion of college and Residential Life campuswide issues with college staff and faculty. If people are looking for an atmosphere that is accepting to different personalities and Kresge was the sixth college to be built on the Transfer Students mind frames, and want the independence to UCSC campus. The college was founded on In recognition of the wealth of diversity that work with other students, Kresge offers that. the principle of participatory democracy as a transfer students bring to the community—in Kresge really strives to have a community means of encouraging a strong sense of commu- terms of culture and experience—Kresge is the of people, but leaves space to assert your nity. Architecturally renowned, Kresge has home of the Transfer Center for campuswide independence. apartments rather than residence halls. transfer students regardless of college affiliation. —Diem Do, Community Studies The Kresge apartments attract students with This is a staffed facility where students can a strong sense of independence and community gather to relax, socialize, hold meetings, and For more information, call (831) 459-2071 participation. Distinctively designed, the apart- obtain campus information and resource sup- or visit the web site: www2.ucsc.edu/kresge. ments are configured for four or seven people. port in a central location. The resource center Kitchen and living areas look out onto the offers workshops, social evenings, and special Kresge Faculty and Staff street, with other rooms facing the surrounding events that are tailored to meet the needs of redwood forest. At Kresge East, apartments are transfer students. Provost folded into the forest for greater quiet. These PAUL N. SKENAZY, American Literature apartments with four single bedrooms are typi- Kresge has provided a place for me, as a cally reserved for continuing upper-division stu- transfer student, where my questions and Members dents. concerns have been addressed. As a Peer RALPH H. ABRAHAM, Mathematics, Emeritus The residential life staff at Kresge work to Adviser, it has become my commitment to BETTINA APTHEKER, Women’s Studies and History bring students of similar interests and diverse work with the Kresge community to provide MURRAY BAUMGARTEN, English and Comparative backgrounds together academically and socially students with an environment where they can Literature by designing special programming based on experience the richness of university life. RAOUL BIRNBAUM, History of Art and Visual student interest. The programs focus on cele- —Julie Taylor, Literature; Chancellor’s Culture brating the diversity of the residential commu- Undergraduate Internship Program TINA CAMPT, Women’s Studies nity, on multicultural community-building, SHELLY E. ERRINGTON, Anthropology and on enhancing academic success, through J. PETER EUBEN, Politics, Emeritus 246_UCSCGenlCatalog.10_073 9/13/2004 2:32 PM Page 86

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MARGE FRANTZ, American Studies and Women’s making contact with a wide variety of Studies, Emerita Oakes College community service organizations. All CARLA FRECCERO, Literature akes was founded in 1972 to provide Oakes students are encouraged to con- PASCALE GAITET, French Literature and Language high-quality education to students from tribute service to public agencies, schools, JODY GREENE, English Literature O diverse cultural and social backgrounds. and community organizations in the city CONN HALLINAN, Journalism, Retired Students, staff, and faculty associated with of Santa Cruz and in economically HENRY R. HILGARD, Molecular, Cell, and the college believe that learning takes place deprived areas of Santa Cruz and Developmental Biology, Emeritus not only in the classroom but also in residen- Monterey Counties. Oakes students serve EMILY HONIG, Women’s Studies and History tial settings. For that reason, they work hard as tutors, teachers, mentors, and commu- AKASHA HULL, Women’s Studies and Literature, to create a multicultural community whose nity builders. Academic credit is available Emerita members strive together toward certain uni- through the Oakes Community Service EARL JACKSON JR., Japanese Literature versal goals—including equal access to edu- course. JOHN O. JORDAN, English Literature cational opportunity and freedom from ELISE KNITTLE, Earth Sciences oppression—while simultaneously affirming • Academic and psychological counselors work DIANE K. LEWIS, Anthropology, Emerita and celebrating some of the distinctive with students to help them overcome obsta- NATHANIEL E. MACKEY, 20th-Century Literature, aspects of the different backgrounds from cles to learning and realize their full potential. Afro-American Literature, Creative Writing which they come. MARY KAY MARTIN, Writing, Emerita ALMA MARTÍNEZ, Theater Arts College Community and Facilities CAROLYN MARTIN SHAW, Anthropology Academic Emphases Oakes College, located on the west side of the GEOFFREY MASON, Mathematics UCSC campus, commands a sweeping view of KAREN C. MCNALLY, Earth Sciences, Emerita Oakes faculty members represent a variety of Monterey Bay. Students may choose between ROBERT L. MEISTER, Politics disciplines in the humanities, social sciences, apartment and residence hall living. The resi- HELENE MOGLEN, English Literature and physical and biological sciences. Since its MADELINE MOORE, English Literature, Emerita founding, Oakes has made a special effort to dence halls have lounges on each floor, attrac- LISA ROFEL, Anthropology provide academic programs and experiences for tive courtyards, and views of the ocean and the MATTHEW SANDS, Physics, Emeritus underrepresented groups, including women. city of Santa Cruz. The college’s residence halls JOHN H. SCHAAR, Politics, Emeritus These programs and experiences are enriched and apartments are arranged into “blocks.” Five DANNY SCHEIE, Theater Arts by the presence of core faculty from disciplines students share an apartment, along with the ROSWELL (ROZ) SPAFFORD, Writing housed in the college: American studies, responsibilities for maintaining it and cooking RICHARD TERDIMAN, Literature American literature, writing, world literature, their own meals. Residence halls are coed and ANNA TSING, Anthropology and history of consciousness. Oakes graduates provide space for students in double and single KAREN TEI YAMASHITA, Literature have gone on to successful careers in fields such rooms. Rest-room facilities for each gender are as medicine, law, education, medical research, located on each floor. College Administrative Officer and community service. Full-time coordinators for residential educa- MICHAEL YAMAUCHI-GLEASON The Oakes core course, Values and Change in tion and neighborhood assistants help residents a Diverse Society, is required of all first-year stu- develop cooperative ways of living together. As Staff dents. The course is writing intensive and exam- one student put it, “Oakes is a community JIMMY BROWN, Community Safety Officer ines individual and collective responses to issues where people of many different colors, back- CAROLYN CRANDALL, Academic Preceptor of culture, gender, sexuality, race, and class. (See grounds, interests, and goals form a friendly VIRGINIA FITZMAURICE, Special Assistant to the page 320 for a description of the course.) Trans- neighborhood. We share our cultures and adapt College Administrative Officer fer students with fewer than 45 transferable quar- to the different lifestyles of our neighbors.” The ANGELA GALINDO, Receptionist ter credits are required to take the core course. residential program is designed to assist all stu- BARBARA LEE, Services to Academic Staff Assistant Students at Oakes are challenged in many dents in integrating their academic and social ANNE MANOR-HILEY, Advising and Records needs. The residential staff hosts activities such Coordinator ways. Not only do they have the opportunity to live and work with people from different back- as brunches, study breaks, and block dinners, ROBIN MCDUFF, Maintenance Supervisor each with a different theme and often reflecting IAN MITCHELL, Maintenance Assistant grounds, but they are also expected to demon- the various cultures represented by Oakes stu- MOLLY O’BRIEN, College Programs Coordinator strate academic excellence in their chosen fields dents. Other events include once-a-month CLAUDIA PARRISH, Transfer Center Coordinator of study. To enable all students to do well— College Night programs in the dining hall, CHARLES PERRY, Coordinator for Residential regardless of their level of high school prepara- Education tion—a variety of services are available: weekend videos, TGIFs, celebrations of cultural DARIEN RICE, Groundskeeper traditions such as Kwanzaa and Dia de los • The Learning Center at Oakes College offers Muertos, an annual Harvest Dinner for the KAREN ROSEWOOD HOOPER, Associate College a study center as well as tutoring and advis- Administrative Officer Oakes community, a Valentine’s Day party, ing. Special assistance in writing and tutor- PEG SHEMARIA, Counseling Psychologist and a spring block party. ing in a variety of subjects are offered to MARY SIERRA, Financial Coordinator The college staff seeks to nurture and sustain JULIE TAYLOR, Academic Preceptor Oakes students and EOP students. a community in which mutual respect, under- THAIS THOMPSON, Housing Coordinator • The Oakes Computer Lab provides access to standing, and concern for others are the norm. BETSY WOOTTEN, Services to Academic Staff 20 PC computers for Oakes students. Within that atmosphere of community expecta- Supervisor tions, students are also supported and encour- MINDY YANINEK, Assistant to the Provost • Oakes Community Service provides students with information about and assistance in 246_UCSCGenlCatalog.10_073 9/13/2004 2:32 PM Page 87

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aged to find room for their own creative per- PRADIP K. MASCHARAK, Chemistry and sonal expression. Biochemistry College Eight ERIC PORTER, American Studies The other physical facilities at Oakes further he theme of College Eight—Environment CATHERINE RAMIREZ, American Studies support the special programs of the college and and Society—is concern for social, politi- provide recreational opportunities for the stu- RENYA RAMIREZ, American Studies T A. CHRISTINA RAVELO, Ocean Sciences cal, scientific, and ethical issues, recognizing dents. College facilities include the Learning the essential interconnections among human Center, administered by the Academic FORREST G. ROBINSON, American Studies TRICIA ROSE, American Studies beings and between humans and all other Resources Center, with computers and seminar forms of life. College Eight faculty are drawn rooms; a multipurpose room for lectures, DONALD L. ROTHMAN, Writing DANIEL SELDEN, Literature primarily from the Environmental Studies, movies, and small theater productions; a college MARY W. SILVER, Ocean Sciences Sociology, and Community Studies Depart- library; a lounge used for college dinners and NEFERTI TADIAR, History of Consciousness ments, but also include faculty from other dis- meetings; a dining facility shared with College FRANK J. TALAMANTES, Molecular, Cell, and ciplines, such as Biology, Computer Engineer- Eight; TV lounges in the residences and adja- Developmental Biology ing, Computer Science, Earth Sciences, cent to the coffee shop; and a small basketball HAYDEN WHITE, History of Consciousness, Emeritus Mathematics, Physics, and Psychology. court, the “Underdome.” Additional recrea- ROB WILSON, Literature The students who come to College Eight tional facilities located close to the college STEPHEN C. WRIGHT, Psychology bring with them a wide variety of life, work, include tennis courts, a large soccer field, and JUDY YUNG, American Studies and educational experiences. They represent all an indoor basketball court. ADRIENNE L. ZIHLMAN, Anthropology the disciplines in their choices of major. They A grant from the San Francisco Founda- also represent a rich diversity of cultural back- tion—from Roscoe and Margaret Oakes Honorary Associates grounds. A large number of transfer students Foundation funds—was used in partnership J. HERMAN BLAKE attend College Eight and tend to have a clear with public funds for the construction of BRUCE N. COOPERSTEIN sense of their educational and professional Oakes. Part of the grant was used to establish DAVID DODSON objectives. For first-year students, the college an endowed fund for the college. ALLEN B. FIELDS fosters an exciting, interdisciplinary intellectual DOLORES HUERTA For further information, call (831) 459-2558 atmosphere in which to explore their academic ELBA R. SÁNCHEZ or visit the web site: oakes.ucsc.edu. interests and potential. This mix of ages and College Administrative Officer backgrounds creates a refreshingly easy fellow- Oakes Faculty and Staff ship among faculty, staff, and students. SUSAN WELTE Provost PEDRO G. CASTILLO, History Staff Academic Emphases MICHAEL BARTEE, Counseling Psychologist The College Eight core course, Environment and Fellows CHER BERGEON, Academic Preceptor RA EYAH Society, examines different perspectives on envi- DAVID H. ANTHONY III, History I B , Relief Proctor ANTOINE BRACY, Coordinator for Residential ronment and community in the contemporary GEORGE R. BLUMENTHAL, Astronomy and world. (See page 154 for the course description.) Astrophysics Education OWELL URTON Through a series of lectures, films, readings, and BARRY BOWMAN, Molecular, Cell, and L B , Maintenance Supervisor small-group discussions, the course provides an Developmental Biology THOMAS CASEY, Community Service Coordinator ERRY OHELAN opportunity for first-year students to study issues VICTOR BURGIN, History of Consciousness, Emeritus T C , Senior Maintenance Assistant TEPHANIE OULTER of vital importance, to share their diverse back- MAX CAMARILLO, Counseling and Psychological S C , Assistant to Provost and to Services College Administrative Officer grounds, cultural heritage, and points of view. ATHY URCAN JAMES T. CLIFFORD, History of Consciousness K D , Academic Services Assistant The course, which is required of all first-year ILL EINRICH CHRISTOPHER CONNERY, Chinese Literature B H , Coordinator for Residential students, features guidance and practice in the MICHAEL H. COWAN, Literature and American Education critical reading and writing skills necessary for Studies ELAINE KIHARA, Academic Preceptor successful study at the university level. OBIN IRKSEY ANGELA Y. DAVIS, History of Consciousness R K , Financial Coordinator College Eight students and faculty are encour- ESLIE TERESA DE LAURETIS, History of Consciousness C. J. L , Groundskeeper aged to develop courses, conferences, and field DRIANA OPEZ DAVID E. DORFAN, Physics A L , Coordinator for Residential projects. Internships and field studies offer an Education BARBARA L. EPSTEIN, History of Consciousness opportunity to link classroom theory with action GWENDOLYN MATHIEU, Housing Coordinator JAMES B. GILL, Earth Sciences in the community. AURA C HANE SUSAN GILLMAN, American Literature L M S , Academic Services Assistant ARIE ORONES KIRSTEN GRUESZ, Literature M M , College Assistant MILIO AVARRO DONNA J. HARAWAY, History of Consciousness E N , Maintenance Assistant College Community and Facilities SIRIS RTIZ YVETTE HUGINNIE, American Studies O O , College Programs Assistant MARI ORTIZ-MCGUIRE, Associate College College Eight is located on a sunny, terraced SHARON KINOSHITA, Literature and Language hillside on the west side of the UCSC campus, Studies Administrative Officer ELLI IGGS a site that offers a spectacular view of Monterey DAVID S. KLIGER, Chemistry and Biochemistry K R , College Programs Coordinator EGGY OSE Bay and the California coastline. The college is ANN M. LANE, American Studies P R , EOP Academic Counselor ATTI RAUGOTT designed to encourage interaction among resi- DIANE K. LEWIS, Anthropology, Emerita P T , Advising and Records dent and commuter students, faculty, and staff. GEORGE LIPSITZ, American Studies Coordinator NICK YUKICH, Senior Proctor Outdoor spaces allow for relaxing, informal 246_UCSCGenlCatalog.10_073 9/13/2004 2:32 PM Page 88

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opportunities to converse and socialize; they vides an opportunity for students to learn about JAMES R. O’CONNOR, Sociology, Emeritus include small residence hall patios, grass quad- a variety of cultures through entertainment and ART PEARL, Education, Emeritus rangles, and a large plaza—the heart of the col- delicious cuisine. In addition, the College Eight JOHN S. PEARSE, Ecology and Evolutionary Biology, lege—where pedestrian traffic converges. Student Programs Office works closely with the Emeritus Adjacent to the college are recreational facilities Student Environmental Center to bring pro- JAMES E. PEPPER, Environmental Planning, Emeritus including the West Field House, tennis courts, grams that educate and build long-lasting net- DANIEL M. PRESS, Environmental Studies basketball and sand volleyball courts, and play- works, which aim to address the environmental MARY BETH PUDUP, Community Studies ing fields. The Theater Arts and Music Centers, issues affecting our world today. PETER T. RAIMONDI, Ecology and Evolutionary McHenry Library, and Porter and Oakes Above all, College Eight seeks to create a Biology DAVID M. RANK, Astronomy and Astrophysics, Colleges are a short distance from the college. community of inclusion, in which each person Emeritus College Eight’s facilities include an academic is encouraged to share and explore beliefs, CRAIG REINARMAN, Sociology building that accommodates the college office, worldviews, values, and ideas in an atmosphere MICHAEL ROTKIN, Community Studies the Sociology and Community Studies of mutual support and trust. MARTINE D. F. SCHLAG, Computer Engineering Departments and associated research centers, a For more information, contact the college at DANIEL SCRIPTURE, Writing computer lab with printers, five classrooms, and (831) 459-2361, e-mail [email protected] or MICHAEL SOULÉ, Environmental Studies, Emeritus faculty offices. [email protected], or visit the web site: NANCY STOLLER, Community Studies Approximately 390 students live in a com- www2.ucsc.edu/eight/. ANDREW SZASZ, Sociology munity of two- and three-story residence halls ANUJAN VARMA, Computer Engineering with single and double rooms and suites. The College Eight Faculty and Staff CANDACE WEST, Sociology residence halls include designated study TERRIE M. WILLIAMS, Ecology and Evolutionary lounges, laundry facilities, and lobbies that Provost Biology serve as living rooms—favorite places where res- ROSWELL (ROZ) SPAFFORD, Writing DEBORAH A. WOO, Community Studies idents gather to relax, watch television, and catch up on the news of the day. Another 260 Fellows Affiliate Fellows students are housed in College Eight’s two-, JENNIFER K. ANDERSON, Environmental Studies WILLIAM JACKSON (JACK) DAVIS, Ecology and three-, and four-bedroom apartments, which DAVID P. BELANGER, Physics Evolutionary Biology are generally reserved for students at the sopho- JULIE BETTIE, Sociology SYLVIA JENKINS, Music more level and above. JOHN G. BORREGO, Latin American and BURNEY LE BOEUF, Ecology and Evolutionary The college’s enthusiastic residential staff is Latino Studies Biology, Emeritus composed of coordinators for residential educa- BRUCE BRIDGEMAN, Psychology JOEL R. PRIMACK, Physics tion, who are full-time live-in professionals, DAVID T. BRUNDAGE, Community Studies BRIAN WALTON, Environmental Studies; along with undergraduate resident assistants. MONICA J. CASPER, Sociology Coordinator, Predatory Bird Research Group The residential staff plans a variety of educa- BRUCE N. COOPERSTEIN, Mathematics ANIEL OSTA College Administrative Officer tional and recreational events including com- D P. C , Ecology and Evolutionary Biology BEN CROW, Sociology USAN ELTE munity barbecues, outdoor movies, and a quar- S W ROBERT R. CURRY, Environmental Studies, Emeritus terly cultural festival celebrating the diversity of DANIEL F. DOAK, Environmental Studies Staff our community. More intimate gatherings BRYAN H. FARRELL, Environmental Studies, Emeritus include study breaks, coffee talks, brunches, DAVID BARRY, Senior Proctor F. JOEL FERGUSON, Computer Engineering THERESA BEASLEY, Housing Coordinator and potlucks. The residential staff is available to ANDREW FISHER, Earth Sciences PAUL BIANCHINI, Facilities/Maintenance Supervisor ease the transition to college life, making the WILLIAM H. FRIEDLAND, Community Studies and JAN BURROUGHS, Academic Preceptor college a comfortable new home for our resi- Sociology, Emeritus JODY CROCE, Café Manager dents. HIROSHI FUKURAI, Sociology TRAVIS DOUGLAS, Coordinator for Residential The Student Commons building contains MARGARET H. FUSARI, Environmental Studies; Education the office of College Eight’s college programs Natural Reserve Director WENDY GITTINGS, Café Assistant Manager coordinator as well as two conference rooms JOAQUÍN GARCÍA-LUNA, Computer Engineering HEIDI LEWIN, College Programs Coordinator and a study center for student use. The lively VIKTOR GINZBURG, Mathematics SANDRA LORD-CRAIG, Financial Coordinator College Eight Café features a pool table and a STEPHEN R. GLIESSMAN, Environmental Studies MARY MCKINNON, Associate College Administrative quiet, comfortable corner with couches. The WALTER L. GOLDFRANK, Sociology Officer café is a favorite haven and gathering place for DAVID GOODMAN, Environmental Studies CHARLES MEUSEL, College Assistant students, faculty, staff, and other members of the GARY B. GRIGGS, Earth Sciences; Director, Institute A. PATRICE MONSOUR, Counseling Psychologist campus community. of Marine Sciences LAUREN REED, Academic Preceptor The College Eight Student Programs Office, BRENT HADDAD, Environmental Studies SARA WALSH, Assistant to the Provost and in conjunction with the student government DAVID P. HELMBOLD, Computer Science Coordinator of Advising and Records and student organizations, plans social, multi- PHOKION G. KOLAITIS, Computer Science NATE WESTRUP, Coordinator for Residential DAVID C. KOO, Astronomy and Astrophysics cultural, and educational events for the college Education TRACY LARRABEE, Computer Engineering community. Weekly Café Nights—featuring PAUL WILLIS, Coordinator for Residential Education DEBORAH LETOURNEAU, Environmental Studies open mikes, music, art shows, and guest speak- BALDO ZARAGOZA, Maintenance Assistant PAUL M. LUBECK, Sociology ers—accommodate the diverse spectra of cul- PATRICK MCKERCHER, Writing tural and artistic interests of the students. PAUL NIEBANCK, Environmental Planning, Emeritus College Night, a monthly cultural event, pro- 246_UCSCGenlCatalog.10_073 9/13/2004 2:32 PM Page 89

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College Nine Exploring A World of Possibilities Education Abroad Workshop The UC Education Abroad Program (see At College Nine, we introduce students to College Nine students have the option of pages 40–41) places students at a university in our increasingly interconnected world. enrolling in Exploring A World of Possibilities another country for one or more quarters. Students can learn about the impact of eco- Workshop. This 2-credit course meets once per Studying abroad can be a valuable way to nomic globalization. We also expect them to week and can be taken in addition to the regu- expand one’s understanding of the world. come to appreciate the diversity of cultural lar 15-credit academic load. The workshop Given the international focus at College Nine, traditions. emphasizes small-group experiential learning. students are encouraged (but not required) to —Campbell Leaper, Students examine social, cultural, political, and develop a second language or to study abroad. College Nine Provost environmental issues. These explorations involve examining one’s own life experiences Global Information Internship Program and identity development in relation to multi- The Global Information Internship Program Academic Emphases cultural and global perspectives. The course (GIIP) places highly motivated students— ollege Nine’s theme of International and includes discussions, group activities, film pre- trained in social science and information tech- CGlobal Perspectives emphasizes the impor- sentations, and guest speakers. nology—in internships with nongovernmental tance of both diversity and unity in understand- organizations and community groups. Students ing individuals and societies. The academic and Service Learning in GIIP help these organizations and groups in cocurricular programs are designed to explore Students can extend their learning beyond the the use of Internet-based information and com- the wide diversity found in the world based on classroom by getting practical experience and munications technologies. Interns acquire lead- people’s economic opportunities, political course credit working as an intern for a com- ership and organizational skills through the power, and cultural traditions. At the same munity or business organization. This type of “learning-by-doing” method. For more infor- time, we consider how people across the world practical experience is known as service learning mation, see page 42 and visit the web site at are becoming interconnected through global or field study. Examples include assisting in a www2.ucsc.edu/giip/. economies, education, mass media, jet travel, classroom or at a homeless shelter. College and computers. Students interested in these Nine has its own service-learning program. In Research Opportunities issues either as their major focus or as part of addition, there are a variety of service-learning The faculty at UC Santa Cruz are ranked high their general education are invited to join the programs in the academic Departments in the in their quality of research. College Nine stu- College Nine community. social sciences, including Community Studies, dents are encouraged to take advantage of the Environmental Studies, Sociology, Economics, many excellent opportunities available to work Writing Seminar Latin American and Latino Studies, and closely with faculty as research apprentices. Psychology. Whether through their major or Students will find many internship, indepen- In the first-quarter frosh course, International College Nine, students enrolled in one of these dent study, or senior thesis programs in the and Global Perspectives: A Writing and Discussion programs work with both a field supervisor and departments of most majors. The College Nine Seminar (see page 154), students examine cur- a faculty sponsor. The field supervisor guides academic advisers will help link students with rent issues pertinent to the college’s intellectual the student at the practicum site, while the fac- these programs. College Nine students will also theme. Topics address issues such as globaliza- ulty sponsor helps the student develop a read- have connections to faculty affiliated with vari- tion, inequities in wealth and poverty across the ing list and paper topic related to the place- ous research institutes concerned with interna- world, human rights, and regional conflicts. ment. The College Nine advisers will help tional and global issues. They include the fol- The seminar emphasizes the development of direct students to possible practicum programs lowing: students’ writing skills. Being able to write well at the college or in academic departments. is a valuable asset for success in college and later • The Center for Agroecology & Sustainable Food Systems (see page 59) in most careers. Students write several reflective Students as Teachers and Mentors and analytical papers during the quarter. Each • The Center for Global, International and College Nine students have special opportunities paper undergoes at least one revision after the Regional Studies (see page 60) to become course assistants, tutors, and student student receives constructive feedback from the • The Center for Justice, Tolerance, and mentors. By enrolling in Teaching a World of instructor. Thus, the instructors work closely Community (see page 61) Possibilities, students gain independent experi- with each student throughout the quarter. • The Chicano/Latino Research Center (see ence as teachers leading their own discussion sec- page 62) tions of a College Nine course. They receive • The Santa Cruz Center for International Special Academic Programs close supervision that emphasizes a collaborative Economics (see page 70) approach to developing and enhancing teaching, Optional programs are available to involve communication, and leadership skills. The College Nine students in academic and cocur- College Nine Scholars Program College Nine academic advisers can also direct ricular activities beyond the first-quarter course. Eligible College Nine frosh may apply to the students to other opportunities for student- They are designed to promote students’ aca- Scholars Program. This includes enrolling in an teaching and peer-mentoring programs on cam- demic achievement and success by connecting honors section of the frosh writing seminar in pus. These are excellent opportunities to work them with faculty mentors and helping them the fall quarter, the 2-credit workshop in the closely with a faculty member and to develop pursue leadership experiences in particular con- winter, and a special seminar in the spring. one’s own skills as a teacher and a leader. texts. 246_UCSCGenlCatalog.10_073 9/13/2004 2:32 PM Page 90

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College Nine Pathways to Distinction Nights include food, entertainment, and educa- Rainbow Club Another feature of College Nine is that quali- tional materials related to the theme. Some past The Rainbow Club provides opportunities for fied students may graduate with College Nine College Nights have been Winter Holidays gay, lesbian, bisexual, transgender, intersex, Distinction. This recognition is intended to from Around the World, Carnival, and Asian queer, and questioning students and their allies serve as an incentive for students to pursue Traditions. to join together for self-awareness and social activities that are especially apt to help them activities in a fun, relaxed atmosphere. succeed in college and beyond. Two pathways Intercultural Communication Retreat are possible: This two-day retreat provides international and Fall Leadership Institute Research and scholarship. In this pathway, American students from diverse backgrounds Student leadership and involvement are key to students pursue research with faculty by com- the opportunity to explore various components successfully building the new College Nine pleting three quarters (15 credits) of work on a of intercultural communication. Through a community. The Fall Leadership Institute senior thesis or a research internship. Students series of structured exercises and small-group offers students the opportunity to develop lead- may be recognized with College Nine Distinc- discussions, students share perspectives on ership skills and to develop efficacy as world cit- tion if they do a thesis or a research internship issues such as multiculturalism, values orienta- izens and leaders at College Nine. The institute in their major on a topic related to internation- tion, and diversity. The goal of the workshop is meets weekly throughout fall quarter, providing al or global issues. to build community and friendship among a wide range of exercises, guest speakers, discus- Language and culture. Students who enroll international and American students as well as sions, and debates. in at least three quarters (15 credits) in either to increase students’ understanding of the com- Education Abroad or a foreign language (or a plexity of communicating across cultures. The Other Cocurricular Opportunities combination) may qualify for College Nine Intercultural Communication Retreat is option- Getting involved in cocurricular activities is a Distinction. al; students apply for this opportunity in the predictor of college success. Not only do college fall. activities help students make friends, they foster College Community and Facilities leadership and group cooperation skills. There International Living Center are many opportunities at College Nine for stu- Founded in fall 2000, College Nine is one of The International Living Center (ILC) at dent involvement, including the College Nine the newest colleges at UCSC. Consistent with College Nine offers a unique living environ- Student Government Association and UCSC’s founding vision, College Nine creates ment fostering understanding, cooperation, and Programming International Events (PIE). an integrated living and learning environment friendship among upper-division students from These organizations are responsible for many of through engaging academic and extracurricular different nations, cultures, and backgrounds. the programs previously described. programs. The college motto, “Celebrating A Half of the residents are students from the Additionally, there are social and recreational World of Possibilities,” describes exciting United States, and the other half are students programs such as dances, ski trips, and intra- cocurricular opportunities to learn more about from various countries around the world. mural sports. There are also specialized groups the world in which we live. Students reside in the College Nine such as Cloud Nine (the a cappella singing Apartments. group) and the Book Club. Theme Programming The College Nine theme of International and Model United Nations Physical Surroundings Global Perspectives forms a central foundation Students have the opportunity to explore a College Nine is situated in a redwood grove of our programming. Each month, students multitude of international issues through inter- next to the Social Sciences 1 and 2 Buildings and staff work together to develop programs active methods that include role playing, a near the heart of campus. Peabody’s Coffee and provide opportunities to learn about and mock UN session, and faculty presentations. Cart, located on the ground floor of Social enjoy different aspects of the world around us. Sciences 2, serves espresso drinks, pastries, and Festivals of food and dance, hands-on arts pro- Intergroup Dialogue sandwiches. Also, one of the campus’s grams, faculty presentations, field trips, film Through this program, students are given Instructional Computing Labs is conveniently series, and other programs are offered. Some opportunities to learn, experience, and work located in the Social Sciences 2 Building. past programs have included European Craft constructively with one another through struc- A nature preserve serves as College Nine’s Workshop, Exploring Acupuncture and tured dialogues and experimental activities “backyard.” College Nine students have imme- Chinese Medicine, Rhythm and Soul Food across social-group boundaries and through diate access to hiking, running, and mountain Café, and Field Trips to Chinatown, social conflict. The Intergroup Dialogue pro- bike trails in the adjacent forest. Japantown, and the Asian Art Museum in San gram initiates links between formal academic Newly constructed residence halls with 400 Francisco. course work and students’ individual experi- single and double bedrooms opened in fall ences of intergroup conflict and relations. 2002. These fully furnished residence halls College Nights include student lounges, recreational spaces, Each month, the college community comes CREATE and Internet connections. In addition, a state- together to plan a College Night, which is a CREATE (Cultural Resources to Educate and of-the-art dining hall with an adjoining game large-scale community celebration, held in the to Empower) offers a community at College room and student lounge for both Colleges dining commons and open to all College Nine Nine for students of color to find support and Nine and Ten opened in fall 2002. students whether or not they live on campus. empowerment through mentorship and friend- Colleges Nine and Ten also house approxi- These events are planned by students and focus ship. mately 300 upper-division students in newly on particular regions of the world. College 246_UCSCGenlCatalog.10_073 9/13/2004 2:32 PM Page 91

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constructed apartments, with 190 students in Senior Academic Preceptor dents with opportunities to make their own single bedrooms and the balance in double and ROBERT TAYLOR positive contributions to social change through triple rooms. All apartments have full kitchens, community involvement or scholarly research. living rooms, bathrooms, and Internet connec- Staff The college curriculum will explore the caus- tions. Ground-floor apartments have decks, and ABBEY ASHER, Special Projects Coordinator es and consequences of social injustice in several most upper apartments have private balconies. RACHEL BAUMAN, Associate College Administrative ways. Students will examine the roots of preju- For more information about academic or Officer dice, discrimination, and violence directed general college programs, call (831) 459-5034, WENDY BAXTER, Manager of Cocurricular Programs toward groups based on their ethnicity, skin e-mail [email protected], or visit the web site: NANCY CHA, Coordinator of Residential Education color, gender, sexual orientation, religious collegenine.ucsc.edu. OLIVIA CHAN, Assistant to the Provost beliefs, or political views. They will also consid- NIDI CHANANI, Assistant College Programs er the causes and consequences of poverty both Coordinator within the United States and across the world. College Nine Faculty and Staff JANE HARTMAN, Assistant to the Provost and the Provost College Administrative Officer AMY HYLER-ESSIG, Housing Coordinator Writing Seminar CAMPBELL LEAPER,* Division of Social Sciences; JAY JOHNSON, Proctor Psychology In the first-quarter frosh course, Social Justice AUDREY KIM, Psychologist and Community: A Writing and Discussion VICTOR KIMURA, Financial Analyst Fellows Seminar (see page 155), students examine MARCIA LEVITSKY, Academic Adviser current issues pertinent to the college’s intel- Charter Fellows* MATT LOZANO, Housing Assistant OSHUA IZENMAN J A ,* Economics ED MACHADO, Proctor lectual theme. Topics address issues such as ILIP ASU D B ,* History ANDREA MONROE, Manager of Cocurricular poverty, discrimination, and economic injus- DONALD BRENNEIS,* Anthropology Programs tice. Ways that communities, governments, ILEEN ROOKS E B ,* Economics SIMON O’SHEA, Coordinator of Residential and businesses can address inequities in soci- EDMUND BURKE III,* History Education, International Living Center ety are also examined. ANCY HEN N C ,* Anthropology ERIN RAMSDEN, Cocurricular Programs Coordinator The seminar emphasizes the development of EIXIN HENG W C ,* Environmental Studies BRETT RIALE, Senior Building Maintenance students’ writing skills. Being able to write well MARK CIOC,* History Supervisor is a valuable asset for success in college and later ANNETTE CLEAR,* Politics CYNTHIA WELLE, Coordinator of Residential in most careers. Students write several reflective CATHERINE R. COOPER,* Psychology and Education Education and analytical papers during the quarter. Each BEN CROW,* Sociology SARAH WOODSIDE, College Programs Coordinator paper undergoes at least one revision after the JONATHAN A. FOX,* Latin American and Latino Studies student receives constructive feedback from the instructor. Thus, the instructors work closely K. C. FUNG,* Economics MARGARET (GRETA) A. GIBSON,* Education and College Ten with each student throughout the quarter. Anthropology Our goal at College Ten is to foster students’ PER F. GJERDE,* Psychology Special Academic Programs STEPHEN R. GLIESSMAN,* Environmental Studies concerns for social justice and their respect WALTER L. GOLDFRANK,* Sociology for diversity. This appreciation develops Optional programs are available to involve JUNE A. GORDON,* Education through both understanding and practice. College Ten students in academic and cocur- ISEBILL V. GRUHN,* Politics Students can study the roots of social prob- ricular activities beyond the first-quarter core JULIE GUTHMAN, Community Studies lems such as prejudice, ethnic hatreds, pover- course. They are designed to promote stu- MICHAEL M. HUTCHISON,* Division of Social ty, and political oppression. Another form of dents’ academic achievement and success by Sciences; Economics learning can occur through involvement in connecting them with faculty mentors and DAVID E. KAUN,* Economics community organizations and other agencies. helping them pursue leadership experiences KENNETH KLETZER,* Economics In these ways, we hope our students can con- in particular contexts. DANIEL T. LINGER,* Anthropology tribute to the makings of a better world. RONNIE D. LIPSCHUTZ,* Politics Social Justice Issues Workshop SURESH LODHA,* Computer Science —Campbell Leaper, College Ten Provost College Ten students have the option of PAUL M. LUBECK,* Sociology enrolling in the Social Justice Issues Workshop JAYE PADGETT,* Linguistics in winter quarter. This 2-credit course meets HUGH RAFFLES,* Anthropology Academic Emphases once per week and can be taken in addition HELEN SHAPIRO,* Sociology to a regular 15-credit academic load. The JEROME SHAW, Education College Ten’s theme of Social Justice and NIRVIKAR SINGH,* Economics Community addresses a range of social prob- workshop offers a small, dynamic learning MICHAEL E. URBAN,* Politics lems and their impact on all members of soci- community in which members explore CARTER WILSON,* Community Studies, Emeritus ety. In particular, the academic and cocurricular important issues of personal and cultural programs consider the injustices that many peo- identity; social, political, and environmental College Administrative Officer ple confront in their lives. Possible community concerns; and community-mindedness. The DEANA SLATER and governmental policies for addressing social, class emphasizes small-group experiential political, and economic inequalities are also learning through structured exercises and examined. In addition, the college provides stu- group activities, and also includes discus- 246_UCSCGenlCatalog.10_073 9/13/2004 2:32 PM Page 92

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sions, film presentations, and guest speakers. Research Opportunities College Community and Facilities The course is offered to both first-year and The UC Santa Cruz faculty are ranked high upper-division students. in their quality of research. College Ten stu- Founded in fall 2002, College Ten is the dents are encouraged to take advantage of the newest college at UCSC. Consistent with Service Learning many excellent opportunities available to UCSC’s founding vision, College Ten creates Students can extend their learning beyond work closely with faculty as research appren- an integrated living and learning environ- the classroom by getting practical experience tices. Students will find many internship, ment through engaging academic and and course credit working as an intern for a independent study, or senior thesis programs extracurricular programs focusing on the community organization or a school. This in the departments of most majors. The theme of Social Justice and Community. type of practical experience is known as ser- College Ten academic advisers will help link vice learning or field study. Examples include students with these programs. College Ten Monthly Theme Programming assisting in a classroom or a homeless shelter. students will also have connections to faculty The College Ten theme of Social Justice and College Ten has its own service-learning pro- affiliated with various research institutes con- Community forms a central foundation of gram. In addition, there are a variety of ser- cerned with international and global issues. our programming. Each month, we focus on vice-learning programs in the academic These institutes are affiliated with the Social a different aspect of social justice, and stu- Departments in the social sciences, including Sciences Division and include the following: dents and staff work together to develop pro- Community Studies, Economics, grams, providing opportunities to learn Environmental Studies, Latin American and • The Center for Agroecology & Sustainable about and enjoy different aspects of the Latino Studies, Psychology, and Sociology. Food Systems (see page 59) topic. Theme events may include faculty pre- Whether through College Ten or their • The Center for Global, International and sentations, open microphones, field trips, major, students enrolled in one of these pro- Regional Studies (see page 60) film series, and hands-on arts programs. grams work with both a field supervisor and • The Center for Justice, Tolerance, and a faculty sponsor. The field supervisor guides Community (see page 61) College Nights the student at the practicum site, while the • The Chicano/Latino Research Center (see Every quarter, students and staff work faculty sponsor helps the student develop a page 62) together to plan College Nights, which are reading list and paper topic related to the • The Santa Cruz Center for International large-scale community celebrations, held in placement. The College Ten advising staff Economics (see page 70) the dining commons and open to all College will help students find possible practicum Ten students whether or not they live on programs at the college or in academic College Ten Scholars Program campus. College Nights include food, enter- departments. Eligible College Ten frosh may apply to the tainment, and educational materials related Scholars Program. This includes enrolling in to a theme. Practical Activism: Lessons in Local and an honors section of the frosh writing semi- Global Change nar in the fall, the 2-credit workshop in the Multicultural Community Weekend This annual one-day conference focuses on winter, and a special seminar in the spring. This two-day retreat provides students from international social justice concerns in the diverse backgrounds the opportunity to explore local context. Students gain valuable leader- College Ten Pathways to Distinction various components of multicultural communi- ship skills in developing and implementing Another feature of College Ten is that quali- cation. Through a series of structured exercises this exceptional program, which involves col- fied students may graduate with College Ten and small-group discussions, students share per- laboration among faculty, staff, and the local Distinction. This recognition is intended to spectives on issues such as multiculturalism, community. serve as an incentive for students to pursue values orientation, and diversity. The goal of activities that are especially apt to help them the workshop is to build community and Students as Teachers and Mentors succeed in college and beyond. Two path- friendship among students as well as to increase College Ten students have special opportuni- ways are possible: students’ understanding of the complexity of ties to become course assistants, tutors, and Research and scholarship. In the first path- communicating across diverse backgrounds. student mentors. By enrolling in Teaching way, students are encouraged to pursue research The Multicultural Community Weekend is Social Justice, students gain experience as opportunities with faculty by completing three optional; students apply for this opportunity in teachers leading their own discussion sections quarters (15 credits) of work on a senior thesis the fall. of a College Ten course. They receive close or a research internship. Students may be recog- supervision that emphasizes a collaborative nized with College Ten Distinction if they do a CREATE approach to developing and enhancing teach- thesis or a research internship in their major on The purpose of CREATE (Cultural Resources ing, communication, and leadership skills. a topic related to the theme of social justice and to Educate and to Empower) is to facilitate the The College Ten academic advisers can also community. ongoing discussion of diversity issues at College direct students to other opportunities for stu- Service and leadership. The second route to Ten and in our living communities, learn about dent-teaching and peer-mentoring programs graduating with College Ten Distinction is and promote multiculturalism, plan activities, on campus. These are excellent opportunities through completing three quarters (15 credits) and help students and staff have a resource for to work closely with a faculty member and to of service-learning internships, teaching, or inclusiveness and training. develop one’s own skills as a teacher and a other forms of community service. leader. 246_UCSCGenlCatalog.10_073 9/13/2004 2:32 PM Page 93

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BETTINA APTHEKER, Women’s Studies and History MARGARITA AZMITIA, Psychology HEATHER BULLOCK,* Psychology MAUREEN CALLANAN, Psychology MARTIN M. CHEMERS,* Acting Chancellor; Psychology JOHN BROWN CHILDS,* Sociology FAYE CROSBY,* Psychology ROBERT FAIRLIE,* Economics JOHN ISBISTER,* Economics LORI KLETZER,* Economics COLIN LEACH,* Psychology PAUL ORTIZ,* Community Studies MANUEL PASTOR JR.,* Latin American and Latino Studies PAMELA PERRY,* Community Studies DANIEL PRESS,* Environmental Studies RAVI RAJAN,* Environmental Studies College residents enjoying an outdoor study session CRAIG REINARMAN,* Sociology MICHAEL ROTKIN,* Community Studies Rainbow Club Cart, located on the ground floor of Social NANCY STOLLER,* Community Studies The Rainbow Club provides opportunities for Sciences 2, serves espresso drinks, pastries, DANA TAKAGI,* Sociology gay, lesbian, bisexual, transgender, intersex, and sandwiches. Also, one of the campus’s EILEEN ZURBRIGGEN,* Psychology queer, and questioning students and their allies Instructional Computing Labs is convenient- College Administrative Officer to join together for self-awareness and social ly located in Social Sciences 2. activities in a fun, relaxed atmosphere. A nature preserve serves as College Ten’s DEANA SLATER “backyard.” College Ten students have immedi- ENGAGE ate access to hiking, running, and mountain Senior Academic Preceptor (Explore New Growth and Gain Experience) bike trails in the adjacent forest. ROBERT TAYLOR ENGAGE offers students the opportunity to Newly constructed residence halls with 400 explore and develop their own beliefs, values, single and double bedrooms opened in fall Staff and feelings about current issues and social con- 2002. These fully furnished residence halls EEMAN AGRAMA, Coordinator of Residential cerns through a wide range of exercises, guest include student lounges, recreational spaces, Education LUPE ALLEN, Academic Adviser speakers, discussions, and debates. Participants and Internet connections. In addition, a state- ABBEY ASHER, Service-Learning Coordinator develop leadership skills and increase their effi- of-the-art dining hall with an adjoining game RACHEL BAUMAN, Associate College Administrative cacy as world citizens and leaders at College room and student lounge for both Colleges Nine and Ten opened in fall 2002. Officer Ten. ENGAGE meets weekly throughout fall WENDY BAXTER, Manager of Cocurricular Programs Colleges Ten and Nine also house approxi- quarter. NANCY CHA, Coordinator of Residential Education mately 300 upper-division students in newly OLIVIA CHAN, Assistant to the Provost constructed apartments, with 190 students in Other Cocurricular Opportunities JANE HARTMAN, Assistant to the Provost and the Getting involved in cocurricular activities is a single bedrooms and the balance in double and College Administrative Officer predictor of college success. Not only do college triple rooms. All apartments have full kitchens, AMY HYLER-ESSIG, Housing Coordinator activities help students make friends, they foster living rooms, bathrooms, and Internet connec- JAY JOHNSON, Proctor leadership and group cooperation skills. There tions. Ground-floor apartments have decks, and AUDREY KIM, Psychologist are opportunities at College Ten for student most upper apartments have private balconies. VICTOR KIMURA, Financial Analyst involvement, including the College Ten For more information about academic or MATT LOZANO, Housing Assistant Student Government Association. These orga- general college programs, call (831) 459-5034, ED MACHADO, Proctor nizations are responsible for many of the pro- e-mail [email protected], or visit the College SIMON O’SHEA, Coordinator of Residential grams previously described. Additionally, there Ten web site: collegeten.ucsc.edu Education are social and recreational opportunities such as JOSÉ REYES-OLIVAS, Cocurricular Programs dances, ski trips, and intramural sports for College Ten Faculty and Staff Coordinator College Ten students. There are more special- CYNTHIA WELLE, Coordinator of Residential Education ized groups, such as Cloud Nine (the a cappella Provost SARAH WOODSIDE, College Programs Coordinator singing group), the Praxis Student Volunteer CAMPBELL LEAPER,* Division of Social Community, and the Book Club. Sciences; Psychology

Physical Surroundings Fellows College Ten is situated in a redwood grove Charter Fellows* next to the Social Sciences 1 and 2 Buildings NAMEERA AKHTAR,* Psychology near the heart of campus. Peabody’s Coffee JENNIFER ANDERSON,* Environmental Studies 246_UCSCGenlCatalog.11_094 9/13/2004 2:29 PM Page 94

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campus in addition to housing students in ties and events, provide referral information Student Life small-scale residential communities. About 45 about academic or personal concerns, and assist percent of single undergraduate students live in with roommate problems. ampus life is all about learning, discussion, university housing. For more information on the colleges, refer Cand debate; meeting people from diverse Freshmen entering in fall quarter are guaran- to The University of California, Santa Cruz, backgrounds; making new and lasting friend- teed university-sponsored housing for their first Communities of Learning brochure, or contact ships; attending cultural celebrations and artis- two years at UCSC. Transfer students entering the Campus Housing Office. tic and musical performances; and getting in fall quarter have a one-year guarantee. All involved with student organizations and clubs. Campus Housing Office UCSC provides a wealth of opportunity for deadlines must be met to qualify for guarantees. personal growth within the context of a rich You must be admitted as a full-time student This office is responsible for the application and meaningful academic experience. You will before applying for housing. All new single stu- and contract records for all single students liv- live, study, and socialize with other students in dents who request on-campus accommodations ing in college residence halls and apartments, your college. You will also meet students from on their Request for University Housing form the Village, University Town Center, UCSC the other colleges—in your classes and at the will be mailed application information after col- Inn, and Graduate Student Housing. Staff are many campuswide events that take place lege assignments are complete. This form and available to advise students about room and throughout the year. The colleges (described in the required advance housing fee must be sub- board billing, payment plans, and contractual the previous section) and the various cam- mitted to the Office of Admissions by the stat- responsibilities. Students can purchase meal puswide units provide a wide range of student ed deadline to assure guaranteed housing. plans or Flexi Dollars online at www.student- services to respond to individual needs, inter- (Guarantee only offered in the fall.) housing.ucsc.edu. Centrally located at 104 ests, and levels of personal development. In The room and board rates for the 2004–05 Hahn Student Services Building, Campus addition, students can take advantage of the academic year range from $8,109 to $11,724, Housing is open 9 A.M. to 4 P.M. Monday campus’s stunning natural setting, the friendly depending upon the type of accommodation through Friday, (831) 459-2394, e-mail: hous- and engaging local community, and easy access and meal plan (see pages 19–20 for more [email protected], Web: www.housing.ucsc.edu. to the Monterey and San Francisco Bay Areas. detailed information on rates). The colleges at UCSC offer two kinds of The Village Santa Cruz Community accommodations—residence halls and apart- Located in the Lower Quarry, the Village houses ments, both with access to common dining a mix of 153 continuing undergraduates, new Located on the northern tip of Monterey Bay, facilities. Kresge houses students in apartments; transfer undergraduates, and graduate students. Santa Cruz is famous for its Mediterranean cli- all of the other colleges offer both options. Each of the 17 houses has nine single bedrooms mate, forested state parks, and miles of scenic Except at Kresge and Oakes, most new first- with Internet connection, three bathrooms, and a beaches. Recreational opportunities abound— year students live in residence halls; residence kitchenette. A meal plan is required. A manager’s hiking through redwood forests, bicycling along halls and apartments are available to continuing apartment, office, laundry facility, community mountain roads, and surfing, sailing, and scuba students and students transferring in at the kitchen, and community lounge are located on diving. The Santa Cruz Mountains are minutes junior level. (See pages 73–93 for more detailed site. The live-in manager and residential assistants away; the majestic Sierra Nevada is a four-hour descriptions of college housing facilities.) are available to assist students. The Village hous- drive to the east. The residence halls have shared rooms and a ing fee for academic year 2004–05 is $8,508. Call The metropolitan centers of the San limited number of private rooms, as well as (831) 459-2394 or e-mail [email protected] Francisco Bay Area are easily accessible. By car, common lounge areas and bathrooms. The col- for more information. Berkeley and San Francisco are less than two leges offer coeducational and single-sex floors. hours from campus. San Jose, Monterey, and All residents of single-student housing are University Town Center Carmel are one hour away. required to be on a meal plan. You may use The University Town Center (UTC), located at The city of Santa Cruz, with a population of your meal card at any of the seven college din- the corner of Pacific and Cathcart in downtown about 56,000, was originally founded as a ing halls on campus, as well as at the UCSC Santa Cruz, provides housing in two- and Spanish mission. Santa Cruz is a small commu- Inn dining hall in downtown Santa Cruz. Some three-person efficiency apartments. A meal plan nity with cosmopolitan appeal and a strong of the meal plans include Flexi Dollars that can is not required. UCSC students live coopera- awareness of environmental and political issues. be used at other campus dining locations. tively with students enrolled in University Art exhibits, local theater companies, a sympho- Additional Flexi Dollars may be added to any Extension’s English Language and International ny orchestra, fine restaurants, and a lively con- meal plan. (ELI) Programs. Contact the Campus Housing temporary music scene combine to make Santa College apartments also have various combi- Office for more information, (831) 459-2394 Cruz an enviable place to live. nations of shared and private bedrooms, along or [email protected]. with kitchen, bathroom, and living spaces. Housing They are furnished except for bedding and University Inn and Conference Center College Residences kitchen utensils. A minimum meal plan is The Inn, located at 611 Ocean Street in down- required for apartment residents. You may also town Santa Cruz, provides housing for about prepare some of your own meals along with All undergraduate students, whether they live 200 UCSC students (new freshmen are not eli- your apartmentmates. on campus or not, are affiliated with one of ten gible for this housing option) during the aca- Each college’s residential program is a team residential colleges at UC Santa Cruz. Each col- demic year. Students living at the University effort. Professional staff (coordinators of resi- lege provides academic support, organizes stu- Inn have a required minimum meal plan that dential education) work with students trained dent activities, and sponsors events that may be used at any dining hall on campus, in as resident assistants. They help organize activi- enhance the intellectual and social life of the addition to the inn dining hall. There are also 246_UCSCGenlCatalog.11_094 9/13/2004 2:29 PM Page 95

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some guest rooms for short-term use by faculty, and alumni pay a small user fee to access listings, Students and faculty explore the contribu- staff, and university visitors and for year-round and can visit the Community Rentals Office to be tions of agroecology, art, literature, photogra- conference services. Contact the Campus verified and receive a temporary search pass. Be phy, writing, computer science, and philosophy Housing Office for more information, (831) sure to bring some form of picture identification to achieving sustainability. Practical training in 459-2394 or [email protected]. such as a driver’s license or passport. agroecology and organic gardening occurs Other services include renters’ workshops, through courses, workshops, and student Family Student Housing rental forms, other resource information, and involvement in Village gardens, composting Family Student Housing, located on the west basic advising about tenants’ rights and respon- activities, and food programs. For further infor- side of campus, has 197 apartments for students sibilities. You are encouraged to visit the office mation, e-mail [email protected]. and their families (see page 102 for information and learn about the resources available to you. on child care and youth programs). The Santa Cruz area offers a variety of hous- Student-Run Cooperatives The apartments are unfurnished, and each has ing options, including Victorian houses, moun- two bedrooms, a bathroom, a small study, a com- tain cottages, downtown apartments, rooms in Co-ops are an alternative form of organizing a bined living-dining area, and an electric kitchen. private residences, and rooms in local motels. group of people or a business. Here at UCSC, Several apartments are accessible to people with Locating suitable housing can take from one to the co-ops are entirely student run and operated. mobility impairments. For 2004–05 the monthly six weeks, depending upon your specific needs. Although memberships in the Bike and Kresge rent is $1,019, not including utilities and phone. Generally, students are able to locate housing Food Co-ops are available, anyone, student or There is a $500 refundable security deposit and a within the service area of Santa Cruz public otherwise, is welcome to use them. $25 nonrefundable application fee. transportation. If you are interested in an apartment, contact The cost of housing varies according to indi- Kresge Food Co-op the Family Student Housing Office directly to vidual lifestyle and preferences. For example, in The Kresge Food Co-op is a student-run non- secure an application form and put your name fall 2003, a room in a shared household aver- profit natural food store located in Kresge on a waiting list. Early application is advisable, aged $568 per month, while separate units College. It sells bulk food, produce, sandwiches, as these apartments are in great demand. There averaged $786 for a studio apartment to $2,012 ice cream, snacks, and other groceries. Under is a year or more waiting list. Students with for a three-bedroom house. the student-run collective, the purpose is not children are given priority. The office is in the The Community Rentals Office, located at just to run a store but to educate people toward Community Building, Family Student 125 Hahn Student Services, is open 9 A.M. to personal and social change. Housing, (831) 459-2549, [email protected]. 4 P.M., Monday through Friday. For further Students are trained to run the business in an information, call (831) 459-4435, e-mail com- economically feasible but nonhierarchical manner Camper Park [email protected], or visit the web: (there is no manager). The co-op makes informa- A 42-space camper park on the north side of communityrentals.ucsc.edu. tion available to customers about the social and campus is available to students who own recre- environmental consequences related to food con- ational vehicles. Spaces rent for $361 per Program In Community and Agroecology sumption, and it tries to carry products that do month. All have water and electrical hookups; The Program In Community and Agroecology not have adverse effects on the society and envi- eight also have sewer hookups, for $401 per (PICA) is a living/learning community in the ronment. You can be involved in the Kresge month. The community includes a small cen- Village. The proximity to our internationally Food Co-op in a number of ways, such as by tral facility with rest rooms, showers, a meeting renowned organic Farm and Center for becoming a working member and receiving 10 room, and a laundry room. For more informa- Agroecology & Sustainable Food Systems (see percent off your groceries. Come by or call (831) tion about the park and the vehicle requirements, page 59) provides an unusual opportunity to 426-1506 for more information. or to request an application, contact the Graduate focus on the link between healthy communities Student Housing Office, (831) 459-5712, and healthy food systems. Sophomores, juniors, Bike Co-op [email protected]. and seniors from a wide range of majors live, The co-op is student owned and operated, run study, and prepare food together in housing cooperatively, and nonprofit. Whether you need Graduate Student Housing modules dedicated to PICA or in cooperative to purchase a bike, repair a bike, or want to Twenty four-bedroom apartments for single housing situations off campus. Through semi- learn, the co-op can accommodate your needs. graduate students are located on the west side nars, gardens in the Village, and project days, People are encouraged to attend meetings, learn of campus, between Kresge College and the PICA faculty and students work in both the class- more about cooperatives, and get involved. The Baskin Engineering Building. See page 48 for a room and the field to address such questions as: Bike Co-op is located at the Student Union. For more detailed description; for applications and • How do issues of environmental quality information, come by or call (831) 457-8281. additional information, contact the Campus and social justice interact in sustainable Housing Co-ops Housing Office, (831) 459-2394, or communities? [email protected]. • How does an understanding of ecology The Santa Cruz Student Housing Cooperative is inform decisions about farming/gardening committed to providing affordable housing, a Community Rentals Office practices? supportive community, and student empower- To assist students, the Community Rentals • What impact can consumer choice have on ment. There are two democratically owned and Office (CRO) maintains current rental listings how farmers design and manage their operated houses where a diverse group of people and names of students who want to share living farming systems? come together, learn how to communicate, accommodations. Currently enrolled students • What roles do imagination, persuasion, and cooperate, and live well. The houses have com- can access the listings via the CRO web site and creativity play in shaping social change and munal dinners six nights a week, weekly meet- do not pay a fee to access services. Concurrent in sustaining communities? ings with agreements by consensus, and nice Enrollment students, Summer Session students, rooms in big Victorians—and they are near the 246_UCSCGenlCatalog.11_094 9/13/2004 2:29 PM Page 96

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university bus lines. Both houses provide hous- bike trailer for commuters, and bike racks on and hours, see the Summer Session web site: ing for Summer Session students. Call (831) the shuttles. Multigeared bicycles are advisable summer.ucsc.edu/.) For more information 426-2667 for the Cesar Chavez House, or (831) because of the hilly terrain, and helmets are rec- regarding the Health Center and its services, 425-2667 for Zami House. ommended. call (831) 459-2780; e-mail [email protected]; Permits for on-campus parking are limited. web: www2.ucsc.edu/healthcenter Transportation and Parking Services Parking in the residential areas adjacent to the campus is restricted and strictly enforced. Due Health Insurance The UCSC campus strives for an academic to lack of space, storage of vehicles for on-cam- To ensure emergencies and other health care environment disturbed as little as possible by pus residents is limited, and the majority of costs do not interfere with a student's educa- automobile traffic. The university has chosen to remote-lot spaces are available to commuting tion, all University of California students are reserve flatlands for future buildings, natural students. Parking on campus for first- and sec- required to carry medical insurance. A compre- areas, and social and recreational spaces; as a ond-year students living on campus is available hensive and inexpensive program specifically result, parking is a limited resource on campus. by exception only. Parking regulations are strict- designed for students is available through the UCSC requests that students not bring cars. ly enforced; all students who bring a car to cam- university via the Undergraduate Health Comprehensive transportation systems have pus must purchase a permit in advance. UCSC Insurance Plan (UHIP). All students are auto- been developed to reduce traffic and eliminate requests that students not bring vehicles to cam- matically enrolled in UHIP and billed quarterly the need for a car. Movement on the spacious pus if they are not eligible to purchase an on- through their student account, unless they campus is made easier by the care with which campus parking permit. choose to waive this coverage by providing buildings have been located, a network of foot UCSC offers a weekend shuttle between the proof of comparable insurance by the specified and bicycle paths, and an extensive intracampus campus and the Fremont BART Station. Use the deadline. For detailed information regarding shuttle system that links the colleges, central shuttle to connect with BART, which offers rail insurance coverage and the waiver process, see core facilities, and the two remote parking lots. service throughout the north bay, including stops the web at www2.ucsc.edu/healthcenter. You Shuttle buses operate on 10- to 12-minute fre- in San Francisco, Berkeley, Pittsburg, Pleasanton, may also contact the insurance office at quencies from 7:30 A.M. to 6 P.M. weekdays Concord, and Richmond. The UCSC Fremont [email protected] or (831) 459-2389. (except on academic holidays). During summer BART Connector provides service on Fridays and and quarter breaks, day shuttle service is pro- Sundays during the academic year. Reservations Mandatory Hepatitis B Immunization vided at 12- to 15-minute intervals. In addi- are required and can be made weekdays 10 A.M.to California state law mandates that all entering tion, a night shuttle service, operating at 10- to 3 P.M. at (831) 459-3779. 20-minute intervals, runs seven nights a week Santa Cruz is served by commercial bus lines students under 19 years old must be immunized between 6 P.M. and 12:30 A.M. during the aca- on a regularly scheduled basis. The nearest against Hepatitis B. These students are required demic year. The night shuttle provides curb-to- commercial airport is in San Jose, approximate- to provide the Health Center with documenta- curb transportation to the colleges. Both day ly 35 miles from Santa Cruz. The San Francisco tion proving their compliance with this law. and night shuttles provide wheelchair-accessible Airport is about 70 miles from campus. Both Those not in compliance at the beginning of the services and are free of charge. Transportation airports are accessible by bus and by commercial quarter may be dropped from their classes. For and Parking Services (TAPS) also operates the van and limousine services. more information, see the web at www2.ucsc.edu/ Disability Van Service, which provides trans- Services can change, and it is recommended healthcenter or call (831) 459-2211. portation to those with mobility impairments. that you get up-to-date information from TAPS. A Westside Shopper Shuttle operates seven Call (831) 459-2190, e-mail [email protected], UCSC Health Promotion Department nights a week during the academic year or visit the web: www2.ucsc.edu/taps. The goal of the UCSC Health Promotion between college circles and the west side of Department is to help students maintain their Santa Cruz. The shuttle serves supermarkets, health and wellness as they work to achieve alternative markets, convenience stores, and Student Health Services their academic and personal goals. Located in restaurants. Shuttle routes and schedules are Located on McLaughlin Drive across from the basement of the Health Center, our various available at the colleges and at campus Colleges Nine and Ten, the Student Health programs provide students information, Transportation Information Centers. Center provides quality health care focused on resources, and support to help them succeed at The Santa Cruz Metropolitan Transit the particular needs of students. All registered UCSC—as well as offer unique student intern- District (Metro) provides regular and conve- students have access to the Student Health ship and volunteer opportunities. For more nient bus transportation to campus and to out- Center regardless of their insurance plan, as ser- information on any of our established programs lying areas from Boulder Creek to Watsonville, vices are partially supported by their university or additional resources, view our various links as well as to the Santa Cruz community. Metro registration fee. Care is provided by board-certi- under Health Promotion on the Health Center provides service to UCSC every five to eight fied physicians, nurse practitioners, and physi- web at www2.ucsc.edu/healthcenter, call (831) minutes on weekdays during academic sessions. cian assistants. Students can been seen by 459-3772, or e-mail [email protected]. Metro “Night Owl” buses provide late-night appointment or, in cases of acute illness or service to campus until 2:55 A.M. on Friday and injury, on the same day in Urgent Care. In case Holistic Health. To introduce students to Saturday nights. Sunday-through-Thursday- of emergencies, either during the day or after alternative ways to achieve health and wellness, night service to campus operates until 1:55 A.M. normal operating hours, please call 911. the Health Promotion Department offers This service is funded by a mandatory student In addition, the Student Health Center “Home Remedies,” a presentation teaching fee. Students may ride any Metro bus without offers psychiatry services, dentistry, nutritional simple holistic practices such as finger holds, additional charge by showing their current counseling, health promotion, x-ray, and labo- breathwork, and tai chi. In addition, a large UCSC identification card to the driver. ratory and pharmacy services on site. The cen- canvas labyrinth is available for programming Bicycles are a popular means of transporta- ter is open daily and Saturday mornings during around such issues as stress reduction, creativi- tion on campus and in Santa Cruz. UCSC the regular academic year. (For summer services ty, and meditation/reflection. offers bicycle programs including licensing, a 246_UCSCGenlCatalog.11_094 9/13/2004 2:29 PM Page 97

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Alcohol and Other Drug Abuse Prevention Counseling psychologists are available to Resource Centers Program. Part of UCSC's systemwide effort to consult with individuals, groups, committees, address problems caused by the use and abuse and campus departments and organizations in African American of alcohol and other drugs, the Alchohol and such areas as psychological problem solving, The African American Resource and Cultural Other Drug (AOD) Abuse Prevention Program conflict resolution, ethnic and multicultural Center (AARCC) develops and fosters cocurricu- is designed to reduce substance abuse through matters, and organizational development. lar initiatives that promote academic success, education. The program provides formal and You may obtain further information regard- leadership training, and student development. informal educational opportunities for students, ing counseling services from the central Since the center’s inception in 1991, the pro- college residential staff, and other campus per- Counseling and Psychological Services Office in gram’s primary mission has been to serve as a key sonnel. With resources available for all stu- the Cowell Student Health Center, (831) 459- resource to acclimate students to general campus dents, the AOD Program also offers limited 2628. Visit our web site www2.ucsc.edu/counsel. life and academic culture. In addition, the pro- individual consultations to students with partic- (For information on academic and career gram provides advocacy and support in helping ular needs or concerns. advising, see pages 37–40.) to monitor students’ academic progress and subsequent achievement of their educational goals. HIV Prevention Program. Helping students Rape Prevention Education Program AARC works closely with overall campus out- reduce their risk for HIV and other sexually reach to enhance the recruitment and retention transmitted infections (STIs), the HIV UCSC pioneered the establishment of Rape of African American students. Prevention Program offers free and anonymous Prevention Education in 1979 to address issues AARCC welcomes volunteers and student HIV testing run by highly trained student test of rape, and especially acquaintance rape. interns to serve as members of TEAM AARC counselors; the Condom Co-op, selling safer-sex During their orientation to the campus, stu- Outreach Program or on our Advisory Council. supplies at reduced cost; SLUG LOVE workshops dents are encouraged to attend educational pre- Academic clubs include Blacks in Science, and other presentations addressing STI transmis- sentations that use theater, video, and discus- Honors and Scholars Club, and National sion, safer sex, values clarification, and commu- sion to encourage respect, responsibility, and Society of Black Engineers. Other organizations nication; and academic classes. We also cospon- mutuality among students. Evening workshops affiliated with the center include African/Black sor special events such as the annual Santa Cruz are organized in the residence halls and apart- Student Alliance, African American Theater AIDS Walk and the Safer Sexcapades. ments throughout the year. A wide variety of Arts Troupe, Black Sistas United, Black Men’s films and videos are shown campuswide to dis- Alliance, Alpha Kappa Alpha Sorority, Alpha Student Health Advisory Committee. The cuss the politics of gender and the causes and Phi Alpha Fraternity, and Delta Sigma Theta Student Health Advisory Committee (SHAC) prevention of sexual assault. Resources are avail- Sorority. AARC works collaboratively with oth- is composed of students interested in health able for class papers. A peer education program ers on campus and in the surrounding commu- care at UCSC. The group serves as the liaison is offered to both male and female students. nity to enhance cultural and ethnic diversity between students and Health Center staff, cre- Posters, pamphlets, newsletters, and resource initiatives on the UCSC campus. The center, ates and supports health initiatives and other booklets are distributed throughout the cam- located on the third floor of the Bay Tree educational opportunities for the campus, and pus. Both male and female students take advan- Building in Quarry Plaza, is open Monday creates a fun, practical way to get involved and tage of these educational resources. In addition, through Friday from 10 A.M. to 5 P.M. For make connections with other students and excellent self-defense classes for women are more information, call (831) 459-3207, fax health care practitioners. offered quarterly. (831) 459-2469, e-mail [email protected], or The coordinator of Rape Prevention consult our web site at www2.ucsc.edu/aasl. Counseling and Psychological Services Education is available for individual appointments and provides nonjudgmental support for American Indian Psychological counseling is available from pro- those who have been raped as well as for their The American Indian Resource Center (AIRC) fessional staff located in each college and at the friends and loved ones. The campus also has works in collaboration with the Student central counseling office in the Cowell Student police officers available 24 hours a day, a network Alliance of North American Indians (SANAI), Health Center. Counseling psychologists come of emergency phones, guards at both campus the University of California American Indian from a variety of backgrounds and are experi- entrances from 8 P.M. until 3 A.M., and frequent Counselors/Recruiters Association, native facul- enced in helping students clarify their sense of shuttles and buses. ty and staff, as well as the indigenous tribal direction, set realistic goals, and better under- Rape Prevention Education works with other community leaders of the region to develop stand their personal problems. campus units to try to ensure that the physical information, programs, and events that assist You can meet with a counseling psychologist environment is as safe as possible. Fortunately, public understanding of native peoples. individually, visit the stress-reduction clinic, or the external UCSC environment has been rela- Invested in creating a campus climate that sup- join one of the many counseling groups offered tively safe and reported rapes or attempted ports all students, the center provides mentor- throughout the year. Both individual and group rapes by strangers have been rare. UCSC is sim- ing and personal and academic advising. AIRC counseling services are aimed at helping you gain ilar to other campuses in that over 90 percent is located on the third floor of the Bay Tree greater personal effectiveness. of student rapes that occur on campus are com- Building in Quarry Plaza. For more informa- Information communicated to a counseling mitted by aquaintances and are vastly underre- tion, call (831) 459-2881 or e-mail psychologist is confidential and cannot be ported. For more information, contact the [email protected] or [email protected]. released without a student’s permission except in Rape Prevention Education Office at the specific circumstances involving risk and safety. Cowell Student Health Center, (831) 459- Asian American/Pacific Islander 2721; e-mail: [email protected]; web: The Asian American/Pacific Islander Resource www2.ucsc.edu/rape-prevention. Center (AA/PIRC) provides and enhances 246_UCSCGenlCatalog.11_094 9/13/2004 2:29 PM Page 98

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opportunities for student leadership develop- several student organizations that meet weekly; a Physical Education, Recreation, ment, builds a stronger sense of community on host of exciting programs; and a library offering Sports, and Wellness campus, and links students to community- books, magazines, and videos. AIDS informa- service opportunities. Ultimately, AA/PIRC tion, safer-sex supplies, and other GLBTI-related The physical education, recreation, wellness, offers education and dialogue on issues affecting materials are also on hand. Information and and sports programs provide a variety of inter- Asian Americans and Pacific Islanders toward referral to campus and community GLBTI esting and challenging activities intended to addressing students’ multiple and diverse aca- resources is available by phone or in person. attract you to becoming an active participant. demic, social, cultural, and other cocurricular Throughout the year, the GLBTI Resource The emphasis is on giving you an opportunity needs. At AA/PIRC, students can find informa- Center coordinates student programming with a to develop knowledge, skills, and habits related tion on scholarships and internships at commu- queer focus. Education of the nongay campus to wellness to last through a lifetime of enjoy- nity-based organizations, build alliances in the population is another function of the resource able physical and recreational activity. Asian Pacific Islander Coalition of student orga- center; volunteers offer workshops for groups, Obtain further information about the pro- nizations, and browse through a collection of classes, and dorms about unlearning heterosex- grams described below from the Office of Physical Asian American studies publications, student lit- ism. Everyone is welcome to use the center’s cozy Education, Recreation, and Sports, located at the erary journals, novels, senior theses, magazines, lounge, full kitchen, and study center to relax, East Field House, (831) 459-2531. The web and newspapers. The center also produces an study, socialize, and become involved in the cam- address is www.ucsc.edu/opers. annual resource guide and a quarterly newsletter, pus’s queer community. The center is open and maintains several e-mail listservs for connec- Monday–Friday; usual hours are 10 A.M. to 5 Physical Education Courses tion to the AA/PI community. AA/PIRC is P.M. Stop by and meet the center’s friendly staff Regularly scheduled courses, which carry no aca- located on the third floor of the Bay Tree and find out about internship and volunteer demic credit but are recorded on your transcript, Building in Quarry Plaza. For more information, opportunities. You can reach the GLBTI are available in a broad range of physical activities call (831) 459-5349, e-mail [email protected], or Resource Center at (831) 459-2468 or via e-mail (see pages 330–332). Many classes are small, and visit the web: www2.ucsc.edu/aapirc. at [email protected]. The center’s web site, all offer expert instruction and carefully designed www2.ucsc.edu/glbticenter, features an extensive practice periods, so that you can accomplish Chicano Latino Queer Calendar. To get on the listserv for latest much in sessions of two to three hours per week. The Chicano Latino Resource Center (El updates, e-mail the center with your name and e- Most activities have intermediate and advanced Centro) offers programs and activities designed mail address. sections as well as courses for beginners. Web: to enhance students’ transition to university life, www.ucsc.edu/opers/indexpage/p.e.html. academic success and advancement, leadership Women’s Center development, community-service opportunities, Located in Cardiff House, a historic farmhouse Intramurals and Club Sports and preparation for graduate studies. The pro- near the main entrance to campus, the The intramural sports program includes com- grams offered through El Centro focus on Women’s Center is devoted to helping students petitive leagues, tournaments, and special one-day retention, graduation, and academic advance- maximize their success at UCSC. Resource events. Many of the activities are coeducational. ment of Chicano Latino undergraduate stu- referrals and informal advising are always avail- The leagues feature basketball, flag football, floor dents. These programs and activities include able from center staff, and weekly events hockey, indoor and outdoor soccer, softball, ulti- workshops, a Chicana Latina Pipeline Project, include films, readings, and talks. The center mate frisbee, and volleyball. Some of the leagues Academic Culture courses, a Chicano Latino also sponsors student-oriented workshops on are divided into different skill levels. There are Leadership Conference, collaborations with topics ranging from money management and tournaments in basketball, racquetball, and tennis. Chicano Latino student organizations, and a car care to assertiveness and stress reduction. Special events include biannual “cardiac pacer” Senior Thesis Support Group. El Centro offers The Women’s Center is home base for a vari- runs, an annual triathlon. Prospective participants education and dialogue on academic, social, ety of student groups and student-run communi- are encouraged to form their own teams. cultural, and personal issues that affect the ty-service efforts. Other opportunities for Individuals looking to be placed on a team are Chicano Latino community. Students are wel- involvement include internships, field and inde- also welcome Web: www.ucsc.edu/opers/im/. come to stop by and find out more about El pendent study, and work-study jobs. Students The sports club program offers a variety of Centro events and activities or for individual can help organize projects like the V-Day College sports. Teams compete against other universities consultation. El Centro also offers student Initiative, Take Back The Night, and Women’s in men’s and women’s rugby, lacrosse, and ulti- internships to help with organizing events and Ensemble Theater—or create their own pro- mate frisbee; men’s soccer, baseball, cross-coun- activities. For more information or to make an grams with advice and support from staff. try, and track and field; and coed Special appointment, call (831) 459-5608 or e-mail The center’s meeting rooms, kitchen, and Olympics, cheerleading, dance, equestrian, [email protected]. garden are ideal places to study, relax, or con- cycling, sailing, water polo, golf, badminton, nect with students, staff, faculty, and commu- fencing, table tennis, and diving. Gay, Lesbian, Bisexual, Transgender, nity members. Rotating art exhibits bring the Intersex center’s walls to life, and students are encour- Intercollegiate Teams The Lionel Cantú Gay, Lesbian, Bi, Trans, aged to inquire about showing their work. UC Santa Cruz offers the only National Intersex (GLBTI) Resource Center, located in a For more information, check the center’s Collegiate Athletic Association (NCAA) beautiful redwood building next to Crown and weekly calendar, visit the center’s web site at Division III program in the UC system. As a Merrill Colleges, is a friendly, welcoming place www2.ucsc.edu/wmcenter, e-mail women@ Division III member, the program offers no to the entire community. The center’s mission is ucsc.edu, or call (831) 459-2072. athletic scholarships or grants in aid. to provide educational, social, and support ser- Intercollegiate teams, known as the Fighting vices to students, staff, and faculty on GLBTI Banana Slugs, are provided for those who want issues. The GLBTI Resource Center is home to 246_UCSCGenlCatalog.11_094 9/13/2004 2:29 PM Page 99

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the opportunity to compete against rival insti- Banana Slug Mascot Located in Quarry Plaza across from the Bay tutions in an official format, with set practice The Banana Slug, a bright yellow, slimy, shell- Tree Bookstore, the Union complements college schedules, regular road trips, and rigorous less mollusk found in the campus’s redwood facilities by providing an alternative social, recre- training. Both men’s and women’s NCAA forest, was the unofficial mascot for UC Santa ational, and educational gathering place for all intercollegiate teams compete in the following Cruz’s coed teams since the university’s early students and members of the campus communi- sports: basketball, soccer, swimming and div- years. In 1981, when some campus teams want- ty. Student-support offices located at the Union ing, tennis, water polo, and volleyball. ed more organized participation in extramural include Student Union administration, Student Women’s teams compete in golf and cross- competition, UCSC joined Division III of the Life, and Student Activities. country. Web: www.goslugs.com. NCAA. Since the application required an offi- The Union is open Monday through Friday cial team name, UCSC’s then chancellor polled 9 A.M. to 10:30 P.M. and has limited weekend Wellness Center the student players, and out of this small group hours. The Union is closed holidays and quar- Located within the East Field House complex emerged a consensus for a new moniker—the ter breaks. Check the web site for up-to-date and overlooking Monterey Bay, the Wellness sea lions. It was a choice that the chancellor information at studentunion.ucsc.edu or call Center offers two floors of state-of-the-art car- considered more dignified and suitable to seri- (831) 459-3167. diovascular and strength-training equipment. ous play than the Banana Slugs. But the new Classes, workshops, fitness testing, and person- name did not find favor with the majority of Student Activities al training are available to assist everyone in students, who continued to root for the Slugs reaching their fitness goals. Web: even after a sea lion was painted in the middle Campuswide Student Organizations www.ucsc.edu/opers/wellness/pages/. of the basketball floor. After five years of dealing Expand your horizons and complement your with the two-mascot problem, an overwhelming academic life by joining one of over 100 stu- Recreation pro-Slug straw vote by students in 1986 con- dent organizations registered through the The Recreation Program is designed to fulfill the vinced the chancellor to make the lowly but Student Activities Office. Get involved in one diverse needs and interests of all members of the beloved Banana Slug UCSC’s official mascot. or more cultural, ethnic, religious, Greek, polit- UCSC community. A full range of activities, ical advocacy, civic service, or social organiza- workshops, classes, off-campus outings, and spe- Facilities tions. Gain valuable life experience in leader- cial events are scheduled quarterly. In addition, To make it convenient for you to utilize campus ship and planning, and develop rewarding and the program offers a 10-day Wilderness physical education, recreation, and sports facili- lasting friendships. Student organization mem- Orientation prior to the start of school. ties, field houses are located on the east and west bership is open to all UCSC students. Students Wilderness Orientation (WO) is an invaluable sides of the campus. At both the East Field frequently create new organizations as their experience for incoming college students, serving House and the West Field House, you will find interests change and expand. You may be able as an introduction to mountain travel and the the following: gymnasium, tennis courts, out- to earn academic credit for an activity when “journey” of college education. The beautiful set- door basketball and volleyball courts, equipment your work has an academic focus and is super- tings of the Sierra Nevada provide students an center, and locker rooms. The East Field House vised by faculty. opportunity to form new friendships and discuss also has a dance studio, martial arts room, hand- For more information about campuswide their hopes and fears about entering college, ball/racquetball courts, 50-meter swimming student organizations, call Student Activities, while learning outdoor skills. No previous back- pool, half-mile jogging track, and sports fields. A (831) 459-2934, e-mail [email protected], or visit packing experience is necessary. strength-training and cardiovascular-fitness court the web: www.soar.ucsc.edu. The Outdoor Equipment Rental Center offers is located near the east jogging track. Students wanting to start or join sports and recreational equipment including surfboards, The UCSC Boating Center is located at the recreation clubs should contact OPERS: wetsuits, and high-quality backpacking and Santa Cruz Small Craft Harbor, about five sports clubs, (831) 459-4220; recreation camping gear. If you are interested in planning miles from the campus. The boating program clubs, (831) 459-2668. Students interested in your own outing, contact the Recreation offers instruction and recreation using sailing print and broadcast media organizations should Program Office for assistance. The office has and rowing vessels, such as Moore-24 sloops, contact Student Media: (831) 459-2840. extensive files, and staff members act as consul- Laser dinghies, C-15 dinghies, HyFly sail- tants, planning with people as well as for them. boards, rowing dories, and sea kayaks. Web: Community Service Opportunities The office sells international student ID cards, www.ucsc.edu/opers/boating/. Community service is a vital part of the univer- provides bicycle licensing, and offers a free week- All facilities are open daily during academic sity’s mission. It is possible for individual stu- ly drop-in bicycle maintenance program. terms and are available for individual recreation dents, as well as campuswide student organiza- Open recreation hours are scheduled quarterly; whenever they are not being used for classes or tions, to develop service projects that link the you are strongly encouraged to use the facilities. other scheduled activities. university with the broader Santa Cruz County Sports equipment may be borrowed without community. With the financial support of the charge. There are also recreation clubs if you are Student Union campus’s Community Service Project funding, primarily interested in organized recreation and students have aided local groups such as individual performance. Most clubs are coed and The Student Union is a student-governed facil- Students Toward Achievement in Writing feature some combination of recreational partici- ity that houses lounges, conference space, and Success, the Strange Queer Youth Conference, pation, advanced instruction, and individual recreational areas for dances, parties, and other and renovation of the Siena House. competition. Recently active clubs include aiki- social gatherings; billiards, art exhibits, musical The Student Volunteer Connection in the do, fencing, ju jitsu, ashtanga yoga warrior, cre- performances, public-use computers, and tele- office of Student Life, 245 Hahn Student ative movement, ninjitsu, scuba diving, vision; work and office space for registered stu- Services Building, connects interested students Okinawan karate, swing dance, and tai chi. Web: dent organizations and campuswide student with the community to volunteer their time to www.ucsc.edu/opers/rec. government; and campus information services. 246_UCSCGenlCatalog.11_094 9/13/2004 2:29 PM Page 100

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tutor children, mentor youth, feed the homeless, The Hate/Bias Peer Response Team Classification of Race, Ethnicity, and National and train people with developmental disabilities. (HBPRT) is a student program that provides Origin (CRENO) initiative. The SUA also Service programs also exist through some col- peer education programming to the campus at works with the UC Student Association and the leges (College Eight’s core course requires vol- the request of campus community members U.S. Student Association on state and national unteer efforts and the Community Studies and in response to reported hate/bias incidents. issues. For more information, contact the SUA, Department offers opportunities; Oakes has its In addition, HBPRT organizes Hate/Bias (831) 459-4838, e-mail [email protected]; own service coordinator); check with your col- Awareness Week, a weeklong series of lectures, web: sua.ucsc.edu lege office about opportunities. All the student workshops, and discussions designed to increase The Graduate Student Association (GSA) resource centers (see pages 97–98) also coordi- awareness of hate and bias in the local, national, provides governance and representation for nate volunteer efforts on and off campus. and world communities. For more information graduate students, and its Steering Committee For more information about service opportuni- on this yearlong program, contact the Office of coordinates student-life programs and activities ties, contact the Student Volunteer Connection, Student Life, at (831) 459-5707. for graduate students. for more information, (831) 459-3363; Office of Student Life, (831) contact the SGSA, (831) 459-3142, e-mail 459-5707; the Oakes College service coordinator, College Student Governments [email protected]; web: www2.ucsc.edu/gsa/. (831) 459-2356; the Colleges Nine and Ten Each college has its own form of student gov- coordinator of service learning, (831) 459-1237; ernment, enabling students to gain experience Systemwide Student Government or your college. in planning, budgeting, executing, and evaluat- The UC Student Association (UCSA) is the ing a wide range of college programs and poli- statewide association of graduate and undergrad- UCSC Student Voice cies. Like the colleges themselves, each college uate student governments from the 10 UC cam- Santa Cruz offers you a unique variety governing body has its own character, structure, puses. UCSC is the officially recognized voice of of opportunities to participate in university and meeting times and dates. For information, the students to the UC Board of Regents, various governance at the college, campus, and inquire in your college office or talk to your col- UC administrative offices, and the UC Office of systemwide levels. Regardless of what level you lege programs coordinator. the President. Issues covered by UCSA include choose, participating in student government UC fees and financial aid, comprehensive admis- will provide you with a wonderful chance to Campuswide Student Government sions policies, and academic policies, as well as practice leadership skills, meet others who The Student Union Assembly (SUA) is the broader issues of social responsibility such as share your interests, and learn a great deal undergraduate advocacy organization and the environmental concerns and civil rights. UCSA about yourself and the university. official student voice of UCSC. It comprises coordinates the yearly selection of the UC two appointed and one elected representative Student Regent. Advisory Committees from each college government; six elected offi- The UCSA campus office provides grassroots Serving on a campus advisory committee cers: chair, internal vice-chair, external vice- membership and support for the two main is a recognized channel for student involvement chair, organizing director, commissioner of aca- UCSA offices in Oakland and Sacramento. The in the university’s decision-making processes. demic affairs, and commissioner of diversity; campus office organizes students to run the grass- Advisory committees, composed of faculty, staff, and one appointed representative from each of roots campaigns that are adopted each summer and student representatives, are established to the following student organizations: during the UCSA Congress. At this session, dele- develop and recommend policies on a wide range African/Black Student Alliance; Asian Pacific gates from the 10 UC campuses come together of subjects. Annually, the Student Committee on Islander Student Alliance; Gay, Lesbian, and choose the critical issues to be worked on for Committees (composed of one student appointed Bisexual, Transgender, Intersex Network; the next year. Issues in the past have included by each college and chaired by the internal vice- Movimiento Estudiantil Chicano de Aztlan; voter registration drives, letter-writing campaigns chair of the Student Union Assembly) nominates Student Alliance of North American Indians; on particular UC issues, and increases in finan- more than 100 students to serve on over 50 and Ethnic Student Organization Council. The cial aid. UCSA provides a thorough introduction administrative and Academic Senate committees. SUA also provides internship opportunities for to UC politics and student representation. For information about the selection process, a limited number of students each year. These Students may also serve on systemwide commit- contact Student Committee on Committees, internships include but are not limited to web, tees through UCSA and gain a wide knowledge (831) 459-5533, e-mail [email protected]; or the business, internal and external affairs, and orga- of the entire UC system though their service. Student Union Assembly, (831) 459-4838, nizing. The SUA conducts open meetings at Three officers help to coordinate UCSA activ- e-mail [email protected]. least eight times a quarter throughout the aca- ities on our campus. The external vice-chair demic year and invites students interested in (EVC) is the official representative to the UCSA Leadership and Civic Engagement advocacy, activism, and politics to get involved. Board of Directors. This position has voting The University Leadership Certificate Program The assembly operates via issue-specific cam- rights for UCSC and is the primary contact (ULCP) provides emerging leaders with an paigns and around general campus concerns. In regarding all UCSA issues. The organizing direc- opportunity to develop important skills while the past, the SUA has formed campaigns tor (OD) coordinates with the EVC and the learning to lead with integrity and purpose. around fighting fee-hikes, defending affirmative Lobby Corps to effectively run the grassroots Students are asked to reflect upon and engage action, saving the Narrative Evaluation System, campaigns that are sponsored by UCSA every in dialogue regarding various social and politi- striving for reasonable campus growth, and year. Lastly, the Lobby Corps director (LCD) cal issues and put their new understanding into reforming UC Regents’ procedures. Current coordinates all lobbying on behalf of UCSC stu- practice both on campus and in the local com- issues have been 24-hour parking and campus dents to the UCSA, local, state, and national munity. For more information on this yearlong transportation, preserving Student governments. These positions are elected for program and various workshops provided, con- Organization Advising and Resources one-year terms during spring quarter every year. tact the Office of Student Life, (831) 459-5707. (SOAR—now called Student Activities), labor The Student Union Assembly officers in solidarity, and advocating against the charge of UCSA activities can be reached at 246_UCSCGenlCatalog.11_094 9/13/2004 2:29 PM Page 101

STUDENT LIFE 101

(831) 459-4838; e-mail: [email protected], speakers of particular academic interest to open rehearsals, and informal “Friday at Four” [email protected], [email protected]. address the campus community or present lec- showings round out the calendar. ture-demonstrations. All students, not just majors, are encouraged Student Media Arts & Lectures (A&L), a series of public to audition for Theater Arts Department and UCSC Student Media comprises 20 print pub- performances and residencies by artists of inter- Music Department productions and ensembles. For lications; KZSC 88.1, the campus radio station national stature, is presented by the Public information about how to get involved, call the serving the campus as well as the tricounty Affairs Office during the year. Recent appear- Theater Arts Department at (831) 459-2974 and/or Monterey Bay Area; and campus Student Cable ances have included the vocalist Bobby the Music Department at (831) 459-2292. Television (SCTV Channel 28). Over 300 stu- McFerrin, the Ailey II dance company, perfor- The Music Center, including the state-of- dents enrich their cocurricular involvement by mance artist Laurie Anderson, musician Lyle the-art 396-seat Recital Hall and Indonesian receiving academic credit, as well as fellowship Lovett, and the Guaneri String Quartet. gamelan and electronic music studios, houses and employment opportunities. Lecturers have included documentary filmmak- all Music Department programs, as well as per- With the greatest broadcasting power of the er Michael Moore, NPR’s David Sedaris, and formances by visiting artists. UC stations, KZSC broadcasts diverse music, political columnist Molly Ivins. A&L collabo- The Theater Arts Center is the setting for a news, and public affairs programming. KZSC is rates with the colleges and academic units in year-round program of drama, dance, and spe- a student-governed station with more than 20 the development of workshops, lecture-demon- cial events. The 528-seat Theater Arts students serving in management positions. strations, and seminars offered by visiting Mainstage, 215-seat Second Stage, 400-seat The state and national award-winning stu- artists, with the common goal of enlarging cul- Media Theater, and large Experimental dent newspaper of record, the weekly City on a tural perspectives through the arts. The Arts & Theater, as well as supporting studios and shops Hill Press, covers campus, local, national, and Lectures phone number is (831) 459-4058. provide professional facilities for campus and international news and offers reviews and com- The Arts Division maintains a high profile in visiting artists and productions. Other on-cam- mentary. Fish Rap Live! publishes twice the community with events by faculty, student, pus performance venues include the 153-seat monthly and provides an alternative forum for and guest artists: music recitals are offered regu- Barn Theater, the Kresge Town Hall, the out- free expression of ideas, coverage of local and larly, and several major theater, dance, and door Upper Quarry Amphitheater, and the col- campus events, and personal journalism. music presentations are mounted each quarter leges’ dining commons. Ticket information is Campus newsmagazines include EyeCandy, in conjunction with the academic program. available from the UCSC Ticket Office, located TWANAS, Redwood Review, Leviathan, Recent full-scale productions by the Theater at the Theater Arts Center, (831) 459-2159 Escrache, and The Project. Arts Department have included a new transla- (voice or TDD). For additional information Annual literary journals offer poetry, prose, tion of Victor Hugo’s Ruy Blas, Brian Friel’s about performing arts events, contact the Arts photography, and art. Examples are Translations, Sabina Berman’s Between Pancho Division Events Office, (831) 459-2787. Chinquapin, Big Q, Red Wheelbarrow, La Villa and a Naked Woman (Entre Villa y Una Online calendar: events.ucsc.edu/calendar. Revista, Alay, Las Girlfriends, Calliope’s Notes, Mujer Desnuda), and The Emperor’s New Clothes Turnstile, and Variance. (coproduced with Shakespeare Santa Cruz). Shakespeare Santa Cruz SCTV is a student-governed campus cable Recent student productions have included classic Shakespeare Santa Cruz (SSC), recognized by station that schedules and broadcasts artistic, and contemporary plays such as Aloha, Say the USA Today as one of the 10 best Shakespeare narrative, experimental, documentary, and pub- Pretty Girls by Naomi Iizuka, In the Blood by festivals nationally, is a professional theater lic-service announcement submissions of video Suzan-Lori Parks, Bent by Martin Sherman, and company that unites scholarship with academic and film. Many of the students are affiliated The Women of Trachis by Sophocles, as well as endeavor. Every July and August, SSC produces with the film and digital media major; however, the annual showcase of student choreography, a summer festival that includes two plays by students from all disciplines are encouraged to Random with a Purpose. William Shakespeare as well as non- participate. The Music Department sponsors a variety of Shakespeare productions carefully chosen by If you are interested in contacting any of the concerts by the University Orchestra, Wind the artistic director to complement the season. Student Media print or broadcast organizations, Ensemble, Chamber Singers, and Concert In late November and early December, SSC call the Press Center at (831) 459-2840, KZSC Choir, as well as fully staged operas and faculty stages a holiday production, providing high- at (831) 459-3811, or SCTV at (831) 459- recitals. Recent performances have featured quality family entertainment. The festival also 3914. Visit the web site for links to print and major works such as Mozart’s Requiem and offers courses through the university Summer broadcast organizations: studentmedia.ucsc.edu. The Marriage of Figaro, Lou Harrison’s Mass Session; sponsors conferences for scholars, for St. Cecilia’s Day, Leonard Bernstein’s teachers, and passionate theatergoers; and pro- Campus Cultural Programs Chichester Psalms, and Morten Lauridson’s vides several opportunities for the community Lux Aeterna. The department also sponsors to get involved in the intellectual and theatrical Throughout the year, UCSC offers frequent concerts by the Jazz Ensembles and Big Band, components of Shakespeare. The acting compa- and varied cultural opportunities. Students, fac- Percussion Ensemble, and Electronic Music ny is composed of professional Equity actors ulty, and staff have the opportunity to partici- Studios, and ethnomusicology groups such as and top nonunion talent from throughout the pate as audience members, performers, or the West Javanese Gamelan Ensemble and United States, local professionals, and universi- behind-the-scenes support crew. Latin American Ensembles. In addition, the ty students, as well as apprentices. Production The considerable range of offerings includes department sponsors a growing number of per- crews are made up of regional and local profes- art exhibits, lectures, films, concerts, recitals, formances of Indian classical music, with sionals and also include university students and and dance and drama presentations; programs recent appearances by violinist Sisirkana apprentices. For further information, contact vary from single performances to weeklong cul- Chowdhury and sitar player Pandit Habib the Shakespeare Santa Cruz Office in the tural celebrations. The colleges host a number of Khan, as well as the Pacific Rim Festival of Theater Arts Center, (831) 459-2121, or visit events, and the departments frequently engage Music in alternate years. Student recitals, class the web site: shakespearesantacruz.org. 246_UCSCGenlCatalog.11_094 9/13/2004 2:29 PM Page 102

102 CAMPUS LIFE

Bay Tree Bookstore have a sliding-scale fee, depending on income. The association contributes to the life of the A few spaces with flat monthly fees are reserved colleges and to the enrichment of the entire UCSC’s Bay Tree Bookstore is located in the for faculty and staff families. Fee-for-service campus. Thirty percent of annual membership Quarry Plaza complex in the center of campus, spaces at a reduced rate may be available to stu- fees fund student programs, special activities, at the intersection of Hagar Drive and Steinhart dent parents whose income exceeds state-sub- and other projects at the colleges, and addition- Way. The bookstore serves as the campus sidy requirements. The Infant Toddler Center al funds support similar projects campuswide. resource for UCSC course materials, including operates virtually year-round, with closures for The association promotes excellence at new and used course books and customized fac- administrative holidays, academic breaks, and UCSC through its sponsorship of awards for ulty publications, general reading and reference staff development. alumni achievement, excellence in teaching, books, a wide variety of school and personal and outstanding service by a university staff supplies (including computers and computer Granary Child Development Center member; two types of student awards (college supplies), and many other items such as back- Located near the main entrance to campus, the service and financial need); and its packs, emblematic apparel, art supplies, posters, Granary Child Development Center provides Distinguished Visiting Professor endowment. gifts, greeting cards, and academic regalia. care for preschool children ages 2–4 years. Full- The association brings hundreds of alumni Services include online reservations for course and half-day schedules are offered. State-subsi- back to campus during the Banana Slug Spring materials, student debit accounts, special order- dized (free or sliding-scale) spaces are available Fair reunion weekend. Thousands of alumni ing of books, discounted magazine subscrip- to low-income students, and reduced student reconnect with UCSC through the association's tions, a film-processing drop, book buyback rates are available for higher-income student Online Community, which offers an online services, fax services, and limited check cashing. parents. Several spaces are available for faculty alumni directory, association event information The bookstore also houses the campus’s conve- and staff at flat monthly rates. The Granary and RSVP services, student and alumni online nience store (the Express Store), Student ID operates virtually year-round, with closures for mentorship opportunities, and much more. Card Services, and UCSC’s Digital Copy administrative holidays, academic breaks, and Over 700 alumni act as career information Services. For more information, call (831) 459- staff development. resources through their participation in the 4544 or visit the web: slugstore.ucsc.edu/. Career Advice Network program, the annual Children’s Center Multicultural Career Conference, and other Child Care and Youth Programs Located in Family Student Housing, the career fairs and conferences. The Alumni Children’s Center provides care for prekinder- Association also participates with other UC Child Care Services offers several campus child garten children ages 4–6 and after-school care for Alumni Associations in an annual legislative care programs for children of students, faculty, children in kindergarten. Full- and half-day conference in Sacramento aimed at increasing and staff. Enrollment is limited and early appli- schedules are offered. State-subsidized (free or support for UC. cation is encouraged since most programs have sliding-scale) spaces are available to low-income Events for alumni and alumni-student men- waiting lists. Free or reduced rates are available students, and reduced student rates are available torship opportunities are offered by regional to low-income students who qualify. for higher-income student parents. Several spaces groups nationwide—Los Angeles, New York, All programs reflect the belief that the best are available for faculty and staff at flat monthly Rainier (Seattle), Sacramento, San Francisco child care occurs in nurturing, homelike envi- rates. The Children’s Center is closed during the Bay Area, Santa Cruz, Silicon Valley, and ronments that are safe and developmentally summers, but children may enroll in the School Boston—and by four affinity groups—Gay, appropriate. The programs stress the importance Age Center’s Summer Recreation Program. Lesbian, Bisexual, and Transgender (GLBT), of meeting children’s needs in all areas of devel- Latino Alumni Network (LAN), Black opment: social, emotional, physical, cognitive, School Age Center Escargot, and the Page and Eloise Smith and creative. The curriculum emphasizes play as Located in Family Student Housing, the School Scholastic Society. a learning process and provides environments Age Center is an after-school recreation program Members are eligible for benefits such as that are rich and challenging. for children in kindergarten through sixth grade library privileges across the UC system, use of Programs are open to all children without during the academic year. The program provides campus recreation facilities, the alumni online regard to religion, color, ethnicity, gender, and developmentally appropriate arts and crafts, life- directory, an alumni affinity e-mail account, physical or mental ability. Information on all skills and sports activities, occasional community insurance coverage, use of a UC vacation cen- programs, fees, and applications is available outings, and quiet time for homework. Extended ter, UC Extension discounts, alumni events, from the Child Care Services Office in the service hours are available on a preregistration and more. News of alumni is featured in the Community Building at Family Student basis for elementary school holidays or in-service campus’s magazine, the UCSC Review, and the Housing, (831) 459-2967 or e-mail days. The majority of spaces are available at low Alumni Association’s newsletter, the Banana [email protected]. cost to Family Student Housing residents; a few Slug Bulletin. fee-for-service spaces are available for university- The association, governed by an elected Infant Toddler Center affiliated parents who do not live in Family board of volunteers called the Alumni Located in Family Student Housing, the Infant Student Housing. An all-day Summer Association Council, is a dues-supported, tax- Toddler Center provides care for infants and Recreation Program is also offered for children exempt 501(c)(3) nonprofit organization. toddlers ages 3–36 months. Small groups, low of UCSC students, faculty, and staff. Information about the Alumni Association is child-to-adult ratios, and primary caregivers available at its campus headquarters in the ensure that children receive consistent and indi- Carriage House, (831) 459-2530, (800) 933- vidualized care and nurturing. Full- and half- UCSC Alumni Association SLUG, e-mail [email protected], web: day schedules are offered. The majority of Through the UCSC Alumni Association, grad- alumni.ucsc.edu/. spaces are reserved for students who meet low- uates of the university can maintain a lifelong income requirements; these spaces are free or connection to UCSC. 246_UCSCGenlCatalog.11_094 9/13/2004 2:29 PM Page 103

PROGRAMS AND COURSES 103

Programs and Courses

Programs are listed alphabetically 246_UCSCGenlCatalog.11_094 9/13/2004 2:29 PM Page 104 AMERICAN STUDIES 105

General Education Codes pr ogram of academic study. For more information on Programs and The general education codes that appear in some course these programs, see page 41. descriptions are explained in the section on general edu- Co u r s e s cation req u i r ements, page 30. App r entice Tea c h i n g An upper-division or graduate student may apply for Course Form a t ap p r oval to teach an undergraduate seminar of his or her he academic programs offered at UC Santa Cruz are own design. The seminar is supervised by a faculty mem- described in detail in this section. Curricula, cours- Most courses at UC Santa Cruz are taught as lectures or, T when the class is small enough for considerable discus- ber and carries normal academic credit for the students es, and degrees listed in this catalog are subject to change and the apprentice teacher. Int e r ested students should th r ough normal academic channels. New proposals and sion, as seminars. A large number of courses req u i r e en r ollment in a secondary discussion section scheduled at initiate a proposal with a faculty member in the appro- changes are initiated by the rel e v ant departments, divi- priate subject area . sions, or colleges and approved by the appropriate aca- a different time from the primary course. Som e t i m e s th e r e is laboratory or fieldwork associated with a course. demic dean and by the Committee on Educational Pol i c y Credit by Pet i t i o n or the Graduate Council. The designations F (fall), W Occ a s i o n a l l y , a student may wish to do an individual Regularly enrolled students may obtain full academic (winter), S (spring), or Summer that appear at the end of pr oject as part of the work for a course. UC Santa Cruz cr edit for a course by challengine the course. Challenging each course indicate the intentions of the academic units; in s t r uctors are usually quite willing to consider and eval - the course entails passing an examination or completing ho weve r , on occasion, the actual scheduling of classes uate such work, time permitting. The campus’s system of an appropriate body of work supervised by a reg u l a r may change. ev aluation of student performance makes such individual in s t r uctor for the course. The petition for such cred i t For changes and additions to courses listed in this cat- wo r k a natural option, even in larger classes. must be approved by the instructor of the course, the alog, consult the Schedule of Classes, published each quar- chair of the department offering the course (or provost, if ter and available on the web at reg . u c s c . e d u / s o c / . Stu d e n t s Prer equisite Pol i c y it is a course offered by a college), and the provost of the may also view the university catalog on the web at When applicable, prer equisites are listed in this catalog st u d e n t ’s college. Some courses are not considered appro- reg.ucsc.edu/catalog/. Course syllabi, when provided by within the course description for each course. Th e r e are priate for credit by petition. fa c u l t y , can be accessed via Adv ance Course Inf o r m a t i o n many courses that meet general education req u i re m e n t s For foreign language students, credit by petition may (A CI) at reg . u c s c . e d u / s o c / a c i / . The Office of the Reg i s t r a r and do not req u i r e a prere q u i s i t e . not be used by students whose language ability grea t l y also provides detailed information on its pages at Prer equisites come in many forms—for example, spe- ex ceeds the course level proposed for challenge. Pet i t i o n s reg . u c s c . e d u . cific courses, placement examinations, or “satisfaction of the Subject A req u i re m e n t ” for writing courses. Som e for credit for levels 4 and 5 cannot be filed in the same Course Cred i t course descriptions also specify that students must be qu a rt e r . Contact the Language Program, 239 Cowel l , 459-2054, for more information. Unless otherwise specified in the course description, de c l a r ed majors or seniors in order to enroll. Oth e r course descriptions recommend the appropriate back- each course earns 5 quarter credits. Th e re f o r e, reg a rd l e s s Auditing of Classes of course format or scheduling, each course makes gr ound for a course—for example, “ability to use algebra Ins t r uctors may permit nonenrolled students to attend ap p r oximately equal demands on enrolled students. Fiv e and solve prob l e m s . ” their classes when space is available after all students who (5 ) - c r edit courses usually meet for four to five hours Questions concerning prer equisites should be direc t e d wish to enroll officially have done so. An instructor is not per wee k . to the instructor of the course or the res p e c t i v e depart- obligated to devote time to the work of students who are All physical education courses are noncredit. Oth e r ment office. Students who have not met all prere q u i s i t e s not officially enrolled in the class. no n c r edit courses include certain graduate seminars. may be excluded from a course. Alternativel y , the instruc - La b o r a t o r y courses, music courses involving individual tor or a department adviser may waive the prere q u i s i t e lessons or ensemble participation, as well as some special- based on demonstrated competence or equivalent aca- Additional Courses of Int e re s t in t e r est seminars and individual studies courses carry less demic experience. Sometimes, following the official course listings for a pro- than 5 credits and are designated accordi n g l y . gram, related courses offered by other academic units are The normal UCSC undergraduate program of study is Class Siz e listed under the heading Additional Courses of Int e re s t . th r ee 5-credit courses per quarter or equivalent. In 12 A student’s class level plays a large part in how many small Some of these courses may be accepted in partial satisfac- qu a r ters at UC Santa Cruz, most students complete 180 classes are available. Int ro d u c t o r y classes tend to be large, tion of the major req u i r ements. Students should consult cr edits. With a college’s approval, a student may be although they are usually accompanied by req u i r ed small with the chair of the program offering the major about al l o wed to var y the course load. See also Part - Ti m e sections or labs. Many small classes have prere q u i s i t e the availability of major credit for enrollment in rel a t e d Program, page 40. courses that enroll large numbers of students. Also, certa i n courses. The full descriptions of the related courses large classes fulfill campuswide general education req u i r e- should also be checked for prere q u i s i t e s . Course Num b e r i n g ments. Fir s t - y ear students experience at least one small Undergraduate courses are classified as lower division or seminar in conjunction with the college core course, and upper division. Lower-division courses (numbered 1–99) they are likely to experience an increasing prop o r tion of ar e designed for first-year and sophomore students but small classes as they prog r ess to senior status. American Studies may be taken by more advanced students. Upp e r - d i v i s i o n courses (numbered 100–199) are designed for junior and Individual Stu d y senior students but are open to first-year and sophomore Especially in the upper division, students are encouraged 231 Oakes College students who have sufficient background and the consent to devise special courses to pursue independently, under (831) 459-4658 of the instructor in charge. the guidance of faculty members. A study plan should be ht t p : / / h u m w w w. u c s c . e d u Graduate courses (numbered 200–299) are either discussed with a faculty member in the general subject restricted to graduate students or open only to students ar ea of interest. This faculty member will ultimately be Faculty and Professional Int e re s t s who can show the instructor that they have completed responsible for evaluating the work done. The study plan sufficient upper-division course work basic to the subject must also be approved by the appropriate program and MIC H A E L H. COWAN , Professor of American matter of the course. the student’s college; it should be noted that not all pro- Studies and Literature posed plans are accepted. American cultural theory and history, history of American Foo t n o t e s studies, symbolic expression in American life, urban cultural Courses marked with an asterisk (*) will not be offered Field Stu d y studies, American literary studies, studies in the institutional culture of higher education in the 2004–05 academic yea r . Courses marked with a Independent, off-campus field study is available throu g h dagger (†) will be offered, with the quarter as yet to be many departments. It is handled in much the same way de t e r m i n e d . as individual study. In addition, there are several established field programs that offer a variety of full- or part- time off-campus field placements as part of the reg u l a r 106 PROGRAMS AND COURSES

JOH N DIZ I K E S , Eme r i t u s ANG E L A Y. DAVI S , Professor of His t o r y of DAN I E L J. WIR L S , Professor of Pol i t i c s Co n s c i o u s n e s s American politics, including national political institutions MARG E FRA N T Z , Eme r i t a Feminism, African American studies, critical theory, popular (C o n g r ess) and the President; public policy (military and A. YVE TT E HUG I N N I E , Assistant Professor of music culture and social consciousness, philosophy of fo r eign policy) and political history American Stu d i e s punishment (women’s jails and prisons) DEB O R A H A. WOO , Professor of Community Race and class relations within wes t e r n American history, BAR B A R A L. EPS T E I N , Professor of His t o r y of Stu d i e s U.S. labor and immigration history, and comparat i v e ethnic Asian Americans and social change, glass ceilings and st u d i e s Co n s c i o u s n e s s Social movements and theories of social movements, 20th- wo r kplace discrimination, Asian American health, and ANN M. LAN E , Eme r i t a ce n t u r y U.S. politics and culture, Mar xism and rel a t e d mental health theories of social change GEORGE LIPSITZ, Professor of American Studies ALI C E YAN G MUR R A Y, Associate Professor of His t o r y Race, culture, and social identities; twentieth-century U.S. SUS A N GIL L M A N , Professor of American Literature Historical memory, Asian American history, gender history, history; urban history and culture; and social movements Nin e t e e n t h - c e n t u r y American literat u r e and culture; theories race and ethnicity, 20th-century U.S., oral history of culture, race, and gender; world literat u r e and cultural RI C ORT E R PATR I C I A ZAVE L L A, Professor of Latin American and E P , Associate Professor of American st u d i e s Studies Latino Stu d i e s Black cultural and intellectual history; U.S. cultural history HER M A N S. GRA Y, Professor of Soc i o l o g y The relationship between women’s work and domestic labor, and cultural studies; comparative ethnic studies; popular Cul t u r al studies, media studies po vert y , family, sexuality and social networks, feminist studies, music and jazz studies; race, science, and technology et h n o g r aphic res e a r ch methods, and transnational migrat i o n KIR S T E N SIL VA GRUE S Z , Associate Professor of of Mexicana/o workers and U.S. capital CATH E R I N E RAM I R E Z , Assistant Professor of Li t e r a t u r e American Studies Co m p a ra t i v e Americas studies, Chicano/Latino literat u re s Chicana and U.S. Latino literature, culture, and history; and cultures, 19th-century U.S. literat u r e, poetry and Prog r am Des c r i p t i o n gender studies and feminist theory; visual culture and style tr anslation, genre theory The American studies program is committed to a self- politics; cultural studies; popular and urban youth cultures; LIS B E T H HAA S , Associate Professor of His t o r y critical and historically grounded examination of the speculative fiction, Afrofuturism, and Chicanafuturism; U.S.-Mexico borderlands, Chicano and Native American United States and its diverse people, viewed within a science, technology, race, and gender; theories and methods history; visual culture in the colonial Americas; the U.S. local and global context. The major is designed to be of American studies West and California; historical memory, theory, and co m p a r a t i v e along a number of axes. First, it is an inter- REN Y A RAM I R E Z , Assistant Professor of American historical methodology di s c i p l i n a r y project, drawing on a mix of methodological Stu d i e s JUD I T H A. HAB I C H T -M AUC H E , Associate Prof e s s o r and theoretical approaches. Second, it compares the Nat i v e American studies, Indian identity, Nat i v e Ame r i c a n s of Anthrop o l o g y United States with other imperial enterprises and states. and anthrop o l o g y, urban Indians, Nat i v e American women, Nor th American preh i s t o r y and ethnohistory; cros s - c u l t u ra l And third, it compares different social groups and identi- cu l t u r al citizenship, expres s i v e culture, and anti-rac i s t in t e r action and trade; ceramic technology; arch a e o l o g y of ties in historical context. The program aims to help stu- ed u c a t i o n ge n d e r , power , and identity; Southwest and Southern Pla i n s dents develop critical thinking, res e a r ch, and writing FOR R E S T G. ROB I N S O N , Professor of American skills so that they will be able to function effectively in an SUS A N HAR D I N G , Professor of Anthrop o l o g y ev er-changing, complicated, and culturally diverse world. Studies Cul t u r e, politics, narrat i v e, gender, local/global studies, Students will take courses and work closely with facul- Nineteenth- and 20th-century American literature, et h n o g r aphic writing, fundamentalism, Christianity, state- including Mark Twain, the American West, and popular making, aging, America, and Spa i n ty who are committed to interdi s c i p l i n a r y, multicultural, culture; biography and American culture theory and transnational work and who include these interlock- NATH A N I E L E. MACK E Y, Professor of Literature ing themes in their courses: (1) Political Cul t u r e and TRI C I A ROS E , Professor of American Studies Twen t i e t h - c e n t u r y American literat u r e, Afro- Am e r i c a n Eco n o m y ad d r esses the ways in which global capitalism Twentieth-century African American culture, urban history, li t e ra t u r e, crea t i v e writing cultural politics, race and gender theory, race and sexuality st ru c t u r es ever yday life and life chances in the Uni t e d OLGA NÁJ E R A -R AM Í R E Z , Professor of Anthrop o l o g y States; (2) Co m p a ra t i v e Race, Eth n i c i t y , and Diaspora JUD Y YUN G , Eme r i t a Fol k l o r e theory, ritual, festival, dance, greater Mexican culture, Stu d i e s fe a t u r es res e a r ch concerning the myriad rel a t i o n s ◆ ◆ ◆ hi s t o r y and folklore, transnationalism, identity; expres s i v e among different racial, ethnic, and diasporic groups; and cu l t u r e, ethnomusicology, bilingual communication, gender, (3) Cul t u r al Rep r esentations and Prac t i c e s su p p o r t hi s t o r y, and culture of Latin America, the U.S., and Mex i c o res e a r ch into the history, aesthetics, and politics of differ- DAVI D HEN R Y ANT H O N Y III, Associate Professor of ent cultural forms, including music, visual culture, litera- His t o r y TRI LO K I NATH PAN D E Y, Professor of Anthrop o l o g y tu r e, film, mass media, popular culture, and ver n a c u l a r African and African-American history, art, music, Nat i v e peoples of Nor th America, cultures of India, political literature, and cinema; Eastern and Southern Africa; an t h ro p o l o g y, anthropological theories and comparisons pe rf o r m a n c e . African languages; Indian Ocean world; African and Because of their broad-based exposure to the Uni t e d MAR Y BET H PUD U P , Associate Professor of States, collective learning experience, and ability to focus African American linkages; Islamic civilization; African Community Stu d i e s diaspora studies; world history on topics of particular interest to them, American studies Regional studies, economic justice, public policy, historical students find the major a useful preparation for careers in ROB E R T F. BER K H O F E R JR., Eme r i t u s ge o g r aphy of the U.S. education, law, journalism, social work, community MIC H A E L K. BROWN , Professor of Pol i t i c s PAUL N. SKE N A Z Y , Professor of American Literature organizing, business, and government. The major also American politics and public policy, the political devel o p m e n t Co n t e m p o ra r y U.S. fiction, popular culture (especially offers an excellent liberal education for students interes t - of wel f a r e states, political economy, African American politics de t e c t i v e fiction), practical criticism and reviews, oral history, ed in exploring their responsibilities and opportunities as since the New Deal the teaching of literat u r e, American writers abroa d , American citizens. Students who intend to go on to grad- jo u rn a l i s m uate school, whether in American studies or another dis- DAVI D T. BRUN D AG E , Associate Professor of Community Stu d i e s NAN C Y STOL L E R , Professor of Community Stu d i e s cipline, should determine an appropriate selection of American working-class and immigration history, history of Race and gender aspects of health, the AIDS epidemic, courses with their American studies faculty adviser. U.S. social movements, Irish history and politics community organizing, sexualities, and medicine in prisons PED R O G. CAS T I L L O, Associate Professor of His t o r y DAN A Y. TAK AG I , Professor of Soc i o l o g y Req u i r ements for the Maj o r Chicano/a history and culture; American social and urban Met h o d o l o g y, stratification, race relations, social theory, Asi a n hi s t o r y; race, class, and gender Americans and higher education, identity politics Students wishing to pursue a major in American studies must submit a proposed study plan specifying courses of MAR I LY N J. WES T E R K A M P , Professor of His t o r y JOH N BROWN CHI L D S , Professor of Soc i o l o g y study that satisfy the req u i r ements for the major in a British colonial and revo l u t i o n a r y America, early modern So c i o l o g y of knowledge, religion and social action, elitist and co h e r ent manner and, at the same time, enable efficient populist social movem e n t s cu l t u r al and religious history, U.S. religious history, women’s hi s t o r y, gender pursuit of their particular interests. The study plan must be approved by the American Studies Dep a r tment before the student is formally accepted into the major. Stu d e n t s AMERICAN STUDIES 107

ar e urged to submit their study plan no later than the perspectives, social and cultural diversity and conflict in applied to contemporary issues of race and ethnic rela- th i r d quarter of their sophomore year or, in the case of American life, and debates over concepts of national cul- tions. Course 1 recommended as preparation. Enro l l m e n t transfer students, no later than the first quarter of their ture and citizenship. Satisfies American History and In- restricted to American studies majors. Enr ollment limited junior yea r . Forms and information about the major are stitutions Req u i r ement. (General Education Code(s): IH, to 24. (General Education Code(s): E.) A. Huginnie av ailable from the American Studies Dep a r tment Off i c e E.) (S) A. Huginnie, (W) M. Cowan in Oakes 231. 102A. Gender and U.S. Society. * Upon acceptance to the major, each student should 2. California and Californians. F Introduction to the gendered analysis of U.S. society and meet first with the departmental staff adviser and then a Interdisciplinary examination of past and present Cali- culture from theoretical and historical perspectives. Par- faculty adviser from the department. Th r ough periodic fornia and its diverse peoples, with attention to regional, ticular attention given to the ways in which gender interco n f e r ences with these advisers, students can make national, and global contexts. Addresses social, political, sects with racial, ethnic, and class differences, focusing on ap p r opriate revisions in their major plans and decide on and cultural issues and considers representation of Cali- the themes of work, politics, and sexuality. Course 1 is rec - the best way to fulfill the compreh e n s i v e req u i re m e n t . fornia life in literature and film. Satisfies American His- ommended prior to taking this course. C. Ramirez tory and Institutions Requirement. (General Education Code(s): IH, E.) F. Robinson 102B. Sexuality and Culture. * Course Req u i re m e n t s Examines how aspects of sexuality (such as sexual identi- To graduate with a major in American studies, a student 42. Student-Directed Seminar. F,W,S ties, preferences, roles, and desires) are fundamentally is req u i r ed to complete 12 courses with the approval of Seminars taught by upper-division students under faculty shaped by social-cultural and psychological factors. Top- the departm e n t : supervision. (See course 192.). The Staff ics include gender formation, the social construction of • one lower-division course chosen from 1 or 2; sexuality, and the historical emergence of the modern 80E. U.S. Racial and Ethnic Histories and “ga y ” and “lesbian” identity of the U.S. Recommended for • one lower-division course chosen from 80E, 80F, or Formations. F,W senior American studies majors. The Staff 80 G ; Introduces key concepts and debates in study of race and ethnicity in U.S. by focusing on a particular ethnoracial 104A. U.S. Labor and the Working-Class • se v en upper-division courses chosen from 100–159; g roup (e.g., Na t i ve Americans, Mexican Americans, History, Colonial Period to 1919. W • one senior seminar from the 190 series to fulfill the Asian Americans, African Americans) or by developing a Explores the history of work, working-class people, and co m p re h e n s i v e exit req u i r ement in the major; stu- comparative perspective. May be repeated for credit. the labor movement in the U.S., with attention to race dents may petition to complete a senior thesis proj e c t (General Education Code(s): T5-Humanities and Arts or and gender dynamics and to social and cultural develop- or teach a senior-directed seminar in lieu of taking Social Sciences, E.) (F) C. Ramirez, (W) R. Ramirez ment of the working class, as well as to the development the senior seminar; of organized labor. (Also offered as History 104A. Stu- 80F. Introduction to U.S. Popular Cultures. W dents cannot receive credit for both courses.) Satisfies • two courses outside the program that are integrated Introduces key concepts and debates in popular culture American His t o r y and Institutions Req u i re m e n t . A. Hug - and related to American studies: two language cours- and media studies and discusses their importance in rela- innie es in the same language at level 4 or above or two tion to American studies. Addresses these issues by exam- Education Abr oad Program (EAP) courses or two ining films, television programs, musical recordings, 104B. U.S. Labor and the Working-Class upper-division courses in the same department or fashion, and so on and the ways in which they are pro- History, 1919 to the Present. F two upper-division courses in an area of ethnic study duced, distributed, marketed, and consumed. (General Explores the history of work, working-class people, and or 10 credits of fieldwork or internship. Education Code(s): T5-Humanities and Arts or Social the labor movement in the U.S. in global perspective with Sciences.) E. Porter attention to race and gender dynamics and to social and cultural development of the working class and political- Graduate Stu d i e s 80G. Introduction to U.S. Political Cultures. S economic changes. (Also offered as History 104B. Stu- Graduate students in the Literature and His t o r y of Introduces key concepts and debates around topics such dents cannot receive credit for both courses.) Satisfies Consciousness Dep a r tments may work towa r d a paren - as political economy, nationalism, globalization, citizen- American Hi s t o ry and Institutions Re q u i re m e n t . thetical annotation in American studies on their Ph. D . ship, class, and social movements and addresses their im- D. Frank de g r ee documents. Students in other departments must portance to American studies. Examines these issues initiate the request through their home departm e n t s . through attention to political theory, social transforma- 105A. Oral History. * Guidelines and application forms are available in the tions, and cultural representations. (General Education Study and application of the theories, methods, and eth- American Studies Dep a r tment Office in Oakes 231. Th e Code(s): T5-Humanities and Arts or Social Sciences.) G. ical issues involved in the practice of oral history. Critical fo l l o wing are req u i r ed for the annotation: Lipsitz readings and writing exercises will culminate in a 20-page oral history project. Prer equisite(s): satisfaction of the Sub - • a designated graduate adviser who is a faculty mem- 93. Field Study. F,W,S ject A and Composition requirements. Enrollment re- ber of the American Studies Dep a r tment and who Various topics to be arranged. Students submit petition to stricted to American studies majors. Enr ollment limited to will serve on the student’s qualifying examination or sponsoring agency. May be repeated for credit. The Staff 24. (General Education Code(s): W.) The Staff di s s e r tation committee; 99. Tutorial. F,W,S 105B. Understanding “America” through • submission of a significant piece of scholarly writing Various topics to be arranged. Students submit petition to Ethnography. S in the area of American studies; sponsoring agency. May be repeated for credit. The Staff Examines ethics and politics of ethnographic res e a r ch and • fi v e graduate courses in American studies selected various methodologies. Students collect their own ethno- fr om rel e v ant offerings of any UCSC department or Upper-Division Courses graphic data to be analyzed with relevant theory in a final pr ogram, with at least three courses taught by faculty capstone project. (Formerly course 190A.). Enr ollment re- members of the American Studies Dep a rt m e n t ; 100. Key Concepts in American Studies. W stricted to senior American studies majors. Enrollment Introduction to key American studies concepts, featuring limited to 20. R. Ramirez • teaching experience as a teaching assistant or instruc - the close scrutiny of a small selection of representative tor in an American studies course. American studies texts, lectures by several American stud- 107A. U.S. Popular Culture: 1800–1918. * A survey of major popular cultural forms and texts in the Plans are currently underway to launch an interdi v i s i o n a l ies faculty, and careful attention to analytical writing. Pre- pre-WWI era including Minstrelsy, Uncle Tom’s Cabin, doctoral program in comparative United States studies requisite(s): satisfaction of the Subject A and Composition P.T. Barnum, Ramona, The Wizard of Oz, and Birth of a (CUSSP). Enr ollment in the program is projected for fall requirements. Enrollment restricted to sophomores, jun- Nation, with attention to historical context and theory. 2005 or 2006. iors and seniors. (General Education Code(s): W.) C. Ramirez F. Robinson Lower-Division Courses 101. Race and Ethnicity. * 107B. U.S. Popular Culture: 1920–Present. * A critical examination of sociological and historical liter- Major popular cultural forms from the 1920s to the pres- 1. America and Americans. W,S ature on race/ethnic formations and relations in U.S. so- ent. Topics include early “race” recordings; Depression An introductory course to basic theories in American ciety within the socioeconomic and political contexts of radicalism; WWII entertainments; the Cold War; popu- studies, including the U.S. in historical and transnational capitalism and colonization. Concepts and theories are lar film genres; the 1970s and 1980s contemporary music

*Not offered in 2004–05 108 PROGRAMS AND COURSES

(conjunto, jazz, rock, and rap). Particular attention to colonization and Christianization on Native women, 127D. Filipino Americans: History and multicultural issues. Course 107A re c o m m e n d e d . political activism, the role of Native women in tribal Culture. * E. Porter politics, and contemporary artistic production. (Gen- Examines the history and culture of Filipinos in the eral Education Code(s): E.) R. Ramirez U.S. from 1763 to present day within the context of 109A. Technology and American Culture. * 123H. Native Americans: Decolonization, colonial and postcolonial relations between the Phi l i p - Assesses political conditions under which the U.S. became pines and the U.S. Topics include immigration, labor, committed to certain technologies, discusses merits of re- Identity, and Resistance. * This course examines how Native Americans are con- community, identity, politics, and contemporary is- cent accounts of “crisis” in our politics and environment, sues. (General Education Code(s): E.) The Staff and examines alternatives to mainstream politics and tech- structed by the dominant discourse on race, culture, no l o g y . Enr ollment restricted to sophomores, juniors, and and gender and how they subvert these negative repre- 127E. Asian American Women. * seniors. The Staff sentations through autobiography, novels, and humor. Examines the intersectionality of race, class, gender, (General Education Code(s): E.) R. Ramirez and sexuality in the history and lives of Asian Ameri- 109B. Science Fiction in Multicultural can women from a woman-centered perspective. Top- America. F 123T. Inventing the Savage. * Examines how colonialism is at the root cause of cul- ics include immigration, work, family, identities, Science fiction by authors and artists of diverse cultural sexploitation, and political and social activism. Stu- ba c k g r ounds, contextualized within the political and eco- tural trauma in Native American communities; how colonialism affects both the colonizer and the colo- dents cannot receive credit for this course and History nomic conditions of the U.S. Enrollment restricted to 189. (General Education Code(s): E.) The Staff sophomores, juniors, and seniors. C. Ramirez nized; how Native American scholars have theorized cultural trauma; and using novels, how Native Ameri- 127F. Chinese Americans: History and 111A. The West in American Culture. * cans create strategies to heal from the negative effects Culture. * Features texts with Western settings and with representa- of colonialism. (General Education Code(s): E.) Examines the history, culture, and politics of Chinese tive casts of Western characters. The often contradictory R. Ramirez Americans from the California Gold Rush to present patterns that emerge from this regional literature and the day within the context of socioeconomic and political qualities that attach to its familiar hero are explored. 125. African American Studies. developments in China and the U.S. Topics include F. Robinson 125A. Aspects of African American Cul t u r e. * immigration and labor patterns; race, gender, and class A seminar examining the dominant and defining char- dynamics; family and community development; iden- 112. Immigration and Assimilation. F acteristics of African American culture, covering such tity politics; and cultural expressions. (General Educa- Examines immigration to U.S. from colonial era to pres- areas as folklore, religion, politics, music, verbal arts, tion Code(s): E.) The Staff ent with special emphasis on issues of citizenship, social and social ritual, as well as more “everyday” manifesta- identities, and social membership. G. Lipsitz 127K. South Asian Americans. * tions of the culture. May be repeated for credit. (Gen- Examines South Asian migration to the U.S., with spe- 113A. Imagining America. S eral Education Code(s): E.) The Staff cific attention to historical and political contexts of im- Examination of varied and often conflicting ways the am- 125E. Jazz Cultures. F migration and to (re)configurations of culture, politics, biguous entity conventionally labeled “America” has been Exp l o r es the meaning of jazz in American culture, par- and identity in the South Asian American diaspora. imagined, both positively and negatively, in political ticularly the social and cultural forces that have pro- (General Education Code(s): E.) The Staff speeches, painting, fiction, film, television, music, drama, duced different jazz styles and the various ways that advertising, parades, and other modes of expression. social conflicts and ideals have been displaced onto 141. The Great Book of America. * M. Cowan jazz. A prior familiarity with the music itself will be The course will feature texts that were conceived as, or helpful but is not re q u i red. (General Ed u c a t i o n have been widely received as, expressions of themes and 114A. Politics and American Culture. * Code(s): E.) E. Porter values that are especially or essentially American. Moby Examination of major conceptions of citizenship in the Dick, Walden, Leaves of Grass, and Huckleberry Finn are context of American society and culture, with particular 125G. African American Life in the City. S such books. F. Robinson attention both to the sources of these conceptions in Wes t - Examines social and cultural history of three black ern political thought and to their elaboration and testing urban communities: Chicago, Los Angeles, and New 145. Mark Twain and American Culture. W in specific historical situations. Enrollment restricted to York. Focusing primarily on the mid-to-late twentieth A survey of Mark Twain’s major writings with special at- juniors and seniors. The Staff century; considers black life through sociological, mu- tention to biography and historical content. The writer’s sical, literary, and historical sources. (General Educa- status as a leading cultural spokesperson is also explored. 114B. Marxist Thought in American Culture. * tion Code(s): E.) T. Rose Satisfies literature major req u i r ement. Students cannot re- Explores history of Marxist thought and activism in the ce i v e credit for this course and American Literature 120B. U.S. with special emphasis on uses and effects of Marx i s m 125X. Hip Hop Music Culture. F F. Robinson within aggrieved communities of color. Prerequisite(s): Examines hip hop music and culture since its inception Satisfaction of the Subject A and Composition require- and addresses the contexts for its emergence in U.S. 157. Sexual Identities and Communities. * ments. (General Education Code(s): W.) G. Lipsitz cities: sampling, cultural crossings, market forces, aes- Examines how gay, lesbian, bisexual, and transgendered thetics, popular culture debates, race, culture, gender, people negotiate the intersections of their sexual and gen- 118A. American Musical Theater. * sexuality, and class. (General Education Code(s): E.) der identities with their racial, ethnic, and class identities An examination of representative works of the American T. Rose in the contemporary U.S. Considers the ramifications of musical theater in the nineteenth and twentieth centuries, these intersections for notions of “gay issues” and “queer with attention to ways in which they illustrate significant 126. Chicano Studies. communities.” The Staff aspects of American life and address problems of politics, 126B. Chicana/o Music. * class, race, and gender. (Also offered as Cowell College Examines Chicana/o music. Topics include corridos 188. 9/11. S 118A. Students cannot receive credit for both courses.) and border rebellion, music and social movements, Considers the events of September 11, 2001, and the sub- Enrollment limited to 40. The Staff Chicano radio and record industries, Chicanas/os and sequent changes in U.S. society and in the country’s role the emergence of rock and roll, Latin American/Latino across the globe. Focuses on three arenas where these 121C. Mixed Race in America. * music, and contemporary Chicana/o music. (General transformations have occurred: politics, culture, popular Examines what it means to be of mixed race in America Education Code(s): E.) The Staff culture, and racial and ethnic relations. E. Porter along historical, social, political, and cinematic lines. Th e - ories on racial and identity formation applied to under- 127. Asian American Studies. 190. Senior Seminars. standing multiracial experiences of various racial groups in Capstone seminars enable American studies seniors to the U.S. (General Education Code(s): E.) The Staff 127A. Aspects of Asian American Culture. F apply their overall training in interdisciplinary research Selected topics on Asian American culture, religion, and analysis to major problems in the field. Topics vary 123. Native American Studies. music, foodways, literature, theater, film, and/or art. from year to year. Satisfies American studies senior com- May be repeated for credit. (General Ed u c a t i o n prehensive requirement. 123F. Native American Women. S Code(s): E.) The Staff Introduces students to the history of Native North American women’s lives. Topics include the impact of ANTHROPOLOGY 109

190C. Debating American Culture. * 199. Tutorial. F,W,S 225. Black Feminist Thought and Practice. * Examines major debates about national culture in the Various topics to be arranged. Students submit petition to Explores the development of African American feminist U.S., considered in the context of ethnic, class, gen- sponsoring agency. May be repeated for credit. The Staff thought and its articulations in writing, music, literature, de r ed, and other subnational and transnational cultural and practice in the twen t i e t h - c e n t u r y U.S. Black women’s formations and of rel e v ant social, political, and cultural 199F. Tutorial (2 credits). F,W,S sexuality a major theme, especially motherhood, politics th e o r y. Enr ollment restricted to senior American stud- Various topics to be arranged. Students submit petition to of reproduction, and sexual narratives. Enrollment re- ies majors. Enrollment limited to 20. M. Cowan sponsoring agency. May be repeated for credit. The Staff stricted to graduate students. Enrollment limited to 10. T. Rose 190D. American Studies and Cultural Graduate Courses Studies. W 295. Directed Reading. F,W,S Examines the history and state of the field of American 205. Theorizing American Culture. * Directed reading which does not involve a term paper. studies. Inv estigates current debates in the field, with a Designed for graduate students. Students submit petition focus on recent calls for a “post-nationalist” American A selective examination of theoretical and methodological issues central to American studies, of the history of at- to sponsoring agency. May be repeated for credit. The studies, and begins to chart some of the directions in Staff which the field is moving. Encourages students to re- tempts to consider the U.S. as manifesting a cultural sys- flect on their education in American studies at UCSC. tem, and of contemporary critiques that prob l e m a t i z e the 296. Special Student Seminar. F,W,S (Formerly New Directions in American Studies. ). En- focusing of cultural analysis on a nation-state. Enro l l m e n t A seminar study group for graduate students arranged be- rollment restricted to senior American studies majors. restricted to graduate students. M. Cowan tween students and faculty member. Students submit pe- Enrollment limited to 20. G. Lipsitz 207. Politics of Popular Music. * tition to sponsoring agency. May be repeated for credit. The Staff 190E. Rethinking American Studies. W Engages a number of the critical theoretical and method- As a culminating experience in the major, the seminar ological issues raised in contemporary studies of popular 297. Independent Study. F,W,S intends to encourage seniors to meditate critically on music. Exp l o r es these issues while reading case studies that Independent study for graduate students who need to es- what American studies is and what it will be in the fu- range across scholarly disciplines and musical genres. En- tablish a res e a r ch area for their thesis. Students submit pe- ture. Focuses much attention on recent calls for a rollment restricted to graduate students. Enrollment lim- tition to sponsoring agency. May be repeated for credit. “p o s t - n a t i o n a l i s t” American studies, considers the ited to 10. E. Porter The Staff possibilities/problems such imperatives bring, and an- al y z es recent work in this direction. Enr ollment limited 208. Readings in the His t o r y of the U.S. West. * 299. Thesis Research. F,W,S to 20. E. Porter Exp l o r es recent trends in historical scholarship on the U.S. Independent thesis research for graduate students. Stu- West, including the use of Western resources, the rela- dents submit petition to sponsoring agency. May be re- 190H. Race, Politics, and Region. S tionship between urban and rural places in the West, and peated for credit. The Staff Examines race relations in western U.S. with particu- the diversity of Western peoples. In order to reflect on the lar emphasis upon California since 1945. Students ex- variety of ways in which scholars communicate their un- amine the experiences of African Americans, Asian derstandings of history, students also read a variety of ac- Americans, Eur opean Americans, Mexican Americans, ademic books. Enrollment limited to 20. A. Huginnie and Native Americans and how class and gender poli- An t h r o p o l o g y tics shape and, at times, become the language for race 210. Studies in Early American Nationality. * relations. Enrollment restricted to senior American Examines the relationship of the attempts to legitimize studies majors. Enr ollment limited to 20. (General Ed- U.S. nationhood in the late eighteenth and nineteenth 361 Social Sciences 1 Bui l d i n g ucation Code(s): E.) A. Huginnie centuries and the construction during this period of the (831) 459-2380 concept of a national culture. Particular stress is given to ht t p : / / a n t h r o.u c s c . e d u / 192. Directed Student Teaching. F,W,S the ideological functions served by the developing con- Teaching of a lower-division seminar under faculty su- ception of American nation as both polity and culture. Faculty and Professional Int e re s t s pervision. (See course 42.) For students with upper-divi- Enrollment restricted to graduate students. Enrollment sion standing who have submitted a proposal supported limited to 8. M. Cowan by a faculty member willing to supervise. The Staff Prof e s s o r 211. Nativity, Culture, Race, and Space. * 193. Field Study. F,W,S This seminar examines the concept of “na t i v i t y ” (of being DON A L D BRE N N E I S Linguistic anthrop o l o g y, folklore, legal anthrop o l o g y, Individual studies program undertaken off campus. Stu- or claiming to be native to a particular location) and how dents submit petition to sponsoring agency. May be re- et h n o m u s i c o l o g y, overseas Indians, South Asia, disputing and it functions in historical and contemporary conflicts, rang- dispute management, legal language, burea u c r atic institutions peated for credit. The Staff ing from historical settler colonialism to contemporary gentrification of urban areas. Enrollment restricted to MAY N. DIA Z , Eme r i t a 194. Group Tutorial. F,W,S graduate students. Enr ollment limited to 10. A. Hug i n n i e Provides a means for a small group of students to study a SHE L L Y ERR I N G TO N particular topic in consultation with a faculty sponsor. 222. Tradition and Modernity in Black Globalization of folk art, visual and social semiotics, Students submit petition to sponsoring agency. May be re- ph o t o g ra p h y , film, the Int e r net and digital media, Southeast Culture. * Asia, and Latin Ame r i c a peated for credit. The Staff Examines the interplay of past and present in expressive cu l t u r e by, for, and about African Americans, especially in ALI S O N GAL L OWAY 195A. Senior Project. F,W,S respect to artistic and social innovations and their rela- Skeletal biology, forensic anthrop o l o g y, human adaptability For students continuing work on their senior thesis. Stu- tionships to history, collective memory, and tradition. and variation, rep ro d u c t i v e energetics, aging, race theory in dents submit petition to sponsoring agency. May be re- Upper-division students may enroll via permission code physical anthrop o l o g y peated for credit. The Staff from instructor. Enrollment restricted to graduate stu- DIA N E GIF F O R D -G ON ZA L E Z 195B. Senior Project. F,W,S dents. Enrollment limited to 15. G. Lipsitz Paleolithic and Neolithic Africa and Eur asia, colonial New Mex i c o , origins of food production, pastoral i s t s , For students continuing work on their senior thesis. Stu- 223. Cultural Citizenship. * dents submit petition to sponsoring agency. May be re- zoo a rc h a e o l o g y, history of arch a e o l o g y, interpret i v e theory, Seminar examines the right to be different and belong in visual anthrop o l o g y peated for credit. The Staff a parti c i p a t o r y, democratic sense. Exp l o r es vernacular definitions of what confers political and cultural entitlement, SUS A N HAR D I N G 198. Independent Field Study. F,W,S Cul t u r e, politics, narrat i v e, gender, local/global studies, Individual study program off campus for which faculty su- taking into consideration factors ranging from the economic to notions of dignity and respect. Enrollment re- et h n o g r aphic writing, fundamentalism, Christianity, state- pervision is not in person (e.g., supervision is by corre- making, aging, America, and Spa i n spondence). Up to three such courses may be taken for stricted to graduate students. Enrollment limited to 10. cr edit in any one quarte r . App r oval of student’s adviser and R. Ramirez ce r tification of adequate preparation req u i r ed. May be repeated for credit. The Staff

*Not offered in 2004–05 110 PROGRAMS AND COURSES

DIA N E K. LEWI S , Eme r i t a Prof e s s o r tices in present-day societies—anthropology is an especially integrative discipline. DAN I E L T. LIN G E R RAOU L BIR N B AU M (Hi s t o r y of Art and Vis u a l The anthropology program at UCSC offers courses Self and identity, politics, cultural theory, cities, violence, Cul t u re ) that reflect the diversity of the field. tr ansnational experience, Brazil, Japan Buddhist studies, religion and visual culture in China • Cultural anthropology explores the movements of CARO LY N MART I N SHA W JOH N BROWN CHI L D S (So c i o l o g y ) African societies, colonial discourse, social theory, anthrop o l o g y So c i o l o g y of knowledge, religion and social action, elitist and people, objects, and ideas in diverse societies, includ- of women, sexuality populist social movem e n t s ing our own. Cultural anthropology courses examine such topics as race and ethnicity, medicine, science, OLGA NÁJ E R A -R AM Í R E Z JAM E S T. CLI F F O R D (Hi s t o r y of Consciousness) ge n d e r , sexuality, the environment, religion, law, pop- Fol k l o r e theory, ritual, festival, dance, greater Mexican culture, His t o r y of anthrop o l o g y, trav el, and exoticism; tran s n a t i o n a l ular culture, and politics. hi s t o r y and folklore, transnationalism, identity; expres s i v e cu l t u r al studies, museum studies, indigenous studies cu l t u r e, ethnomusicology, bilingual communication, gender, • Ar chaeology uses the material evidence of human hi s t o r y, and culture of Latin America, the U.S., and Mex i c o A. RUS S E L L FLE G A L (En v i r onmental Toxi c o l o g y ) activities to understand past human lives . Ant h r opogenic perturbations of biogeochemical cycl e s , Ar chaeology at UC Santa Cruz focuses on past peo- TRI LO K I NATH PAN D E Y applications of isotopic tracers in anthrop o l o g y and Nat i v e peoples of Nor th America, cultures of India, political arc h a e o l o g y pl e ’s interactions with one another at the local level an t h ro p o l o g y, anthropological theories and comparisons and within their wider social and ecological contexts. MARG A R E T (G RE T A) A. GIB S O N (Ed u c a t i o n ) Faculty res e a r ch areas include the pre-colonial and RIC H A R D R. RAN D O L P H, Eme r i t u s Imm i g r ants and education; minority status and schooling; early post-colonial history of East Africa and the community-school relationships; ethnicity, class, gender, and STUA R T A. SCH L E G E L , Eme r i t u s American Sou t h we s t . educational processes; U.S. Mexican youth; and qualitative ANN A TSI N G res e a r ch methods • Physical anthropology traces the human journey Cul t u r e and politics, feminist theory and gender in the U.S., fr om its beginnings in Africa over five million yea r s STE PH E N R. GLI E S S M A N (Env i r onmental Stu d i e s ) social landscapes and tropical forest ethnoecologies, ethnicity, ag o . Physical anthropology courses look at fossil evi- Agro e c o l o g y, sustainable agriculture, natural history, trop i c a l local power and relations to the state in Indonesia, Southeast dence, evol u t i o n a r y theory, human variation, and the Asia, and the U.S. land use and development, ecology and management of Cal i f o r nia vegetation behavior of primate rel a t i v es in order to analyze bio- ADR I E N N E L. ZIH L M A N logical, social, and cultural changes over time. Primate and human evolution, human evol u t i o n , DON N A HAR A WAY (Hi s t o r y of Consciousness and Wom e n ’s Stu d i e s ) UCSC students have the opportunity to do independ- co m p a ra t i v e functional anatomy, sex and gender, life history ent library and field res e a r ch in cultural anthrop o l o g y , and evol u t i o n a r y theory, history of physical anthrop o l o g y Feminist theory, cultural and historical studies of science and te c h n o l o g y, relation of life and human sciences, and human- arc h a e o l o g y , and physical anthrop o l o g y . Laboratory cours- animal rel a t i o n s es in archaeology and physical anthropology offer practi- Associate Prof e s s o r cal experience in the analysis of biological and cultural PAUL KOC H (E a r th Sciences) NAN C Y N. CHE N materials. Students may use the social science media labo- Isotope biogeochemistry, vert e b r ate paleontology Medical anthrop o l o g y, visual anthrop o l o g y, urban ra t o r y to develop technical and crea t i v e skills in visual and an t h ro p o l o g y, Asian American identity, mental health, food, MAR C S. MAN G E L (E ngineering [App l i e d audio media. In cultural anthropology courses, students Ch i n a Mathematics and Sta t i s t i c s ] ) learn to carry out anthropological res e a r ch through inter- Mathematical modeling of biological phenomena, especially vi e ws, participant observation, surveys, the collection of JUD I T H A. HAB I C H T -M AUC H E Nor th American preh i s t o r y and ethnohistory; cros s - c u l t u ra l the evol u t i o n a r y ecology of growth, aging, and longevity; oral histories, and the interpretation of arch i v es. in t e r action and trade; ceramic technology; arch a e o l o g y of qu a n t i t a t i v e issues in fishery management; mathematical and Because anthropology is concerned with understand- ge n d e r , power , and identity; Southwest and Southern Pla i n s computational aspects of disease ing human interaction, it is a useful major for anyon e PATR I C I A ZAVE L L A (Latin American and Latino planning a career that invol v es working with people, HUG H RAF F L E S Stu d i e s ) especially those from diverse cultures. Some UCSC Nat u r e, the non-human, intimacy, scale, taxon o m y , writing, an t h r opology graduates are in social work, many are in Brazilian Ama zo n The relationship between women’s work and domestic labor, po vert y , family, sexuality and social networks, feminist studies, teaching, and others pursue careers in law, city planning, LIS A ROF E L et h n o g r aphic res e a r ch methods, and transnational migrat i o n politics, medicine, public health, cultural res o u r ce man- Critical theory, anthrop o l o g y of moderni t y , popular/public of Mexicana/o workers and U.S. capital agement, and journalism. Students intending to special- cu l t u r e, gender and sexuality, cultures of capitalism, iz e in anthropology usually go on to graduate school postcolonial feminist anthrop o l o g y, China Associate Prof e s s o r because professional employment in the field almost always demands an advanced degree . Assistant Prof e s s o r CAROLYN DEAN ( History of Art and Visual Culture) Most anthropology faculty have their offices in Soc i a l MAR K AND E R S O N Cul t u r al histories of the native Americas, colonial Latin Sciences 1 Building. Social Sciences 1 also houses the Racial formation, diaspora, nationalism, tran s n a t i o n a l i s m , America, and West Africa Visual Cul t u r e Res e a r ch Laboratory and laboratories for cu l t u r e and power; Latin America, African diaspora ar chaeology and physical anthropology where space is S. RAVI RAJ A N (Env i r onmental Stu d i e s ) pr ovided for laboratory and individual studies courses MELISSA L. CALDWELL Env i r onmental history and political ecology, risk and disaster and for collections of mammalian skeletal material, casts Economic anthropology; poverty and welfare; anthropology studies, science and technology studies, Nort h - S o u t h of fossil hominids, ceramics, stone tools, and other of food, memory, socialism, and postsocialism; Russia, the en v i r onmental conflicts, environmental social theory, ar chaeological arti f a c t s . former Soviet Union; and Eastern Europe en v i r onmental ethics The Anthropology Soc i e t y , a campus club, is open to NATHANIEL J. DOMINY all students interested in anthrop o l o g y . The Anthrop o l o g y Primate sensory systems, color vision, primate evolution, Assistant Prof e s s o r Colloquium showcases guest speakers and gives faculty tropical ecology, food properties, and nutritiona REN Y A RAM I R E Z (American Stu d i e s ) and students an opportunity to discuss new approaches to Nat i v e American studies, Indian identity, Nat i v e Ame r i c a n s an t h r opological questions. Students and faculty interes t e d Le c t u re r and anthrop o l o g y, urban Indians, Nat i v e American women, in archaeology also gather informally at the Arch a e o l o g y / cu l t u r al citizenship, expres s i v e culture, and anti-rac i s t ANN A P U R N A PAN D E Y Physical Anthropology For um to share information on Religions of India; women’s organizations and res i s t a n c e ed u c a t i o n fi e l d w o r k and employment opportu n i t i e s . mo vements in India; and Indians in the Bay Area, the study of their religious practices, and identity in the diaspora Prog r am Des c r i p t i o n Undergraduate Han d b o o k All undergraduate majors should obtain a copy of A ◆ ◆ ◆ An t h r opology studies people throughout the world and Guide to the Anthropology Department at UCSC from th r ough time. Because it covers a wide range of topics— the department office (361 Social Sciences I Building). physical evolution, material remains of the past, and the It outlines information on department procedures and world that humans create through their ideas and prac- requirements, program planning, independent study, ANTHROPOLOGY 111

faculty interests, and campus resources for anthropology 10 6 E Primate Behavior Laborat o r y (2 cred i t s ) All majors, including double majors, must prep a r e a majors. 10 7 Anatomy of the Human Body pr ogram of study in consultation with a member of the 10 7 L Anatomy of the Human Body Laborat o r y An t h r opology Dep a r tment. Double majors in anthrop o l - Major Req u i re m e n t s (2 cred i t s ) ogy and another discipline may be arranged by special 110 Anthropology of Movement petition. A combined major in anthropology and Earth The Anthropology Dep a r tment urges students to seek 17 0 His t o r y of Archaeological Th e o r y sciences, leading to a B.A. degree, is also offered; for that faculty advice early in planning for the major. Fac u l t y 17 2 Archaeological Res e a r ch Des i g n pr ogram description see page 167. Students going on to hold regular office hours weekly and encourage students 17 3 Origins of Farm i n g graduate school should plan course schedules in close to come in to talk about their program or course work. 174 Origins of Complex Societies consultation with faculty advisers. Peer advisers are also avai l a b l e . 17 5 A African Arch a e o l o g y Many students emphasizing archaeology within the The anthropology major is available as a general track 17 6 A Nor th American Preh i s t o r y an t h r opology major have benefited from concurren t or as an intensive specialization in one of the three major 18 0 Cer amic Analysis in Arch a e o l o g y study in the Cabrillo College Archaeological Tec h n o l o g y subdivisions of the discipline rep r esented at UCSC. To 18 0 L Cer amic Analysis Laborat o r y Ce r tificate Program. This vocational certification pro- graduate with an anthropology major in the general 18 2 A Lithic Tec h n o l o g y gram is sponsored entirely by Cabrillo College, but cred i t track, students must take courses 1, 2, 3, and either 18 3 Int r oduction to Qua n t i t a t i v e Methods in for its summer field survey and exca v ation component course 4 or an 80s-level course as background for upper- Arch a e o l o g y may be transferred for credit at UCSC. Although courses division courses. They must take a minimum of eight 184 Zoo a rc h a e o l o g y in the Archaeological Technology Certificate Prog r a m upper-division anthropology courses. At least one of 185 Ost e o l o g y of Mammals, Bir ds, and Fis h cannot be counted towa r d the anthropology major at these eight courses must be selected from each of the four Senior Seminar Courses UCSC, students who have obtained the certificate in tan- categories below: dem with their bachelor’s degree in anthropology have 19 4 A His t o r y of Evol u t i o n a r y Th e o r y expanded their employment and advanced degree pro- Sociocultural Anthropology Courses 19 4 B Co m m u n i t y gram opportunities. Students interested in exploring this 120 Cul t u r e Th r ough Fil m 19 4 E Adv anced Topics in Fol k l o r i s t i c s possibility are encouraged to consult with UCSC arch a e - 12 3 Psy chological Ant h ro p o l o g y 19 4 F Locality and Glo b a l i z a t i o n ology faculty and to visit the prog r a m ’s web site at 12 4 Ant h ro p o l o g y of Rel i g i o n 194H Thinking with Bat e s o n ww w. c a b r i l l o. c c . c a . u s / d i v i s i o n s / s o c s c i / a rc h t e c h / . 126 Sexuality and Society in 194I Ant h ro p o l o g y of Deve l o p m e n t Cros s - Cu l t u r al Per s p e c t i v e 194J Histories of For ests and Other Wild Pla c e s 12 8 Bo rn - A gain Religion and Cul t u r e 19 4 K Reading Eth n o g ra p h i e s Int e n s i v e Trac k s 129 Other Glo b a l i z a t i o n s 19 4 L So u t h w est Preh i s t o r y Students majoring in intensive tracks will complete the 13 1 Women in Cros s - Cu l t u r al Per s p e c t i v e 194M Special Topics in Medical Ant h ro p o l o g y same lower-division req u i r ements as for the general track. 13 2 Pho t o g r aphy and Ant h ro p o l o g y 194N Comparison of Cul t u re s Upper-division req u i r ements differ by track and rep l a c e 13 3 Nar ra t i v es of the Pop u l a r 194O Ant h ro p o l o g y of Sex u a l i t y the upper-division req u i r ements of the standard track. 13 4 Medical Ant h ro p o l o g y 194P Space, Place, and Cul t u r e The senior exit req u i r ement may be filled by a senior 13 6 Di a s p o r a and Transnational Ide n t i t i e s 194Q Race, Heg e m o n y , Diaspora seminar (course 194) or a senior thesis and an additional 13 7 Consuming Cul t u r e 194R Beh a v i o r al Eco l o g y in Arch a e o l o g y el e c t i v e. One 5-credit independent study course may be 138 Political Ant h ro p o l o g y 19 4 S Hearing Cul t u r e counted as an upper-division elective. 139 Language and Cul t u r e 19 4 T Politics and Ine q u a l i t y 140 Art, Artists, Arti f a c t s 194V Picturing Cul t u re s Arc h a e o l o g y 14 2 Ant h ro p o l o g y of Law 194X Women in Politics: A Th i r d Wor ld Per s p e c t i v e 14 6 Ant h ro p o l o g y and the Env i ro n m e n t An t h r opology 130 (one ethnographic course) Because of the importance of writing in the anthrop o l o g y 150 Communicating Ant h ro p o l o g y 15 2 Sur vey of Cul t u r al Ant h r opological Th e o r y 151 Wor kshop in Eth n o g ra p h y ma j o r , we offer an additional course, Anthropology 150, Communicating Ant h ro p o l o g y, as an upper-division elec- 17 0 His t o r y of Archaeological Th e o r y 15 2 Sur vey of Cul t u r al Ant h r opological Th e o r y 17 2 Archaeological Res e a r ch Des i g n 154 Documenting Cul t u r e ti v e ever y yea r . This course is strongly recommended for all students in the major. 17 3 Origins of Far ming, or 16 1 Hello Dolly! Cul t u r al Politics of Ani m a l s 17 4 Origins of Complex Societies 164 Ant h ro p o l o g y of Dance Two - c r edit courses cannot be counted towa r d the eight upper-division courses for the major. Only one 5-cred i t One upper-division area culture history course 165 Ant h r opological Fol k l o r e (175/176 series) 167 Practicing Fol k l o r e individual studies course (197, 198, or 199) may be counted towa r d the eight req u i r ed upper-division courses. Two upper-division electives Ethnographic Area Studies Courses One upper-division laboratory methods course 130A Peoples and Cul t u r es of Africa Co m p re h e n s i v e Req u i re m e n t (5 credits or more) 130B Braz i l Senior exit requirement 130C Politics and Cul t u r e in China The senior compreh e n s i v e req u i r ement in anthrop o l o g y 130D Peoples and Cul t u r es of the Middle Eas t can be fulfilled either by passing an advanced senior sem- Cultural Anthrop o l o g y 130E Cul t u r e and Politics of Island Southeast Asi a inar (194-series course), by writing an acceptable inde- 13 0 G Asian Americans in Eth n o g r aphy and Fil m pendent senior thesis, or by passing a graduate-level One upper-division archaeology or physical anthrop o - 130L Eth n o g r aphies of Latin Ame r i c a an t h r opology course. Senior seminars are small, writing- logy course 130I Cul t u r es of Ind i a in t e n s i v e classes focusing on advanced topics in anthro- 130 (one ethnographic course) 130K Politics and Cul t u r e in East Asi a po l o g y . Prer equisite for admission to a senior seminar is 15 0 Communicating Anthropology 130N Nat i v e Peoples of Nor th Ame r i c a successful completion of courses 1, 2, and 3; senior semi- 15 2 Survey of Cultural Anthropological Theory 130Q Mejicanos in Ant h r opological Discourse nars are restricted to anthropology majors. Students con- 15 1 Workshop in Ethnography, or 130S The Ant h ro p o l o g y of Black Ame r i c a sidering an independent thesis must arrange for the spon- 15 4 Documenting Culture 130U Ama zo n i a sorship and support of a faculty member before begin- Three upper-division electives ning res e a r ch. An independent senior thesis (not written 130X Special Topics in Eth n o g ra p h y Senior exit requirement Physical Anthropology and Archaeology within a 194-series course) should be based on original Courses res e a r ch and reflect the student’s understanding of fundamental theories and issues in anthrop o l o g y . The thesis Physical Anthrop o l o g y 101 Human Evol u t i o n should be comparable in content, style, and length (gen- 10 1 Human Evol u t i o n 101E Human Evolution Laborat o r y (2 cred i t s ) erally 25–30 pages) to a professional journal article in its 10 6 Primate Behavior and Eco l o g y 10 2 A Human Skeletal Bio l o g y subfield. Students writing a senior thesis must complete Two laboratory courses from the followi n g : 103 For ensic Ant h ro p o l o g y fi v e, instead of four, upper-division electives. 102A Human Skeletal Bio l o g y 104 Human Ada p t a b i l i t y 107/L Anatomy of the Human Body and Laborat o r y 10 6 Primate Behavior and Eco l o g y 130 (one ethnographic course) 112 PROGRAMS AND COURSES

152 Sur vey of Cul t u r al Ant h r opological Th e o r y M.A. degree after fulfilling specific req u i r ements during ad v anced laboratory apprenticeship courses or similar Three upper-division electives the first or second yea r . courses in other departments; two foundational courses in Senior exit requirement The study of culture and power unites the res e a rc h geographic/temporal areas or, in physical anthrop o l o g y , in t e r ests of the faculty in the cultural anthropology grad- topical areas; two graduate seminars with other anthrop o l - uate program at UC Santa Cruz. In recent years, anthro- ogy or campus faculty; one quantitative methods course; Transfer Stu d e n t s po l o g y ’s central concept of culture has been subjected to and two terms of supervised teaching experience. If possible, transfer students should complete lower - ex t r a o rd i n a r y ethnographic and theoretical pres s u r es. For The third year req u i r ements are three laboratory division req u i r ements for the major before coming to ce r tain kinds of problems, anthropologists can study cul- ap p r enticeship courses, the grant writing seminar, and UCSC by taking classes equivalent to courses 1, 2, and 3. tu r e as shared meanings—symbols, assumptions, and tutorials to prep a r e for the qualifying exams. All courses Dep a r tment policy also allows up to 10 quarter cred i t s kn o wledge—which are enduring and stabilizing and pos- outside the department must be approved by the stu- (e q u i v alent to two UCSC courses) of upper-division sess an internal logic that organizes apparently contradic- de n t ’s adviser. After advancing to Ph.D. candidacy, the transfer credit towa r d the major req u i r ement. Tra n s f e r to r y or unrelated activities. But problems requiring atten- student carries out a sustained laboratory or fieldwork students should bring a copy of their UCSC Tra n s f e r tion to power—including not only coercion, persuasion, pr oject and is expected to complete the dissertation with- Credit Sum m a r y and an unofficial copy of all perti n e n t and authority, but also the discursive practices by which in a year after finishing res e a rc h . transcripts to the adviser in charge of undergraduate meanings are produced and contested—have led anthro- studies in the department office (361 Social Sciences 1 pologists to ret h e o r i z e culture. In this perspective, culture Lower-Division Courses Building) as soon as possible after reaching campus so is not shared equally but is positioned within a field of that prer equisites can be verified and course enrol l m e n t inequalities; is more the outcome of events than their 1. Introduction to Human Evolution. F can proceed smoothly. pr econdition; and is as readily manifested in disorde r , Study of evolution illustrated by Pleistocene hominid fos- conflict, and fragmentation as in order and stability. sils and variation in living human groups. Behavior and Peer Adv i s e r s Our concentration on culture and power and on the evolution of primates examined as they contribute to the co n s t r uction of anthropological knowledge is especially understanding of human evolution. Required for all an- As a supplement to academic advising offered by faculty well suited for drawing together specialists in challenging thropology majors. (General Education Code(s): IN.) A. members, the Anthropology Dep a r tment has instituted a and enriching conversations. Rather than rep r oduce the Zihlman peer adviser program. The peer advisers are juniors and boundaries among the traditional subfields of anthrop o l - seniors who have been trained to help students with og y , we explore how recombinations of these approa c h e s 2. Introduction to Cultural Anthropology. W questions and general guidance through the anthrop o l o - can elucidate specific anthropological prob l e m s . A number of different peoples are studied and a variety of gy major. Peer advisers hold regularly scheduled office Wor king with their faculty advisory committee, stu- approaches to the nature of the culture and to the study hours in the department office, the Peer Advising Off i c e dents in cultural anthropology have considerable free d o m of specific cultures presented. Required for all anthropol- (347A Social Sciences I), and the Ethnographic Library to design their own programs of study after completing ogy majors. (General Education Code(s): IS.) N. Chen (328 Social Sciences I). the two-quarter core course and the ethnographic practice course during the first yea r . To achieve Ph.D. candi- 3. Introduction to Archaeology. S Hon o r s da c y , students are expected to pass a first-year rev i e w of Overview of ways of learning about the human past be- their written work, take three additional 5-credit courses yond the scope of written history. Rev i e ws development of Honors in anthropology are awarded to graduating sen- in anthropology (excluding independent study courses), archaeology, fundamental methods and theories, and ar- iors whose evaluations are judged to be consistently out- maintain satisfactory academic prog r ess, satisfy the ch a e o l o g y ’s contribution to understanding human origins, standing by a committee of anthropology faculty. ethnographic writing req u i r ement and the foreign lan- the emergence of farming, and the origins of complex so- Highest Honors in the major are res e r ved for students guage req u i r ement, pass a qualifying exam at the end of cieties. (General Education Code(s): IS.) J. Habicht who have rec e i v ed consistently superior evaluations and a the third yea r , and meet the specific req u i r ements of the Mauche notation of Honors on their senior compreh e n s i v e Division of Graduate Studies. After advancing to Ph. D . req u i r ement (senior seminar or senior thesis). 4. Public Life and Contemporary Issues. W ca n d i d a c y , students carry out a sustained ethnographic How can cultural anthropology help us to understand cur- fi e l d w o r k project and are expected to complete their dis- rent events unfolding locally, nationally, and globally? Stu - Minor Req u i re m e n t s se r tation within a year after returning from the field. dents learn how to “rea d ” newspapers differently—that is, Graduate students in cultural anthropology may obtain Students earn a minor in anthropology by completing through the lens of cultural analysis. The world of every- a notation on the anthropology Ph.D. diploma indicating day politics and society, as it unfolds in debates happen- all of the requirements for the major with the following that they have specialized in women’s studies if they meet differences: ing right now, forms the topical substance of the course. req u i r ements spelled out by the individual committee (General Education Code(s): IS.) A. Tsing • The number of upper-division courses is red u c e d composed of anthropology and women’s studies faculty. fr om eight to six. Of these, at least one must be from The Ph.D. program in archaeology is highly selective 42. Student-Directed Seminar. each of the following categories: (1) sociocultural and emphasizes intersections of theories of economy and Seminars taught by upper-division students under faculty an t h ro p o l o g y , (2) ethnographic area studies, and (3) pr oduction, human ecology, gender, and ethnicity, all of supervision. (See course 192.). The Staff physical anthropology or arch a e o l o g y . which is augmented by rigorous laboratory appren t i c e - ships. Training is offered in combinations of the follow- 80B. African Women. * • Independent study courses cannot be used towa r d ing: ceramic analysis; zoo a r chaeology; isotopic characteri- Survey of the position and roles of women in African so- completion of the minor. zation studies; and archaeology of the Sou t h we s t , cieties with different social, political, and economic or- • No senior seminar or thesis is req u i re d . California, and Africa. ganizations. Off e r ed in alternate academic years. (Gen e r a l The Ph.D. program in physical anthropology com- Education Code(s): T3-Social Sciences, E.) C. Shaw For more information reg a r ding department policies, bines a strong emphasis on hard and soft tissue anatomy 80C. Buried Lives. * please consult the undergraduate adviser at the with a broad evol u t i o n a r y perspective. This highly selec- An t h r opology Dep a r tment Office, 361 Social Sciences 1 Burials provide us with a glimpse of individuals and the ti v e track is characterized by intense mentoring of stu- context in which they lived their lives. This course com- Building. A handbook on the anthropology program is dents, invol v ement of students in instruction as well as av ailable there or online. bines an examination of the depiction of bodies in popu- course work, and interdi s c i p l i n a r y training. Specific train- lar media, scholarly discussions, and the possibility of ing is offered in skeletal biology, primate anatomy, foren - alternative interpretations. (General Education Code(s): Graduate Prog ra m sic anthrop o l o g y , and evol u t i o n a r y theory. T3-Social Sciences.) A. Galloway The anthropology doctoral program at UCSC consists of Although the areas of study of the archaeology and th r ee tracks. The majority of students are admitted to the physical anthropology programs are distinct, their paths 80D. Africa Today. F cultural anthropology program. Small numbers of stu- tow a r d the Ph.D. are the same. In the first yea r , students Present-day values and social life of selected sub-Saharan dents are admitted to the programs in either arch a e o l o g y take two foundational theory courses and pass a rev i e w of African people examined using anthropological studies or physical anthrop o l o g y . Although applicants are accept- their work. Within the first two years of study, students and African literature. (General Education Code(s): T3- ed only for the Ph.D. program, students may obtain an complete at least two foundational materials/methods Social Sciences, E.) The Staff courses or laboratory courses in other departments; two ANTHROPOLOGY 113

80F. Exotic Tours. W 99. Tutorial. F,W,S 107L. Anatomy of the Human Body Exp l o r es exotic (including extreme, adven t u r e, ethnic, and Students submit petition to sponsoring agency. The Staff Laboratory (2 credits). S eco) tourism and journalism using writings, photography, Study of structure and function of the human body using and web sites. It is, in effect, a series of virtual exotic tours, Upper-Division Courses dissection, comparative vertebrate anatomy, anatomical each one centered around an itinerary drawn from actual models, and computer-assisted instruction. Students are tours. (General Education Code(s): T3-Social Sciences.) 100P. Cultural Performance: Filipino American billed for a lab fee. Students cannot receive credit for this The Staff Experience (2 credits). W course and course 207L. (Also offered as Biology 135L. This course offers two credits to students participating in Students cannot receive credit for both courses.) Prereq- 80I. Culture and Power in Latin America. * uisite(s): course 1 or Biology 20B; concurrent enrollment Introduces key issues in the anthropology of Latin Amer- the production of the Pilipino Cultural Celebration (PCC), a cultural performance held annually which in- in course 107 is required. Enrollment limited to 20. ica, with emphasis on identity formation, cultural prac- N. Dominy tices, and power. Major themes include race, class, and cludes four aspects: theater, folk dance, choir, and con- gender as intersecting forms of oppression, violence, and te m p o r a r y dance. Audition req u i r ed. May be repeated for 110. Anthropology of Movement. * terror and indigenous social movements. (General Edu- credit. O. Najera Ramirez Comparative and evolutionary anatomy of human per- cation Code(s): T3-Social Sciences, E.) M. Anderson 101. Human Evolution. W formance. Examines locomotor systems and their underlying structure and evolution through videos, skeletons, 80J. Introduction to Visual Culture. S Study of human evolution covering the last five million years. Examines the fossil evidence and emphasizes the re- and dissections in a variety of mammals, primates, and hu- Introduces current issues in cultural anthropology using mans. Prerequisite(s): courses 106 or 101; 102 or 107 or film as a medium with which to explore culture. Raises construction of behavior from the paleontological and anatomical evidence. Prerequisite(s): course 1. Offered in 164 or 185; or by interview. Enrollment limited to 20. questions about visual rep r esentations and the portrayal of A. Zihlman cultural difference in the context of global inequalities. alternate academic years. A. Zihlman (General Education Code(s): T3-Social Sciences.) The 101E. Human Evolution Laboratory 120. Culture through Film. W Staff (2 credits). * Introduces current issues in cultural anthropology using La b o r a t o r y focuses on the locomotor, dental, facial-cranial film as a medium with which to explore culture. Raises 80K. Culture through Food. * questions about visual rep r esentation and the portrayal of Examines anthropology of food and politics of eating. anatomy of hominids. Meets weekly, with exercises designed around primate and human skeletal materials and cultural difference in the context of global inequalities. Cultural and social uses of food in rituals of solidarity or Prerequisite(s): course 2 or 80J or Film 20A or 20B, or fasting, identities and meanings of food for individuals, casts of fossil hominids. Concurrent enrollment in course 101. Enrollment limited to 15. A. Zihlman His t o r y of Art and Visual Cul t u r e 10D, 10E, 10F or 10G. and consumption in the global context are key compo- S. Errington nents of study.Will be offered in the 2005–06 academic 102A. Human Skeletal Biology. S year. (General Education Code(s): T3-Social Sciences.) Presents basic human osteology allowing students to iden- 120L. Culture Through Film Laboratory (2 N. Chen tify skeletal material by element. Emp h a s i z es the dynamic credits). W This lab in video production is to train students in Cul - 80L. Anthropology of Performance. F nature of bone by integrating anatomy with a discussion of bone physiology within the context of the human life t u re T h rough Fi l m , course 120. T h rough lecture s , Introduction to performance studies and theater anthro- demonstrations, hands-on instruction, and review of stu- pology investigates performance traditions across cultures . cycle. Prerequisite(s): course 1. Enrollment limited to 16. The Staff dents’ work in progress, the lab will enable students en- Learn to connect theory and practice by relating class dis- rolled in Cul t u r e Th r ough Fil m to learn the fundamentals cussions of readings and documentary films to experiences 103. Forensic Anthropology. F of film/video pre-production, production, and post-proof practical performance exer cises led by instruc t o r . (Gen - Co vers the basic analysis of human skeletal remains for the duction skills. Portfolio review prior to enrollment and eral Education Code(s): T3-Social Sciences.) V. Magnat medicolegal profession. Assessment of age, sex, ancestry, concurrent enrollment in course 120 required. Enroll- 80O. Environmental Politics. S and general physical characteristics, trauma, and disease ment limited to 15. The Staff A survey course on anthropological approaches to envi- are discussed. Legal responsibilities of the anthropologist are addressed. A. Galloway 122. Culture and Education. * ronmental questions that covers the history of anthropol- An t h r opological study of themes and issues in educational ogy’s engagement with environmental politics. Considers 104. Human Adaptability. * research, reform, and practice. Investigates education as a the various “ecologies,” cultural, symbolic, historical, po- Explores the major environmental factors (temperature, pr ocess that disseminates and regenerates culture. Exp l o re s litical, and the types of analyses these have enabled. (Gen - altitude, diet, and disease); how they are perceived by the cultural components of various educational settings and eral Education Code(s): T3-Social Sciences.) The Staff human body; the physiological, micro- and dynamics of their relationships. Prerequisite(s): course 2. 80P. India and Indian Diaspora through ma c r oanatomical responses; and how behavior and culture The Staff Films. W can modify the impact of these stresses. Course 1 is highly recommended as preparation. The Staff 123. Psychological Anthropology. F Explores several themes of relevance in contemporary An introduction to some of the central theoretical issues India and Indian diaspora, concentrating on anthropo- 106. Primate Behavior and Ecology. * in psychological anthropology. Psychoanalytic, cognitive, logical research and various documentary and popular The nature of primate social systems and social bonds is and relativist perspectives on the link between person and Bollywood films. Through films and ethnographies, stu- examined in the light of evolutionary and ecological con- society are discussed and compared. The Staff dents analyze the nature of anthropological contributions cepts. Students cannot receive credit for this course and to the study of Indian societies. (General Education course 206. Prerequisite(s): course 1. A. Zihlman 124. Anthropology of Religion. S Code(s): T3-Social Sciences, E.) A. Pandey Study of the phenomenon of religion as manifested in 106E. Primate Behavior Laboratory ethnographic literature, with special attention to tradi- 80Y. Power, Politics, and Protest. * (2 credits). * tional and recent modes of analysis of religious behavior. Examines the many ways in which organized groups en- Focuses on locomotor and dental-cranial anatomy and Special topics include myth, religious healing, witchcraft gage in political protest against those whom they under- skeletal/dental development of primates. Weekly meet- and sorc e ry, ritual, and millenarian move m e n t s . stand to dominate them. The course first establishes the ings, with exercises designed around primate materials. A. Pandey framework for the discussion of power, politics, and Co n c u r r ent enrollment in course 106. Enr ollment limited pr otest, and then examines a variety of forms taken by po- to 15. A. Zihlman 126. Sexuality and Society in Cross-Cultural litical protests worldwide. Will be offered in the 2005–06 Perspective. F academic year. (General Education Code(s): T3-Social 107. Anatomy of the Human Body. S The meaning and social processes associated with sexual- Sciences.) T. Pandey Study of structure and function of the human body ity in selected societies. Examination of variations in sex- through lectures with an evolutionary perspective includ- ual expressions and control of sexuality, and in economic 93. Field Study. F,W,S ing regional anatomy and body systems. Students cannot and political organizations, highlights the interrelation- Supervised research or organized projects on anthropo- rec e i v e credit for this course and course 207. (Also offered ship of sex and society. Prer equisite(s): course 2. The Sta f f logical topics for lower-division students. Conducted ei- as Biology 135. Students cannot receive credit for both ther on or off campus. Students submit petition to courses.) Pre requisite(s): course 1 or Biology 20B. sponsoring agency. May be repeated for credit. The Staff N. Dominy

*Not offered in 2004–05 114 PROGRAMS AND COURSES

128. Born-Again Religion and Culture. * 130I. Cultures of India. W 132. Photography and Anthropology. F Study of contemporary, American, born-again Protestant An examination of anthropological studies of tribal, Moving historically from woodcuts and paintings to the discourse using ethnographic materials and interpretive rural, and urban cultures of India and a look at changes World Wide Web , but emphasizing the invention and de- theories. Topics include biblical literalism, Christian con- taking place in India. Prer equisite(s): course 2. Off e re d velopment of documentary photography, this course ex- version and self-fabulation, charismatic gifts, preaching, in alternate academic years. (General Ed u c a t i o n plores the world of images depicting society and culture. sacrificial giving, prosperity theology, apocalypticism, cre- Code(s): E.) T. Pandey Major theoretical approaches to “rea d i n g ” pictures will be ationism, pro-family and pro-life rhetoric, and televange- 130K. Politics and Culture in East Asia. * em p h a s i z ed, and students must produce a final project in- lism. Will be offered in the 2005–06 academic year. Introduces scholarship that rethinks the conventional corporating visual images. Prer equisite(s): course 2 or His - S. Harding wisdom about colonialism and modernity in China, to r y of Art and Visual Cul t u r e 10D or 10E or 10F or 10G or Art 30. The Staff 129. Other Globalizations: Cultures and Japan, and Kor ea. Emphasis on the production of colo- Histories of Interconnection. * nial knowledge about Asian “ot h e r s ” and genealogies of 132L. Photography and Anthropology The history of social and cultural interconnections at a nationalism, tradition/modernity, history / m e m o ry, Laboratory (2 credits). F global scale. Anthropological approaches to the study of race and gender.Will be offered in the 2005–06 aca- This still photography lab trains students in the basic op- cultural encounter are used to investigate topics such as demic yea r . (General Education Code(s): E.) The Sta f f erations and techniques of the camera and the creation of trade, religion, and citizenship and to evaluate shifting 130L. Ethnographies of Latin America. * a set of still photographs to use for social documentation. concepts of civilization and barbarism. Prerequisite(s): A broad introduction to issues and areas of cultural It includes lectures, demonstrations, hands-on instruc t i o n , course 2. A. Tsing pr oduction and transformation in the Caribbean, Mex - and a continuous re v i ew of the students’ work in progress. It does not include darkroom work. Prerequi- 130. Enthographic Area Studies. ico, and Central and South America. Colonial, neo- colonial, class, ethnic, gender, religious, ecological, and site(s):Concurrent enrollment in course 112 and a port- 130A. Peoples and Cultures of Africa. S political relations intersect as represented in ethnogra- folio re v i ew. En rollment restricted to anthro p o l o g y Survey of sub-Saharan societies. Analysis of principles phies and film. Will be offered in the 2006–07 aca- majors. Enrollment limited to 30. The Staff of social organization and factors of cultural unity of demic ye a r. Pre requisite(s): course 2. (Ge n e r a l 133. Narratives of the Popular. * selected western, eastern, central, and southern African Education Code(s): E.) The Staff peoples. (General Education Code(s): E.) C. Shaw Add r esses the increasing importance of popular culture as 130N. Native Peoples of North America. S the terrain upon which to address issues of culture and 130B. Brazil. * A survey of Native American cultures and experience power. Emphasizes an ethnographic approach to popular Examines Brazilian culture and its link to interpersonal during the past century, with emphasis on Pueblo cul- cu l t u r e as sociocultural phenomena. Students learn about relationships, religion, politics, and psychological ex- tures of the American Southwest. (General Education a variety of activities including television and film viewi n g , perience. (General Education Code(s): E.) D. Linger Code(s): E.) T. Pandey music, fashion, photography, postcards, comic books, and 130C. Politics and Culture in China. * 130Q. Mejicanos in Anthropological urban spatial relations and architecture. Offered in alter- Joins substantive information “about” Chinese society Discourse. F nate academic years. L. Rofel and culture with debates in social theory and rethinks Provides students with an opportunity to critically an- 134. Medical Anthropology: An conventional wisdom about colonialism and moder- alyze various ethnographic accounts of Mexican com- Introduction. F nity.Topics include representations of “Chineseness,” munities on both sides of the border. Uncovers how Cross-cultural study of health, disease, and illness behav- class revolution, Chinese diaspora, popular culture, anthropologists in this century have approached Mex- ior from ecological and ethnomedical perspectives. Imp l i - family and kinship, nationalism, history / m e m o ry, ican culture by examining the methodologies, theories, cations for biomedical health care policy. N. Chen race and gender. (General Education Code(s): E.) evidence, and conclusions employed and/or produced N. Chen in these works. (General Education Code(s): E.) 138. Political Anthropology. F 130D. Peoples and Cultures of the Middle O. Najera Ramirez The ideas, in selected non-Western societies, about the na- East. F ture of power, order, social cohesion, and the political or- 130S. The Anthropology of Black America. S ganization of these societies. (Also offered as Legal Stu d i e s Religion, culture, and change in the Middle East with Sur veys and critically examines ethnographic studies of emphasis on the Arab world. (General Education 118. Students cannot rec e i v e credit for both courses.) Of- black American culture. Studying classic works by pi- fered in alternate academic years. T. Pandey Code(s): E.) The Staff oneers of black anthropology as well as contemporary 130E. Culture and Politics of Island ethnographies, interrogates key issues in black Ameri- 139. Language and Culture. S Southeast Asia. * can life: race, gender, class, identity, and community. Examination of language system and language use in re- Southeast Asia includes a variety of societies exhibiting (General Education Code(s): E.) The Staff lationship to cultural contexts of communication in Wes t - many ecological adaptations, religions, marriage sys- 130U. Amazonia. W ern and non-Western societies. Topics include the tems, and experiences with colonial powers. Case stud- An introduction to the anthropology of Amazonia. Sapir-Whorf linguistic relativity hypothesis; linguistic ies of particular societies, chosen to reveal variety, are Students consider the emergence of Amazonia as a re- constructions of gender; speech variation in relation to examined comparativel y . Emphasis on religion and so- gion, examining the history and politics of social trans- class, ethnicity, and national identity; and the emergence cial organization. Prerequisite(s): course 2. (General formation. The second half of the course is devoted to of self in communicative acts. Prerequisite(s): course 2. Education Code(s): E.) A. Tsing close reading of key ethnographic monographs. Pre- D. Brenneis 130G. Asian Americans in Ethnography and requisite(s): course 2 or 146. (General Education 140. Art, Artists, Artifacts. S Film. * Code(s): E.) H. Raffles Studies the ways of interpreting non-Western art, both in Critically examines category of Asian Americans. Ad- 130X. Special Topics in Ethnography. F,W,S the context of the Western art world and in the context of dresses historic representations of Asians and Asian This course on special topics in ethnography will be the societies that produced the art forms. The Staff Americans in ethnographic res e a r ch and film. Exp l o re s taught on a rotating basis by various faculty members. contemporary issues of race, culture, and politics Precise focus of each year’s courses will vary according 142. Anthropology of Law. S through ethnographic practice and cultural produc- to the instructor and will be announced by the de- An ethnographically informed consideration of law, dis- tion. Will be offered in the 2006–07 academic year. partment. May be repeated for credit. The Staff pute management, and social control in a range of soci- (General Education Code(s): E.) N. Chen eties including the contemporary U.S. Topics include 131. Women in Cross-Cultural Perspective. F conflict management processes, theories of justice, legal 130H. Ethnography of Eurasia. F Examines the diversity of women’s as well as men’s roles, discourse, and relations among local, national, and Introduces students to the ethnography of Eurasia, experiences, and self-conceptions in a number of societies transnational legal systems. (Also offered as Legal Studies with special attention to the lived experience and legacy to explore how women and men shape, and are shaped by, 142. Students cannot rec e i v e credit for both courses.) En- of state socialism in this region. Topics include new pa r ticular forms of social life. Prer equisite(s): course 2. Of- rollment restricted to anthropology and legal studies ma- ideas of personhood, changing economic practices, fered in alternate academic years. M. Moodie jors. M. Moodie public health, and international development. (Gen e r a l Education Code(s): E.) M. Caldwell ANTHROPOLOGY 115

146. Anthropology and the Environment. * politics of relations between humans and other animals. and commercial relations with Med i e v al Asia and Euro p e . Examines recent approaches to study of nature and the en- Topics cover ed include classification, pets, zoos, meat, and Dis c i p l i n a r y models and assumptions critically examined in vironment. Considers historical relationship between na- cloning. Will be offered in the 2006–07 academic year. their historic and political contexts. Students cannot rec e i v e ture, science, and colonial expansion as well as key issues H. Raffles cr edit for this course and course 275A. Prere q u i s i t e ( s ) : of contemporary environmental concern: conservation, course 3 or equivalent. Enr ollment restricted to juniors and environmental justice, and social movements. Will be of- 164. The Anthropology of Dance. W seniors. Enr ollment limited to 45. D. Gif f o rd - Go n z a l e z fered in the 2005–06 academic year. Prerequisite(s): An intense reading seminar which critically reviews an- course 2. The Staff th r opological works in dance ethnography and dance the- 176A. North American Archaeology. * o ry. Recommended for anthropology majors. Dev elopment of Nat i v e cultures in Nor th America. Top i c s 150. Communicating Anthropology. F Prerequisite(s): course 2. Enrollment limited to 25. Of- include peopling of the New World, early foragers, sprea d Encourages anthropology majors to explore different fered in alternate academic years. The Staff of agriculture and complex societies in the Sou t h w est and means of communicating anthropology with much at- Eastern Woodlands, and rev i e w of cultural devel o p m e n t s tention to individual writing and presentation skills. In- 165. Anthropological Folklore. F in the West and Far Nort h . J. Habicht Mau c h e tensive work on library research; recognizing, comparing, Sur vey of the major forms of folklore with emphasis upon and making arguments; and analyzing ethnographies, ar- games, humor, superstitions, and folk-narratives (myth, 177. European Conquest of the Americas. F ticles, reviews, and films. Prerequisite(s): two of the fol- legend, and folktales). Addresses methodological issues in Uses ethnographic, archaeological, and historical sources to lo wing courses: 1, 2, or 3; satisfaction of the Subject A and folklore and theoretical approaches to the study of folk- examine the clash of cultures between Nat i v e Americans Composition re q u i rements. En rollment restricted to lore. Prerequisite(s): course 2. Offered in alternate aca- and Eur opeans during the fifteenth through nineteenth so p h o m o r es and juniors. (General Education Code(s): W.) demic years. The Staff centuries. Focuses on the social, political, and demographic H. Raffles impacts of contact on Nat i v e American societies. Prere q - 167. Practicing Folklore. * uisite(s): courses 2 and 3. J. Habicht Mau c h e 151. Workshop in Ethnography. W Designed to provide students with a demonstrated inter- Through demonstration, practice, and participation, ac- est or background in folkloristics an opportunity to de- 180. Ceramic Analysis in Archaeology. * qu i r e skills in collecting and analyzing cultural data. Wor k velop a project that integrates folkloristic theory and Focuses on theories and techniques used by arch a e o l o g i s t s with members of other cultures and with each other to ethnographic practice. Will be offered in the 2006–07 ac- to bridge the gap between the rec o ver y of ceramic materi- learn to identify significant cultural patterns. Lectures and ademic year. Prerequisite(s): course 2. Enrollment re- als and their interpretation within cultural contexts. Top i c s readings provide added perspective and a theoretical base. stricted to anthropology majors. Enr ollment limited to 40. include the origins of pottery, production methods, classi- Prerequisite(s): course 2. Enrollment limited to 20. The Staff fication and typology, seriation, functional analysis, mate- L. Rofel rials analysis and description, organization of prod u c t i o n , 170. History of Archaeological Theory. F trade, and the analysis of style. Concurrent enrollment in 152. Survey of Cultural Anthropological Historical review of prehistoric archaeology from anti- course 180L req u i r ed. Prer equisite(s): course 3. Concurren t Theory. W quarianism to the present. Emphasis on development of en r ollment in course 180L req u i r ed. Enr ollment res t r i c t e d Major figures, ideas, and writings in nineteenth- and archaeological theory and its relation to evolutionary and to anthropology majors. J. Habicht Mau c h e twentieth-century cultural anthropology surveyed. Pre- an t h r opological theory. Students cannot rec e i v e credit for requisite(s): course 2 and satisfaction of the Subject A and this course and course 270. Prerequisite(s): course 3; 180L. Ceramic Analysis Laboratory (2 credits). * Composition req u i r ements. (General Education Code(s): satisfaction of the Subject A and Composition require- Practicum in ceramic materials analysis and description. W.) C. Shaw ments. Recommended for juniors. Off e r ed in alternate ac- Students perform material experiments in materials selec- ademic years. (General Education Code(s): W. ) tion and processing, hand-building techniques, and 153. Experimental Ethnography. W D. Gifford-Gonzalez open-pit firing. Demonstrations of standard techniques of Engages students in critical thinking about positionality of attribute analysis and the mineralogical and chemical the ethnographer and introduces them to reflexive, dia- 172. Archaeological Research Design. W characterization of ceramic materials are presented. Pre- logic, perfo r m a t i v e, and indigenous methodologies. Rea d - Introduces theories and methods for recovering and ana- requisite(s): course 3 and concurrent enrollment in ings and discussions lead to designing individual lyzing archaeological data. Critically explores the nature of course 180. Enr ollment restricted to anthropology majors. experimental ethnographic projects, carrying out field- archaeological evidence and how archaeologists know Enrollment limited to 16. J. Habicht Mauche work, and presenting research results. V. Magnat what they know. Strongly recommended for those contemplating further studies in archaeology. Prerequisite(s): 182A. Lithic Technology. * 154. Documenting Culture. S satisfaction of the Subject A and Composition require- Int r oduction to lithic and ceramic analysis in arch a e o l o g y . Drawing on scholarship in the fields of folklore, cultural ments, course 3, and one upper-division archaeology Includes lab analysis, discussions of classification and ty- studies, performance studies, dance, and anthrop o l o g y , fo- course. Strongly recommended for those contemplating po l o g y , and exploration of the concept of style as it rel a t e s cuses on theories and methods for documenting, analyz- further studies in archaeology. Enrollment limited to 25. to ceramics and lithics in archaeology. Prerequisite(s): ing, and re p resenting culture. Students learn the Offered in alternate academic years. (General Education course 3. Enrollment limited to 20. The Staff fundamentals of photography, video production, and Code(s): W.) S. Ginn audio recording. Prerequisite(s): courses 1, 2, and 3. En- 184. Zooarchaeology. F rollment restricted to anthropology majors. Enrollment 173. Origins of Farming. * Lectures and seminar on archaeological faunal analysis. limited to 40. S. Errington Survey of the ecological and archaeological evidence for Topics include mammalian evolution and osteology, ver- the origins of plant and animal domestication in Africa, tebrate taphonomy, reconstruction of human diet from 154L. Multimedia Laboratory (2 credits). S Eurasia, and the Americas. Discussion will center on the faunal remains, foraging strategy theory, data collection Designed to instruct in aesthetics and technical produc- preconditions of this drastic alteration in human ecology and management, and methods of quantitative analysis. tion of a short digital slideshow. Using iMovie3 editing and its consequences in transforming human societies. Students cannot receive credit for this course and course pr ogram, produce a digital slideshow incorporating sound Open to nonmajors. Students cannot receive credit for 284. Prerequisite(s): course 3. Offered in alternate aca- (narration, music, and sound effects) and still images. this course and course 273. Offered in alternate academic demic years. D. Gifford-Gonzalez Concurrent enrollment in course 154 is required. Enroll- years. The Staff ment limited to 12. The Staff 185. Osteology of Mammals, Bir ds, and Fish. W 174. Origins of Complex Societies. W Practicum in archaeological faunal analysis. Students learn 159. Race and Anthropology. W Deals with evidence and theories concerning the origins of to identify bones of all larger mammal species of central Examines concept of race in anthropology. Begins with complex society; the transition from egalitarian, foraging California plus selected bird and fish species. Students histories of race in anthropology; turns to contemporary societies to the hierarchical, economically specialized so- cannot receive credit for this course and course 285. Pre- analysis of racism, identity formation, and diaspora; and cieties often referred to as “civilizations.” Focuses on both requisite(s): courses 179 or 102 or Biology 138/L or Earth concludes with current debates on the validity of “ra c e ” as Old World and New World cultures. Prerequisite(s): Sciences 100 or Env i r onmental Studies 106C/L, plus conan object of analysis. M. Anderson course 3. S. Hutson sent of instruc t o r . Enr ollment limited to 16. Off e r ed in alternate academic years. D. Gifford-Gonzalez 161. Hello Dolly! Cultural Politics of Animals. * 175A. African Archaeology. S Le v i - S trauss observed that animals are not just good to eat, Ar chaeological history of Africa from the first 2.5 million- but “good to think.” This course examines the history and year-old artifacts to the emergence of African cities, states,

*Not offered in 2004–05 116 PROGRAMS AND COURSES

192. Directed Student Teaching. F,W,S the emic/etic debate, and questions of embodiment 194O. The Anthropology of Sexuality. W Teaching of a lower-division seminar under faculty su- and agency that are pivotal to the postmodern and Provides an anthropological approach that focuses on pervision. (See course 42.) Students submit petition to postcolonial reassessment of anthropology. Prerequi- the way rep r esentations of sexuality are connected with sponsoring agency. The Staff site(s): satisfaction of the Subject A and Composition a broad array of cultural and historical contexts in- requirements. Enrollment restricted to senior anthro- cluding colonialism, kinship, the formation of policies, 193. Field Study. F,W,S pology majors. Enrollment limited to 20. (General nationalism, rituals of exchange, and cultural border- Students submit petition to sponsoring agency. The Staff Education Code(s): W.) V. Magnat lands. Students cannot take this course after complet- 194. Senior Seminar. 194H. Thinking with Bateson. * ing another senior seminar. Prer equisite(s): satisfaction Examines major themes in the work of anthropologist of the Subject A and Composition requirements; 194A. History of Evolutionary Theory. * courses 1, 2, and 3. Enr ollment restricted to senior an- The history of ideas. At the most general level, concern Gregory Bateson. Topics covered include communication, cybernetics, learning, mind, and scientific prac- th r opology majors. Enr ollment limited to 15. (Gen e r a l is with the impact of scientific thinking in biology and Education Code(s): W.) C. Shaw human evolution. An overview of Darwin’s work pres- tice. Pre requisite(s): courses 1, 2, and 3, and ents the broader framework of scientific method. Stu- satisfaction of the Subject A and Composition re- 194P. Space, Place, and Culture. * dents cannot take this course after completing another quirements. Enrollment restricted to senior anthro- Examines ways anthropologists have studied relation- senior seminar. Students cannot receive credit for this pology majors. Enrollment limited to 20. (General ship between space, place, and culture. Covers early course and course 294A. Prer equisite(s): satisfaction of Education Code(s): W.) D. Linger formulations acknowledging people in different cul- the Subject A and Composition requirements; courses 194I. Anthropology of Development. * tural contexts ascribe particular meanings to places and 1, 2, and 3. Enrollment restricted to seniors majoring Exp l o r es current debates in development anthrop o l o g y to the concept of space and then traces the ways these in anthropology. Enrollment limited to 15. (General examining the history of the development idea and its questions have come to the fore in more recent schol- Education Code(s): W.) A. Zihlman relationship to modernity and globalization. Readings arship.Will be offered in the 2005–06 academic year. focus on practices of individuals and organizations Pre requisite(s): satisfaction of the Subject A and Com- 194B. Community. * position requirements. Enrollment restricted to senior Critically considers four concepts of community: aiming to understand the meaning of development for pa r ticular places and people. Prer equisite(s): courses 1, an t h r opology majors. Enr ollment limited to 20. (Gen - community as place, community of interests, commu- eral Education Code(s): W.) The Staff nity as social relations, and community as intentional 2, and 3, and satisfaction of the Subject A and Com- goal. Examines internal dynamics of communities, so- position requirements. Enrollment restricted to senior 194Q. Race, Hegemony, Diaspora. S cial relations between communities in complex soci- an t h r opology majors. Enr ollment limited to 20. (Gen - Explores theoretical and empirical insights into “race” eties, and the successes and failures of particular eral Education Code(s): W.) The Staff in relation to key concepts of hegemony and diaspora. intentional communities. Will be offered in the 194J. Histories of Forests and Other Wild Draws on case studies from the U.S., Europe, and 2005–06 academic year. Prerequisite(s): satisfaction of Places. * Latin America to analyze nuances of racial domination the Subject A and Composition requirements; courses “Wild Nature” has a history. This class offers tools for and resistance and theorizes relations between race and 1, 2, and 3. Enrollment restricted to junior and senior understanding the social and natural construction of diaspora. Prerequisite(s): satisfaction of Subject A and an t h r opology majors. Enr ollment limited to 25. (Gen - wild nature. We will learn to “read” rural land- Composition requirements; courses 1, 2, and 3. En- eral Education Code(s): W.) C. Shaw scapes?ethnographically, biologically, historically, cre- rollment restricted to senior anthropology majors. En- atively, and politically. Prerequisite(s): satisfaction of rollment limited to 20. (General Education Code(s): 194C. Food and Medicine. F W.) M. Anderson Critically examines intersections of food, medicine, Subject A and Composition req u i r ements. Enro l l m e n t and culture. Special attention to “studying up” of in- restricted to senior anthropology majors. Enrollment 194R. Behavioral Ecology in Archaeology. * dustrial food system and pharmaceutical industry. Ad- limited to 20. (General Education Code(s): W. ) Critical ove rv i ew of behavioral ecology as applied in ar- ditional focus on anthropology of food, medicine, A. Tsing chaeology starting with key documents in animal ecol- nutrition, and consumption. Prer equisite(s): courses 1, 194K. Reading Ethnographies. F ogy, modern-day human forager studies, and use in 2, and 3; satisfaction of Subject A and Composition re- Exp l o r es issues in the rep r esentation of culture throu g h human evolutionary and archaeological model build- quirements. Enrollment restricted to senior anthro- reading and discussing ethnographies. Recent experi- ing. Evaluates applicability to problems in human evo- pology majors. Enrollment limited to 20. (General mental ethnographies open topics including the rela- lution, emergence of agriculture, and social complexity. Education Code(s): W.) N. Chen tion between fieldwork and writing, textual strategies, Students cannot receive credit for this course and course 294R. Prer equisite(s): satisfaction of the Sub j e c t 194E. Advanced Topics in Folkloristics. * and the politics of ethnographic writing and research. Pre requisite(s): satisfaction of the Subject A and Com- A and Composition requirements; courses 1, 2, and 3. An examination of selected topics and issues in the Enrollment restricted to senior anthropology majors. field of folklore; topics var y each quarte r . Designed for position req u i r ements; courses 1, 2, and 3. Enro l l m e n t restricted to senior anthropology majors. Enrollment En rollment limited to 20. (General Ed u c a t i o n ad v anced students with a demonstrated interest in folk- Code(s): W.) D. Gifford-Gonzalez loristics. Will be offered in the 2005–06 academic yea r . limited to 20. (General Education Code(s): W.) S. Pre requisite(s): satisfaction of the Subject A and Com- Harding 194S. Hearing Culture: The Anthropology position req u i r ements, courses 1, 2, and 3. Enro l l m e n t 194M. Special Topics in Medical of Sound. * restricted to senior anthropology majors. Enrollment Anthropology. * Explores relationships between culture and acoustic limited to 20. (General Education Code(s): W.) The Focuses on critical issues in the social sciences of health worlds—environmental, verbal, and musical—within Staff and healing. Designed for students pursuing graduate which we live. How sound is shaped by human belief and practice and the role sound plays in cultural and 194F. Locality and Globalization. * work in medical anthropology and/or public health. Pre requisite(s): satisfaction of the Subject A and Com- social life, both past and present. Will be offered in the Why are some people considered global and others 2005–06 academic year. Prerequisite(s): satisfaction of local? Explores current anthropological debates on position requirements; courses 1, 2, 3, and 114. En- rollment restricted to senior anthropology majors. the Subject A and Composition requirements; courses globalization to ask what aspects of contemporary life 1, 2, and 3. Enrollment restricted to senior anthropol- the term describes and the implications of using it. En rollment limited to 15. (General Ed u c a t i o n Code(s): W.) N. Chen ogy majors. Enrollment limited to 15. (General Edu- Will be offered in the 2006–07 academic year. Prereq- cation Code(s): W.) D. Brenneis uisite(s): satisfaction of the Subject A and Composition 194N. Comparison of Cultures. S requirements. Enrollment restricted to seniors major- Seminar for upper-division students interested in the- 194T. Poverty and Inequality. W ing in anthropology. Enrollment limited to 20. (Gen- ories and methodology of social and cultural anthro- T h rough ethnographies about homelessness, food eral Education Code(s): W.) H. Raffles pology. Devoted to critical discussion of different deprivation, and unemployment, examines the institutions through which poverty is recognized, the sys- 194G. Ritual Performance: The Riddle of methods of comparison practiced in anthrop o l o g y . Pre- requisite(s): satisfaction of Subject A and Composition tems of morality shaping debates about need and “Spirit Possession.” S ap p r opriate behavior, and the effects of community re- Examines competing ethnographic interpretations of requirements; courses 1, 2, and 3. Enrollment restricted to senior anthropology majors. Enrollment sponses to poverty. Prerequisite(s): satisfaction of the ritual “spirit possession” practices. Ad d resses the Subject A and Composition req u i r ements; courses 1, 2, pathologizing and theatricalizing of “spirit possession,” limited to 20. (General Education Code(s): W.) T. Pandey ANTHROPOLOGY 117

and 3. Enrollment restricted to senior anthropology of anthropological canon and areas of conflict within it, tography, video production, and audio recording in the majors. Enr ollment limited to 20. (General Edu c a t i o n leading up to contemporary debates on a variety of issues. field. Concurrent enrollment in course 208A required. Code(s): W.) M. Caldwell Multiple-term course; students must enroll in both quar- Enrollment restricted to graduate students in anthropol- 194V. Picturing Cultures. * ters to receive academic credit. Enrollment restricted to ogy. Enrollment limited to 15. The Staff A historical, analytical, and practical exploration of the anthropology graduate students. Enrollment limited to 12. O. Najera Ramirez 209. Life Histories. F uses of still and moving pictures in ethnographic rep- Examines biological and social markers of infant to ma- resentations, res e a r ch, and production. Prere q u i s i t e ( s ) : 201. Human Evolution. W ture and aged adult stages through life history. Compares satisfaction of the Subject A and Composition re- Provides an overview of the first five million years of and discusses timing and pattern of life history in humans quirements; courses 1, 2, and 3. Enrollment restricted human evolution and a framewo r k for studying evol u t i o n ac r oss species, with examples from contemporary and his- to senior anthropology majors. Enrollment limited to and reconstructing the human past. Emphasizes that all torical societies. Enrollment restricted to graduate stu- 20. (General Education Code(s): W.) S. Errington lines of evidence must be included: hominid fossils, ar- dents. A. Zihlman chaeology, paleoecology, and molecular data. Enrollment 194W. Evolution of Human Sensory 210. Anthropology of Movement. * Systems. W restricted to graduate students. Enrollment limited to 15. A. Zihlman Comparative and evolutionary anatomy of human per- Introduces mechanisms, ecology, and evolution of the formance examines locomotor systems and their underly- human sensory system. Emphasis is comparative and 202A. Skeletal Biology. S ing struc t u r e and evolution through videos, skeletons, and examines how nonhuman primates acquire and re- Focuses on human skeletal biology, the identification of el- dissection in a variety of mammals, primates, and humans spond to information. Topics include audition, olfac- ements, physiology of hard tissue formation, growth, and with applications to the fossil record. Enrollment retion, vision, taste, and touch. Students cannot receive maintenance. Students are required to show competence stricted to graduate students. Enrollment limited to 15. cr edit for this course and course 294W. Prere q u i s i t e ( s ) : in skeletal identification to pass this class. Prerequisite(s): A. Zihlman satisfaction of the Subject A and Composition re- course 102A or permission of instructor. Enrollment requirements; courses 1, 2, and 3. Enrollment restricted stricted to graduate students. Enr ollment limited to 5. Th e 226. Taxo n o m y , Gover nment, and Dif f e r ence. W to senior anthropology majors. Enrollment limited to Staff Taxonomies are ways of making and organizing human 20. (General Education Code(s): W.) N. Dominy beings, nature, objects, space, and time. They have histo- 194X. Women in Politics: A Third World 203. Forensic Anthropology. F ries, geographies, complex ways of traveling, and decidedly Perspective. * Provides training in techniques used in identifying bio- material effects. In this course, we examine what some of Focuses cross-culturally on the status of women in the logical profile from the skeleton, assessing the trauma, and these might be. Enrollment restricted to graduate stu- Third World and their formal and informal participa- estimating time since death. Impact of legal context in dents. Enrollment limited to 15. H. Raffles which these assessments are made paramount to this tion in politics. Also discussed are organized efforts, 228. Grant Writing. F t h rough participation in both national and au- course. Enrollment restricted to graduate students. En- rollment limited to 10. A. Galloway Devoted entirely to writing grant proposals. Students ei- tonomous movements, for women’s rights. Prerequi- ther work on their graduate education fellowships or their site(s): satisfaction of the Subject A and Composition 206. Primate Behavior. * doctoral dissertation grants or both. Reading materials requirements; courses 1, 2, and 3. Enrollment re- An ove rv i ew of primate evolution and rev i e w of the major consist of granting agency documents plus examples of stricted to senior anthropology majors. Enrollment gr oups of primates in terms of their ecological, locomotor, successful applications. Enrollment restricted to anthro- limited to 20. (General Education Code(s): W.) The dietary, and social adaptations. Theoretical frameworks, pology graduate students. Enrollment limited to 15. May Staff such as behavioral ecology, sexual selection, and life his- be repeated for credit. H. Raffles 197. Laboratory Tutorial. F,W,S tory, are evaluated from long-term studies of primate behavior. Students cannot receive credit for this course and 229. Constructing Regions. F Independent laboratory research on selected topics in Discusses centrality of the idea of “regions” in studies of ar cheology and physical anthrop o l o g y . In t e rv i ew with ap- course 106. Enrollment restricted to graduate students. Enrollment limited to 15. A. Zihlman cu l t u r e, the history of “locating” social theory, and debates propriate instructor required. May be repeated for credit. about area studies. Students develop area of transregional The Staff 207. Anatomy of the Human Body. S bibliographies. Primarily for second- or third-year an- 197F. Laboratory Tutorial (2 credits). F,W,S Study of the human body from molecules to organ sys- thropology graduate students reading “area” literatures. Independent laboratory research on selected topics in ar- tems, emphasizing evolution and medical applications. Enrollment restricted to graduate students. Enrollment chaeology and physical anthropology. Interview with ap- Students cannot rec e i v e credit for this course, course 107, limited to 15. M. Anderson propriate instructor required. Enrollment restricted to and Biology 135. Enrollment restricted to graduate students. Enrollment limited to 15. N. Dominy 230. Image Culture. * a n t h ropology majors. May be repeated for cre d i t . Visuality as epistemology, image-consumption, and the D. Gifford-Gonzalez, A. Zihlman, J. Habicht Mauche, 207L. Anatomy of the Human Body political and rep r esentational possibilities stemming from A. Galloway Laboratory (2 credits). S digitization and the World Wide Web are increasingly im- 198. Independent Field Study. F,W,S Study of the human body using dissection and compara- portant issues in the humane sciences. Offers historical Off-campus field study. Students submit petition to spon- tive anatomy exercises for advanced anatomy students. and critical background and the possibility of hands-on soring agency. The Staff Students are billed for a laboratory fee. Concurrent en- practice using visual material in current research. Enroll- rollment in course 207 is required. Students cannot rement restricted to graduate students. Enrollment limited 199. Tutorial. F,W,S ceive credit for this course, course 107L, and Biology to 15. S. Errington Students submit petition to sponsoring agency. The Staff 135L. Enrollment restricted to graduate students. Enroll- ment limited to 15. N. Dominy 232. Bodies, Knowledge, Practice. * Contemporary social theory and science both focus on Graduate Courses 208A. Ethnographic Practice. S bodies as critical sites of inquiry and the production of Introduces graduate students to the practice of fieldwork. knowledge. Explores these theoretical intersections and 200A. Core Graduate Course (10 credits). F Students design and carry out a quarter-long research constructions of the body with new ethnographic works. Introduces histor y, ethnography, and theory of cultural project exploring a range of methods and producing an Questions how race, gender, and culture are inscribed an t h r opology with emphasis on awareness of construc t i o n analytical case study. Readings and discussion emphasize through bodily practice, imagery, and phenomenology. of anthropological canon and areas of conflict within it, both methodological critique and successful implementa- Enrollment restricted to graduate students. Enrollment leading up to contemporary debates on a variety of issues. tion. Enrollment restricted to anthropology graduate stu- limited to 15. N. Chen Two-term course: students must enroll in both quarters. dents. Enrollment limited to 15. M Caldwell Enrollment restricted to anthropology graduate students. 234. Feminist Anthropology. * Enrollment limited to 12. S. Harding, L. Rofel 208L. Video Laboratory (2 credits). S Examines how feminist anthropology has created its ob- Provides students with hands-on training with a variety of ject of knowledge: gender differentiation in cross-cultural 200B. Core Graduate Course. W audiovisual equipment. Through lectures, demonstra- perspective. Reading across feminist theory and ethnog- Introduces history, ethnography, and theory of cultural tions, hands-on field exercises, and review of students’ raphy, focuses on nature/culture, post-colonial debates, an t h r opology with emphasis on awareness of construc t i o n media exercises, students learn the fundamentals of pho- the intersection of gender with race and nationalism, and

*Not offered in 2004–05 118 PROGRAMS AND COURSES

gender and transnationalism. Will be offered in the 245. Culture and Mind. * 276A. Advanced Topics in North American 2005–06 academic yea r . Enr ollment restricted to graduate Examines theoretical intersections of anthropology and Archaeology. * students. Enrollment limited to 15. A. Tsing psychology.Topics include psychoanalytic and cognitive In-depth examination of development of Nat i v e cultures in approaches to culture theory, the “psychic unity” debate, Nor th America from end of last ice age to time of Euro p e a n 235. Language and Culture. S language and cognition, cultural models, and current con- contact. Focuses on specific regional trajectories and prob - An examination of language system and language use in tr oversies in psychological anthrop o l o g y . Will be offered in lems of social change. Enr ollment restricted to graduate stu- relationship to cultural contexts of communication in the 2005–06 academic yea r . Enr ollment restricted to grad- dents. Enr ollment limited to 15. J. Habicht Mau c h e Western and non-Western societies. Also examines the uate students. Enrollment limited to 15. D. Linger complex role which linguistic inquiry and models have 277. Tutorial on European Conquest of the played in broader theories of culture. Will be offered in 249. Ecological Discourses. S Americas. F the 2005–06 academic yea r . Enr ollment restricted to grad- Explores narratives of nature and their practical conse- Uses ethnographic, archaeological, and historical sources uate students. Enrollment limited to 15. D. Brenneis quences in contests over “wild places” and their res o u rc e s . to examine clash of cultures between Native Americans Readings focus on the histories of forests and on analytic and Europeans during fifteenth through nineteenth cen- 236. On Insults. F frameworks—ecology, social history, interpretation, cul- turies. Emp h a s i z es critical analyses of social, political, and What is the role of insult in social and legal life (from play tural studies—with which to investigate competing con- demographic impacts of contact on Native American so- to jokes to ritual to war and from blasphemy to defama- structions of the environment. Enrollment restricted to cieties. Enrollment restricted to graduate students. En- tion to hate speech)? Emphasizes philosophical, anthro- graduate students. Enrollment limited to 15. A. Tsing rollment limited to 15. J. Habicht Mauche pological, psychoanalytic, and legal approaches to the issues. (Also offered as Philosophy 236. Students cannot 251. Globalization and Identity in Latin 284. Zooarchaeology. F receive credit for both courses.) Enrollment restricted to America. * Lectures and seminar on archaeological faunal analysis. graduate students. Enrollment limited to 20. J. Neu Explores theoretical and ethnographic analysis of global- Topics include mammalian evolution and osteology, ver- ization and transnationalism as processes that shape con- tebrate taphonomy, reconstruction of human diet from 238. Advanced Topics in Cultural ditions of struggle around livelihood, culture, and identity faunal remains, foraging strategy theory, data collection Anthropology. * in the Americas. Focuses on key themes of production, and management, and methods of quantitative analysis. Advanced topics in cultural anthropology. Current topics consumption, transnationalism, and social movements. Students cannot receive credit for this course and course in anthropological theory and ethnography taught on a Enrollment restricted to graduate students. Enrollment 184. En rollment restricted to graduate students. rotating basis by various faculty members. Precise focus of limited to 15. M. Anderson D. Gifford-Gonzalez each seminar varies and will be announced by the department. Will be offered in the 2005–06 academic year. En- 270. History of Archaeology. F 285. Osteology of Mammals, Bir ds, and Fish. W rollment restricted to graduate students. Enrollment Historical review of prehistoric archaeology from anti- Practicum in vertebrate osteology, covering all larger limited to 15. The Staff quarianism to the present. Emphasis on the development mammal species of central California, plus selected bird of archaeological theory, its relation to evolutionary and and fish species, and topics in evolution and ecology of se- 240. Anthropology and Poststructuralism. * anthropological theory, and themes ongoing over time. lected taxa. Students cannot receive credit for this course This course traces an ongoing dialogue between post- Students cannot receive credit for this course and course and course 185. Permission of instructor required. En- structuralist theories and texts and the disciplines of an- 170. Enrollment restricted to graduate students. Enroll- rollment restricted to graduate students. Enrollment lim- th ro p o l o g y . The course will pay particular attention to the ment limited to 15. D. Gifford-Gonzalez ited to 15. D. Gifford-Gonzalez philosophy of Michel Foucault; in addition, the influences of Derrida, Levinas, Barthes, and Bourdieu will be dis- 271. Anthropology of Dead Persons. * 292. Graduate Colloquium (2 credits). F,W,S cussed. Will be offered in the 2005–06 academic yea r . En- Cros s - d i s c i p l i n a r y examination of death and the dead per- Designed to offer an institutionalized mechanism for the rollment restricted to graduate students. Enrollment son in various cultures, past and present. Topics include pr esentation of res e a r ch papers and teaching efforts by fac- limited to 15. L. Rofel cultural constructions of death, dead bodies and dead ulty and advanced graduate students. Enrollment re- persons in contemporary and archaeological perspectives, stricted to graduate students. May be repeated for credit. 242. Writing Ethnography. * rights pertaining to dead bodies in the U.S. legal The Staff Seminar examines ethnography as a genre of writing and system, use of cadavers in education, forensics of dead per- as a “workshop of cultural production.” Looks at changes sons in mass disasters and human rights cases, indigenous 294A. History of Evolutionary Theory. * in the anthropological genre of ethnography over the last rights and repatriation. Will be offered in the 2006–07 His t o r y of ideas about evolution as a process, with a focus 100 years and compares the anthropological genre with re- academic year. Prerequisite(s): graduate standing in an- on human evolution from Darwin’s methods and contri- lated genres. Enrollment restricted to graduate students. thropology or permission of instructor. Enrollment re- butions through genetics, paleontology, and the modern Enrollment limited to 15. S. Harding stricted to graduate students. Enrollment limited to 15. evo l u t i o n a r y synthesis, concluding with the impact of mo- D. Gifford-Gonzalez, A. Galloway lecular data on understanding of evolution today. Stu d e n t s 243. Cultures of Capitalism. W cannot rec e i v e credit for this course and course 194A. En- Introduction to selected themes in political economy, 273. Origins of Farming. * rollment restricted to graduate students. Enrollment lim- stressing the work of Marx. Topics include the develop- Survey of the ecological and archaeological evidence for ited to 15. A. Zihlman ment of capitalism, colonialism, dependency, world sys- the origins of plant and animal domestication in Africa, tems, state formation, class consciousness, commodity Eurasia, and the Americas. Discussion will center on the 294N. Comparison of Cultures. S fetishism, the nature of late capitalism, post-modernism, preconditions of this drastic alteration in human ecology Seminar for students interested in theories and method- and the aesthetics of mass culture. Th r ough political econ- and its consequences in transforming human societies. ology of social and cultural anthropology devoted to crit- omy’s interlocutors, raises questions about gender, race Students cannot receive credit for this course and course ical discussion of different methods of comparison and ethnicity, and post-structuralist critiques. (Formerly 173. Enrollment restricted to graduate students. Enroll- practiced in anthropology. Enrollment restricted to grad- Political Economy and Its Interlocutors.) Enrollment rement limited to 15. The Staff uate students. Enrollment limited to 15. T. Pandey stricted to graduate students. Enrollment limited to 15. L. Rofel 275A. Tutorial on African Archaeology. S 294R. Graduate Readings in Behavioral Tutorial on the archaeology of Africa from the first 2.5 Ecology. * 244. Science, Medicine, and Technology. * million years B.P. to the emergence of African commerci a l Intensive graduate tutorial on behavioral ecology in ar- Engages in critical studies of medicine, science, and tech- relations with Med i e v al Asia and Eur ope. Emp h a s i z es crit- chaeology and human evol u t i o n a r y studies. Rev i e ws foun- nology from an anthropological perspective. Re c e n t ical examination of disciplinary models and assumptions dational literature in animal ecology, contemporary ethnographic research will examine configurations of in their historic and political context. Students cannot re- human forager studies, evolutionary and archaeological knowledge and practice with special attention to social ceive credit for this course and course 175A. Enrollment model-building. Assesses utility in studies of human evo- justice, community interventions, and the “study up” of restricted to graduate students. Enrollment limited to 15. lution, emergence of agriculture, and social complexity. institutions. Will be offered in the 2006–07 academic D. Gifford-Gonzalez Students cannot receive credit for this course and course year. Enrollment restricted to graduate students. Enroll- 194R. Enr ollment restricted to graduate students. Enro l l - ment limited to 15. N. Chen ment limited to 15. D. Gifford-Gonzalez ART 119

29 4 W . Evolution of Human Sen s o r y Systems. W ing, and progressing toward speaking and conversation. DEE HIB B E R T JON E S Focuses on origins, diver s i t y , and accuity of primate senses Prerequisite(s): course 2 or permission of instructor. The Sc u l p t u r e with emphasis on field techniques, primate evolution and Staff JIM I N LEE morphology, and cultural innovations in modern human Etching, lithograp h y , monoprinting, book arts, ukiyo- e society. Students cannot receive credit for this course and 99. Tutorial. F,W,S course 194W. Enrollment restricted to graduate students. Students submit petition to sponsoring agency. The Staff ED OSB O R N Ele c t r onic art Enrollment limited to 15. N. Dominy 99F. Tutorial (2 credits). F,W,S Students submit petition to sponsoring agency. The Staff JEN N I F E R PAR K E R 297. Independent Study. F,W,S Sc u l p t u r e Students submit petition to sponsoring agency. The Staff Upper-Division Courses LEWI S WATTS 298. Advanced Laboratory Apprenticeship. W Pho t o g ra p h y Supervised tutorial in specialized analytic methods in ar- 199. Tutorial. F,W,S chaeology or physical anthropology. Students collaborate Students submit petition to sponsoring agency. The Staff Le c t u re r on laboratory research with a departmental mentor or, with advisor’s consent, with researchers on or off campus, 199F. Tutorial (2 credits). F,W,S SUS A N FRI E D M A N Pho t o g ra p h y pr eparing a manuscript for publication or an extensive lit- Students submit petition to sponsoring agency. The Staff erature review. Permission of instructor required. Enroll- DON A L D FRI T Z ment restricted to graduate students. May be repeated for Dr awing, painting, and sculpture credit. The Staff ING E B O R G GER D E S 299. Thesis Research. F,W,S Ar t Pho t o g ra p h y Prerequisite(s): petition on file with sponsoring agency. MIR I A M HITC H C O C K The Staff Dr awing, painting Elena Baskin Visual Arts Stu d i o s Room E-104 GEO RG E KAN E (831) 459-2272 Book arts vi s a rt @ u c s c . e d u PAUL RAN G E L L Ar a b i c ht t p : / / a rt . u c s c . e d u Lit h o g ra p h y SUS A N A TER R E L L Language Prog r a m Faculty and Professional Int e re s t s Dr awing, painting 239 Cowell College RIC H A R D WOH L F E I L E R (831) 459-2054 Prof e s s o r Printmaking, theory ht t p : / / l a n g 2 . u c s c . e d u / l a n g u a g e _ p ro g ra m / i n d e x 2 . h t m l PATR I C K AHE R N E , Eme r i t u s Prog r am Des c r i p t i o n Prog r am Des c r i p t i o n JOYCE BROD S K Y Co n t e m p o ra r y theory and criticism in the visual arts and in The Art Dep a r tment offers an integrated program of For students interested in acquiring proficiency in the relationship to the practice of art in the 20th century study in theory and practice exploring the power of visu- Arabic language, beginning level language courses are al communication for personal expression and public DOYL E FOR E M A N , Eme r i t u s of f e r ed. The courses emphasize reading, writing, under- interaction. The department provides students with the standing, and speaking modern standard Arabic as used FRA N K GALU S Z K A means to pursue this exploration through courses that by educated native speakers of the language. In the Painting, book arts pr ovide the practical skills for art production in a var i e t y beginning, the fundamental struc t u r es are emphasized HAR D Y HAN S O N , Eme r i t u s of media within the contexts of critical thinking and with an aim towa r d developing the reading and writing br oad-based social perspectives . skills and introducing the speaking and compreh e n s i o n FRE D A. HUN N I C U T T, Eme r i t u s The art program at UCSC is composed of courses in skills gradually. NOR M A N LOC K S drawing, painting, photography, sculpture, printmak- Pho t o g ra p h y ing, intermedia, critical theory, electronic art, and interactive technologies. The Art Department is committed Campus Language Laboratories and DOU G LA S E. MCCLE L LA N , Eme r i t u s Placement Exa m s to pursuing a continuing dialogue about what consti- JEN N I E LIN D MCDAD E tutes basic preparation in the arts while offering stu- Information on these topics can be found on page 275, Dr awing, painting dents experience in established practices, new genres, under Language Prog r a m . and new technologies. Foundation courses are open to KATH RY N E. MET Z , Eme r i t a all non-art students after priority enrollment. Art and Lower-Division Courses JAS PE R A. ROS E , Eme r i t u s pre-art majors have enrollment priority in lower- DON A L D L. WEYGA N D T , Eme r i t u s division studio courses until open enrollment, when 1. Instruction in the Arabic Language. F restrictions are lifted, allowing students with appropri- JACK ZAJ A C, Eme r i t u s Instruction in elementary modern standard Arabic with ate prerequisites to enroll if space permits. Students graduating with a major in art may become emphasis on the fundamentals of grammar, reading, writ- Associate Prof e s s o r ing, and progressing toward speaking and conversation. professional artists or pursue careers in such diverse The Staff E. G. CRI C H TO N areas as arts management, museum and gallery prac- Int e r media, electronic arts, photograp h y , installation tices, communication technologies, public school teach- 2. Instruction in the Arabic Language. W ing, media arts, and publishing. Many students who Instruction in elementary modern standard Arabic with ELI ZA B E T H STE PH E N S want to teach at the college level continue their educa- Sc u l p t u r e, installation, video, perfo r mance, interme d i a emphasis on the fundamentals of grammar, reading, writ- tion in graduate school. ing, and progressing toward speaking and conversation. Baskin Visual Arts studios provide excellent facilities Prerequisite(s): course 1 or permission of instructor. The Assistant Prof e s s o r for drawing, painting, installation, photography, casting Staff ELL I O T AND E R S O N and sculptural construction, computers, and printmaking. Ele c t r onic art 3. Instruction in the Arabic Language. S Instruction in elementary modern standard Arabic with MEL I S S A GWY N Declaring the Pre- A rt Maj o r Painting, drawing emphasis on the fundamentals of grammar, reading, writ- Students must declare the pre- a r t major in order to enrol l in introd u c t o r y studio courses. Students should declare 120 PROGRAMS AND COURSES

their pre- a r t major early in their freshman year to insure no n - W estern focus; students may substitute upper- Lower-Division Courses their ability to enroll in studio courses, but may declare division history of art and visual culture classes for in their sophomore year also. Juniors cannot declare pre- this req u i r ement. 10. Foundation Series in Art. ar t. Deadlines for pre- a r t declaration are the same as Introduces general education students and prospective those established by the Office of the Registrar for filing Art Major Pla n n e r majors to theory and practice of art and contemporary dis- the Proposed Study Plan and Declaration of Maj o r / course surrounding it. Courses 10G and 10H comprise Minor petition. Please note that students who have The following is a recommended academic plan for stu- large lecture sections that meet once a week and smaller de c l a r ed the pre- a r t major still need to follow the proc e - dents to complete during their first two years as prep a r a - studio sections that meet once or twice a week. Courses du r e for acceptance to the full major; a student may not tion for the art major. include both lecture and studio components and are not graduate as a pre- a r t major. Yea r Fa l l Win t e r Sp r i n g intended to be technique-intensive studio classes. Stu d e n t s 1s t Ar t 80C Ar t 10H Ar t 10G must register for both lecture and studio sections. Acceptance to the Art Major: Fres h m e n (f r s h ) low-div studio low-div studio The Staff Students may apply for admission to the major after 2n d low-div studio Havc 10* 10G. 2D Foundation. S completing at least three lower-division studio courses (s o p h ) Havc 10* Introduction to two-dimensional art practice and the- (not foundation courses) with a grade of B or better. If *courses from history of art and visual culture 10-series ory. Readings and lectures address both history and one of these classes is graded B- or lower , the student contemporary contexts of 2D art practice. Covers is- must take another lower-division studio course and Upper-Division Req u i re m e n t s sues of content, representation, communication, and rec e i v e a B to be eligible to declare art. While completing pr ocess. In the studio, students apply concepts cove re d this lower-division course work, it is critical that each stu- Students complete nine courses as follows : in lecture to art projects. Students are billed a materi- dent meet with a faculty adviser reg a r ding the student’s • fi v e upper-division studio courses in the area of focus; als fee. Enrollment restricted to pre-art and art majors potential to proceed to the major level . during priority enrollment. Enr ollment limited to 100. • 10 credits of senior studio courses or equivalent (G eneral Education Code(s): A.) J. McDade, The Sta f f se n i o r - l e v el work in the area of focus; Junior Transfer Stu d e n t s 10H. 3D Foundation. W • two upper-division nonstudio courses from history of Int r oduction to three-dimensional sculpture, interme- Junior transfer students are accepted into the art major ar t and visual culture, film and digital media theory, for fall quarter after passing a portfolio rev i e w in Apr i l . dia, performance art, and technologically based con- or art critical theory seminars. Students may choose te m p o r a r y art. Weekly lectures and section discussions Their acceptance is contingent upon their acceptance to two upper-division courses from another departm e n t UCSC. Transfer students must identify themselves as introduce historical, theoretical, and critical methods rel e v ant to the area of focus in consultation with a of viewing and understanding contemporary art. Stu- potential art majors when applying to the university in faculty adviser. or der to rec e i v e information on the portfolio rev i e w dio assignments introduce students to a range of con- deadlines and the materials req u i r ed for the rev i e w. All The last three quarters of course work for the major must temporary techniques and materials used to make junior transfers will be req u i r ed to take Art 60, Form s be completed in residence at UCSC. sculptural, performative, and technologically based and Ideas, and one art seminar in their junior year at work. Students are billed a materials fee. Enrollment UCSC in lieu of the foundation program req u i r ements. restricted to pre-art and art majors during priority en- Co m p re h e n s i v e Req u i re m e n t rollment. Enrollment limited to 100. (General Educa- Senior majors should meet with their faculty adviser tion Code(s): A.) E. Stephens, J. Parker, D.H. Jones, Req u i r ements for the Art Maj o r about this req u i r ement. Students may satisfy the compre- The Staff The minimum req u i r ements for the art major are com- he n s i v e req u i r ement with one of the following two op t i o n s : 20. Introduction to Drawing for the pletion of eight lower-division and nine upper-division Major. F,W,S courses and satisfaction of the senior compreh e n s i v e 1. completing 10 credits of senior studio course work in Introduction to the methods, materials, and purposes of req u i r ement. the area of focus; drawing to develop perceptual and conceptual skills Students plan their course of study in consultation with through a series of assignments, providing various ap- a faculty adviser by choosing an area of concentration. 2. completing 10 credits of upper-division studio course wo r k in the area of focus; and pr oaches to drawing as a tool for crea t i v e exploration. Dis - cussions and critiques facilitate the development of critical Lo wer - D ivision Req u i re m e n t s a. pr esenting an exhibition and, by appointment, skills. Designed for students considering the art major. Students complete eight courses as follows : meeting with a faculty member for rev i e w and Students are billed for a materials fee. Enrollment re- • The foundation series: critique of the exhibition; or stricted to pre- a r t, art, and history of art and visual culture majors. Enrollment limited to 20. (General Education b. submitting a portfolio and, by appointment, 10 G 2-D Fou n d a t i o n Code(s): A.) F. Goluszka, M. Gwyn, J. McDade, The meeting with a faculty member for rev i e w and Staff 10 H 3-D Fou n d a t i o n critique of the portf o l i o . 80 C Int r oduction to Visual Arts 21. Introduction to Computer Art. W,S Study Abro a d Basic introduction to the use of a computer as a fine art • Th r ee courses from the following list (with a grade of tool and medium. Add r esses basic skills, concepts rel e va n t B or better): The UC Education Abr oad Program (EAP) offers stu- to contemporary art theories, and practices. Provides a 20 Int r oduction to Drawing for the Maj o r dents the opportunity for study abroad. Art majors may hands-on introduction to fundamentals of graphics, image pa r ticipate in EAP in their junior yea r . Pre- a r t majors are acquisition, and manipulation and programming with 21 Int r oduction to Computer Art not approved to study abroad. Art students may not go demonstrations of relevant software. Students work inde- ab r oad in their senior yea r , as the last three quarters of 22 Int r oduction to Ele c t r onics for Int e rm e d i a pendently and in groups. Assignments include digital course work must be in residence at UCSC. image acquisition and manipulation, basic scripting, hy- 23 Int e r media I pe r text and web publishing, and computer prog r a m m i n g . 24 Int r oduction to Painting: Oil Materials Fee Lectures, readings, and discussions examine new technology artwork and technology’s relationship to contempo- Ar t students should be aware of the materials fee req u i re d 26 Int r oduction to Pri n t m a k i n g r a ry culture. Students billed for a materials fee. for some studio courses. The fee is billed to the student’s Enr ollment restricted to art, pre- a r t, and history of art and 28 Fig u ra t i v e Sculpture account for specific course materials purchased by the Art visual culture majors. Enrollment limited to 20. (General Dep a r tment through the univer s i t y . Fees generally range 30 Int r oduction to Pho t o g r aphy for Art Maj o r s Education Code(s): A.) E. Anderson, The Staff fr om $30 to $125 per course. Students may incur addi- 40 Sc u l p t u r e I tional expense purchasing individual supplies. 22. Int r oduction to Ele c t r onics for Int e r media. F • Two courses from the history of art and visual culture Provides basic introduction to electronic devices for use in 10-series, one with a Western focus and one with a making intermedia art. Provides hands-on experience ART 121

wo r king with sensors, motors, switches, gears, lights, sim- art, and history of art and visual culture majors. Enroll- 80F. Introduction to Issues in Digital Media. F ple circuits, and hardware store devices to create kinetic ment limited to 20. (General Education Code(s): A.) Digital media revolutionizing ways in which artists create and interactive works of art. Produce sculptural or instal- L. Watts, N. Locks and exchange information. Introduces digital media lation-based projects. Demonstrations, lectures, and crit- th r ough lectures, demonstrations, and exer cises. Topics in- ical discussion of work given to develop concepts and 40. Sculpture I. F,W,S clude networks, imaging, MIDI, interactivity, technical skills. Students are billed a materials fee. Enroll- Introduction to a range of concepts and forms used to audio/video, and the World Wide Web. (General Educa- ment restricted to pre- a r t and art majors. Enr ollment lim- make contemporary sculpture. Assignments facilitate be- tion Code(s): T6-Natural Sciences or Humanities and ited to 20. (General Education Code(s): A.) E. Anderson, coming familiar with sculptural techniques and materials Arts, A.) E. Anderson, The Staff The Staff to enable students to visually manifest their sculptural ideas. Combines lectures and demonstrations with work 99. Tutorial. F,W,S 23. Intermedia I. F,W,S time in class. Students are billed a materials fee. Enroll- Students submit petition to sponsoring agency. The Staff Int r oduction to combining media, materials, and forms to ment restricted to pre- a r t, art, and history of art and visual explore contemporary art practices such as installation, culture majors. Enrollment limited to 20. (General Edu- time based work, performance, collaboration, and inter- cation Code(s): A.) J. Parker, E. Stephens, The Staff Upper-Division Courses activity. Assignments encourage an exploration of con- 42. Student-Directed Seminar. W,S 100. Gallery/Museum Management and scious subject matter, process, and technique. Dis c u s s i o n s , Practices (2 credits). reading handouts, and critiques help develop perceptual Seminars taught by upper-division students under faculty Focuses on providing practical experience in all phases of and conceptual skills. Skill workshops introduce new tech- supervision. Does not fulfill major requirement. (See exhibition design and implementation. General tasks of niques. Students are billed for a materials fee. Enrollment course 192.). The Staff program operation supplemented with selective reading restricted to pre-art, art, and history of art and visual cul- 60. Forms and Ideas. F,W and written assignments designed to enhance theoretical ture majors. Enrollment limited to 20. (General Educa- Required for all junior transfer student art majors. Intro- understanding of broader issues in art administration. In- tion Code(s): A.) E. Stephens, E. Crichton, The Staff duction to the art program, emphasizing awareness of cludes field trips to galleries and museums as well as in- 24. Introduction to Painting: Oil. F,W,S contemporary visual practices and theory. Combines stu- class visits by artists and arts professionals. Enrollment Introduction to medium of oil painting and to painting dio practice and theory. Enrollment restricted to junior restricted to art, history of art and visual culture, and pre- process. Assignments develop understanding of potential transfer art majors. Enrollment limited to 20. (General art majors. Enrollment limited to 20. The Staff Education Code(s): A.) The Staff of this medium as a tool for perceptual and conceptual ex- 101. Intermediate/Advanced Drawing. F,W,S ploration. Slide lectures introduce assignments and are 70. Book Arts. F,W Work moves toward individual directions in drawing. A basis for class discussion of contemporary and historical Studies in history, theory, and practice of the printer’s variety of media are explored. Each student is expected to art activity in the field. Students billed for a materials fee. craft. Learn typesetting, manual press operation, aspects of do 150 hours of drawing over the quarter. Students are Prer equisite(s): course 20. Enr ollment restricted to pre- a rt , design, and historical processes with particular emphasis billed for a materials fee. Prerequisite(s): course 20. En- art, and history of art and visual culture majors. Enroll- on the book arts. Taught in conjunction with course 111. rollment restricted to art majors. Enrollment limited to ment limited to 20. (General Education Code(s): A.) J. Does not fulfill a requirement for the art major. (Also of- 20. May be repeated for credit. J. McDade, F. Galuszka, McDade, F. Galuszka, M. Gwyn, The Staff fe r ed as Cowell College 70. Students cannot rec e i v e cred i t M. Gwyn, The Staff for both courses.) Enrollment limited to 10. May be re- 26. Introduction to Printmaking. F,W,S 102. Figure Drawing. W Survey of print medium: basic terminology, techniques, peated for credit. (General Education Code(s):A.) Focuses on drawing from the human figure and exploring application of tools, materials, and condensed history of G. Kane the figure for the purpose of personal expression and so- development of printmaking. Assignments consist of in- 80A. Introduction to Drawing. S cial communication. Intended for the intermediate/ad- dividual and collaborative projects aimed at building skills Introductory course for beginners and students not ma- vanced drawing student. Students are billed for a materials and gathering technical experience. Introduction to relief joring in art. Covers the history of what are considered fee. Prer equisite(s): course 20. Enr ollment restricted to art printing (black and white and color), intaglio, letterpress, master drawings from prehistory to the present. Various majors. Enrollment limited to 20. May be repeated for and interface between photography/computer and the media are examined and assigned in specific exercises. credit. (General Education Code(s): A.) J. McDade, handmade print. Exploration of print media for commu- Course is a balance of historical study and practice F. Galuszka, M. Gwyn nication of issues including formal aesthetics, social/psy- through assigned homework exercises. A disciplined per- chological and personal narrative. Students billed for a formance is expected. Enr ollment limited to 90. (Gen e r a l 103. Intermediate/Advanced Painting. F,W,S materials fee. Prerequisite(s): course 20. Enrollment re- Education Code(s): T4-Humanities and Arts, A.) The Continuation of the development of a basic foundation in stricted to pre- a r t, art, and history of art and visual culture Staff painting with emphasis on the development of individual, majors. Enrollment limited to 20. (General Education experimental procedures. Students are billed for a materi- Code(s): A.) J. Lee, P. Rangell 80C. Introduction to Visual Arts. F als fee. Prer equisite(s): course 24. Enr ollment restricted to Focus is placed on contemporary issues in critical theory ar t majors. Enr ollment limited to 20. May be repeated for 28. Introduction to Figurative Sculpture. * and studio practice in comparison with theory and prac- credit. F. Galuszka, M. Gwyn, J. McDade Introduction to a wide range of techniques for creating tice in other historical contexts. Students are introduced to sculpture, based on and about the body/figure, through topics that involve the social, political, and aesthetic role 104. Special Topics in Painting. F,S the exploration of contemporary concepts and ideas. Pro- of visual images in both the private and public domains. Special studies in painting as announced. Students are vides demonstrations, slide lectures, and critical discussion While theory and practice are addressed in the context of billed for a materials fee. Prerequisite(s): courses 24. En- of work to develop concepts and technical skills. Stu d e n t s Western cultures, guest speakers introduce topics related rollment restricted to art majors. Enrollment limited to ar e billed a materials fee. (Formerly Int r oduction to Fig u r e to the visual practices of their cultures. Enr ollment limited 20. May be repeated for credit. J. Brodsky, F. Galuszka, Sculpture. ). Enrollment restricted to art, pre-art, and his- to 100. (General Education Code(s): T4 - H umanities and M. Gwyn, J. McDade tory of art and visual culture majors. Enrollment limited Arts, A.) The Staff to 20. (General Education Code(s): A.) The Staff 106A. Senior Studio in Drawing and 80D. Introduction to Photography. F,S Painting. W,S 30. Introduction to Photography for Art Int ro d u c t o r y course for beginners and nonmajors. Var i o u s An intensive studio experience for art majors, meeting Majors. F,W,S techniques examined and assigned in specific exercises. three full days per week. Major emphasis is on the devel- Introduction to photography as an art form that explores Wor k on projects using color film; this is a non-dark ro o m opment of individual projects in preparation for the sen- visual ideas beginning with camera-ready use, negative de- course. Examples given of photography from 1826 to the ior exhibition. Satisfies senior exit requirement. A and B velopment, and printing. Prepares for further work in pr esent. Balances historical study and practice through as- must be taken concurrently. Students are billed for a ma- photography or for collaboration with other media in art signed homework exercises. Students billed for a materi- terials fee. (One charge for both 106A and 106B.) Course including computer arts and two- and three-dimensional als fee. Enrollment limited to 90. (General Education is designed for senior art majors. Completion of a portfo- mixed media. Critically examines photographic works Code(s): T4-Humanities and Arts, A.) The Staff lio review required; students should complete course 103 while reading historical and theoretical texts. Students as preparation. Courses A and B must be taken concur- billed for a materials fee. Enrollment restricted to pre-art, rently. Enrollment limited to 18. May be repeated for credit. F. Galuszka, M. Gwyn, J. McDade

*Not offered in 2004–05 122 PROGRAMS AND COURSES

106B. Senior Studio in Drawing and 113. Intaglio II. W 118. Computer Art: Theories, Methods, and Painting. W,S This presentation of advanced intaglio techniques em- Practices. W An intensive studio experience for art majors, meeting phasizes a variety of multi-plate color printing and photo Examines computer interactivity and interface in art mak- three full days per week. Major emphasis is on the devel- etching processes. The course concentrates on individual ing through theory and practice. Students develop inter- opment of individual projects in preparation for the sen- development in style and concept through the intaglio a c t i ve installation and sculptural works of art . ior exhibition. Satisfies senior exit requirement. Students process. Students are billed for a materials fee. Prerequi- Assignments may include the acquisition and creation of are billed for a materials fee. (One charge for both 106A site(s): course 26 or 112. Enrollment restricted to art ma- digital images, two-dimensional animation, prog r a m m i n g and 106B.) Course is designed for senior art majors. Com- jors. Enrollment limited to 20. (General Education with MAX/MSP/Jitter, basic electronics and sensors, and pletion of a portfolio review required; students should Code(s): A.) J. Lee digital video and audio. Discussions, readings, and cri- complete course 103 as preparation. Courses A and B tiques address content, aesthetics, concepts, and expres- must be taken concurrently. Enrollment limited to 18. 114. Lithography I. F,W sion as well as a practical grasp of relevant software. May be repeated for credit. F. Galuszka, M. Gwyn, Int r oduction to drawing, processing, and printing of lith- Students are encouraged to develop research projects and J. McDade ographs from stone. Emphasis on discovery of tonal, tex- explore experimental practices. Students are billed for a tural, and expressive potential from the surface of the materials fee. Prerequisite(s): course 21 or 22 or 109 or 107. Mixed Media Works on Paper. * stone, while establishing individual directions in imagery. prior basic programming experience and permission of in- This course stresses alternative drawing processes, tech- Condensed history of the medium, technical theory, and structor. Enrollment limited to 20. May be repeated for niques, and materials. Intended for the intermediate or ad- critique in lecture and demonstrations. Students are billed cr edit. (General Education Code(s): A.) E. Anderson, Th e vanced student. Students are billed for a materials fee. for a materials fee. Prerequisite(s): course 20. Enrollment Staff Prer equisite(s): course 20. Enr ollment restricted to art ma- restricted to art majors. Enr ollment limited to 20. May be jors. Enr ollment limited to 20. May be repeated for cred i t . repeated for credit. (General Education Code(s): A.) 119. Digital Video. * (G eneral Education Code(s): A.) J. McDade, F. Gal u s z k a P. Rangell An exploration of the video medium including production using the digital video format. Digital video cameras 107A. Outdoor Painter’s Project. * 115. Lithography II. S will be used to produce digital source material to be ma- Along with an increasing general concern to preserve our Continuation of course 114. Int r oduction of tusche wash, nipulated in a non-linear digital editing system. Image natural environment, there has been the resurgence of in- aluminum plates, transfers, photo-lithography (com- manipulation, effects, and editing will be explored. A va- terest in celebrating the landscape through painting. This puter interface), and multiple color techniques. Emp h a s i s riety of video struc t u r es, theories, concepts, and forms will impulse to strengthen the bond between art and nature on experimentation, refinement of craft and approach, be examined through production, discussions, and view- has provided a degree of urgency, revitalizing a tradition defining individual imagery, and expanding scale. Furt h e r ing students’ and artists’ work. Students are billed for a that had once been a simple nostalgia for a romantic and investigation of the history of the medium and contem- materials fee. Prer equisite(s): course 21 or 22 or 23 or 80F rural past. Explores the potential for meaning in outdoor po r a r y practice. Students are billed for a materials fee. Pre- or 118. Enrollment limited to 18. May be repeated for painting today. Emphasis is placed on group excursions requisite(s): course 114. Enrollment restricted to art credit. (General Education Code(s): A.) The Staff and intensive discussion that includes visiting artists. En- majors. Enrollment limited to 20. May be repeated for rollment limited to 20. The Staff credit. P. Rangell 120. Advanced Projects in Computer Art I. S Independent and collaborative creative projects using ad- 109. Intermedia II. W,S 116A. Senior Studio in Printmaking. S vanced computer methods. May include networking proj - Further investigation in combining media, materials, and An intensive studio experience for majors, meeting three ects, virtual re p resentations, interactive multimedia, forms to explore a variety of contemporary art practices. full days per week. Provides an opportunity for in-depth installation, performance, robotics, and three - d i m e n s i o n a l Students develop their projects thematically throughout practice in all print media in preparation for the senior ex- modeling. Emphasis on advanced critical and experimen- the quart e r. Assignments encourage experimentation hibition. In addition to individual projects, students work tal approaches to computers as a unique art medium and with time and motion, text and images, collaboration, in- co l l a b o r a t i v ely and in series. Prints incorporating multiple co n t e m p o r a r y res e a r ch issues. Students are req u i r ed to en- stallation, performance, and interactivity. Discussions, colors and concurrent media, and utilizing a larger scale roll in scheduled lab sections. Students are billed for a ma- reading handouts, and critiques further the development are encouraged. Readings and research are required. Sat- terials fee. Prer equisite(s): course 118. Enr ollment limited of perceptual and conceptual skills. Skill workshops in- isfies senior exit req u i r ement. Students are billed for a ma- to 20. May be repeated for credit. E. Anderson, The Staff troduce new techniques. Students billed for a materials terials fee. Completion of a portfolio review required; fee. Prerequisite(s): course 22 or 23 or 29. Enrollment re- students should complete courses 113 and 114, or 112 121. Advanced Projects in Computer Art II. * stricted to art majors. Enrollment limited to 20. May be and 115, as preparation. Courses A and B must be taken Independent and collaborative creative projects using ad- repeated for credit. (General Education Code(s): A.) concurrently. Enrollment limited to 18. May be repeated vanced computer methods, which may be a continuation E. Crichton, E. Stephens, The Staff for credit. J. Lee, P. Rangell of projects initiated in course 120. May include networking projects, virtual representations, interactive multime- 110. Special Topics: Interactive Art. * 116B. Senior Studio in Printmaking. S dia, installation, performance, 3D modeling and Exploring interactive strategies for making art. Projects ex- An intensive studio experience for majors, meeting three animation, or robotics. Emphasis on advanced critical and periment with combining forms and mediums to engage an full days per week. Provides an opportunity for in-depth experimental approaches to computers as a unique art audience. Students are billed for a materials fee. Prere q u i - practice in all print media in preparation for the senior ex- medium, and contemporary research issues. Students are site(s): course 23 or 29. Enr ollment restricted to art majors. hibition. In addition to individual projects, students work required to enroll in scheduled lab section. Students are Enr ollment limited to 20. E. Crichton, E. Ste p h e n s co l l a b o r a t i v ely and in series. Prints incorporating multiple billed for a materials fee. Enrollment limited to 20. May colors and concurrent media, and utilizing a larger scale be repeated for credit. E. Anderson, The Staff 111. Book Arts II. F,W are encouraged. Readings and research are required. Sat- Individual projects to complete printing and binding of isfies senior exit req u i r ement. Students are billed for a ma- 123. Digital Printmaking in Contemporary Art small books. Taught in conjunction with course 70. Does terials fee. Completion of a portfolio review required; Practice. W not fulfill a req u i r ement for the art major. Enr ollment lim- students should complete courses 113 and 114, or 112 Addresses electronic imaging, output, and transferring as ited to 12. May be repeated for credit. G. Kane and 115, as preparation. Courses A and B must be taken means of producing prints. Students gain knowledge and 112. Intaglio I. F concurrently. Enrollment limited to 18. May be repeated experience in using computer equipment including digi- Introduces students to various methods used in making for credit. J. Lee, P. Rangell tal cameras, scanners, printers, and a variety of software. Investigation of conceptual and technical identities be- intaglio prints. Encourages individual artistic growth of 117. Special Topics in Printmaking. S imagery and technique through assignments designed to tween digital image-making and traditional methods, as Special studies in printmaking, as announced. Students well as crossing over them to contemporary trends in art explore the medium. Includes discussion and critique of ar e billed for a materials fee. Prer equisite(s): course 26. En- wo r k with equal emphasis on technique and concept. Stu - practice. Students are billed a materials fee. (Formerly rollment restricted to art and pre-art majors. Enrollment Computer Pri n t m a k n g . ). Prer equisite(s): course 26 or per- dents are billed for a materials fee. (Formerly offered as limited to 20. May be repeated for cred i t . J. Lee, P. Ran g e l l Relief and Intaglio Pri n t m a k i n g . ) Prer equisite(s): course 26. mission of instruc t o r . Enr ollment restricted to art majors. Enr ollment restricted to art majors. Enr ollment limited to Enrollment limited to 20. May be repeated for credit. 20. May be repeated for credit. (General Education (General Education Code(s): A.) The Staff Code(s): A.) J. Lee ART 123

126. Art of Bookmaking. * 135. Introduction to Digital Photography. F,W 144. Site Works. * Introduction to production of small edition books and Introduction to basic theories behind the digital produc- Advanced studio art course investigating the artistic prac- multiples utilizing sequential visual imaging, narrative tion, manipulation, and output of photographic images. tice of site-specific works, installations, and other nontra- content, and mixed media in bookmaking. Provides in- T h rough readings and production, students addre s s ditional art forms which explore expression through struction in conceptualizing, producing, and distributing major issues specific to working with images in an inal t e r n a t i v e contexts. Giv es emphasis to the projects and is- printed arti s t s ’ multiples. Ideas encouraged within a broa d creasingly digital environment. Students are billed for a sues involved in the time, space, and process (four-di- range of possibilities via the format of arti s t s ’ books. A ma- materials fee. Prerequisite(s): course 30. Enrollment re- mensional) based works including earth w o r k, site-specific terials fee will be charged for this class. Enrollment restricted to art majors. Enrollment limited to 20. May be installation, environmental work, and public art that are stricted to art majors. Enrollment limited to 20. May be repeated for credit. (General Education Code(s): A.) ephemeral and permanent. Students are billed for a ma- repeated for credit. (General Education Code(s): A.) The Staff terials fee. (Formerly Site Works: Four-Dimensional Ap - The Staff proaches. ). Prerequisite(s): one of the following courses: 136. Advanced Digital Photography. S 109, 143, or 145. Enr ollment restricted to art majors. En- 130. Intermediate Photography. F,W,S A continuation of course 135 to further study the practice, rollment limited to 18. May be repeated for credit. D.H. Continuation of course 30. Students explore visual ideas, theories, and criticisms of the digital production, manip- Jones di r ecting their work towa r d individualized goals. Req u i re d ulation, and output of photographic images. Major issues work includes making photographic prints, reading his- specific to the production of digital images will be ad- 145. Material Metaphor II. * torical and theoretical works, and examination of photo- dressed through readings and discussion, including tech- Continuation of course 37. Workshops introduce further graphs. Students are billed for a materials fee. niques and theories drawn from a course reader and a investigation of materials and techniques. Students ex- Prer equisite(s): course 30. Enr ollment restricted to art ma- textbook on advanced Photoshop skills. A final project is pl o r e diverse methods of visual communication through a jors. Enr ollment limited to 20. May be repeated for cred i t . required. Students are billed for a materials fee. Prerequi- series of projects that require individual research and col- L. Watts, N. Locks site(s): course 135 or portfolio rev i e w. May be repeated for laborative efforts. Students are encouraged to develop credit. (General Education Code(s): A.) The Staff projects according to their motivation, expertise, and self 131. Advanced Photography. W assessment. Emphasis placed on contemporary studio Continuation of course 130. Students produce a portfo- 139. Intermediate to Advanced Sculpture practices of installation, students will integrate a variety of lio of photographs, read historical and theoretical works, (Foundry). W,S materials and metaphor within the architectural and en- and study photographs and other art works. Students are This intermediate/advanced course provides the informa- vironmental space. Students are billed for a materials fee. billed for a materials fee. Prerequisite(s): one of the fol- tion and facilities necessary to express ideas through the Prerequisite(s): course 29 or 37. Enrollment restricted to lowing: course 130 and either course 132 or 134 or by indirect process of metal casting. The “lost wax” method art majors. Enrollment limited to 18. D.H. Jones passing 10 credits of 130. Enr ollment restricted to art ma- is used to manifest ideas in sculpture. Lectures and jors. Enr ollment limited to 20. May be repeated for cred i t . demonstrations are combined with work time in class. 146. Special Topics in Int e rm e d i a / S c u l p t u re : N. Locks, L. Watts, The Staff Students generate sculpture forms in wax then gate, inves t , Conceptual and Proc e s s - O riented App r oaches. F weld, chase, patina, and present at least one finished piece. Special subjects to be offered by regular staff or visiting 132. Color in Photography. F,W Students are billed a materials fee. Prerequisite(s): one of ar tists as announced. Students are billed for a materials fee. Concentration on making photographic works in color. the following: course 28, 29, 40, or 41. Enrollment re- (F ormerly Int e r media, Special Top i c s . ). Prer equisite(s): one Students produce a portfolio of color photographs, read stricted to art majors. Enrollment limited to 17. May be of the following courses: 23, 28, 29, or 40. Enr ollment re- historical and theoretical works, and study photographs repeated once for credit. E. Stephens, J. Parker, The Staff stricted to junior and senior art majors. Enrollment lim- and other art works. Individualized projects may include ited to 20. May be repeated for credit. E. Crichton, work with color transparencies, ektacolor printing, color 140. Metal Sculpture. F,W,S E. Stephens, The Staff xer ox, computer-generated imagery, or mixed media. Stu - Focus on teaching intermediate to advanced students the dents are billed for a materials fee. May be repeated once processes and techniques of direct metal fabrication for 148. Special Topics in Sculpture and Public for credit. Prerequisite(s): course 130. Enrollment re- co n t e m p o r a r y sculpture. Exp l o r es a range of welding, cut- Art. F,W stricted to art majors. Enr ollment limited to 20. N. Locks, ting, and forming techniques and processes through Special topics in public art, as announced, concentrating The Staff demonstrations, slide lectures, field trips, and studio time. on specific aspects of subject matter and media. Students Demonstrations, slide lectures, and critical discussion of are billed for a materials fee. (Formerly Special Topics. ). 133A. Senior Studio in Photography. S work help develop technical and conceptual skills. Stu- Prerequisite(s): course 143 or 145. Enrollment restricted An intensive studio experience, with major emphasis on dents are billed for a materials fee. Prerequisite(s): one of to art majors. Enrollment limited to 20. Offered in alter- the development of individual projects leading to a re- the following courses: 22, 23, 28, 29, 40, or 41. Enroll- nate academic years. May be repeated for credit. D.H. qu i r ed senior exhibition. Satisfies senior exit req u i re m e n t . ment restricted to art majors. Enrollment limited to 16. Jones Students are billed for a materials fee (one charge for both May be repeated for credit. E. Stephens, J. Parker, A and B). Por tfolio rev i e w prior to advance enrollment re- The Staff 149A. Contemporary Visual Media: Issues of quired. Courses A and B must be taken concurrently. En- Theory and Practice. W rollment restricted to art majors. Enrollment limited to 141. Sculpture II. F,W Th r ough class discussions of a core of readings, selected is- 20. May be repeated for credit. L. Watts, N. Locks More advanced fabrication techniques in sculpture using sues in critical theory relevant to contemporary visual wood, metal, and other building and industrial materials. practices are examined. Enrollment restricted to juniors 133B. Senior Studio in Photography. S Techniques include basic carpentry, woodshop skills, and and seniors. Enrollment limited to 20. J. Brodsky An intensive studio experience, with major emphasis on an introduction to the metal fabrication facilities. Dem o n - the development of individual projects leading to a re- strations, slide lectures, and critical discussion of work 149B. Contemporary Visual Media: Issues of qu i r ed senior exhibition. Satisfies senior exit req u i re m e n t . help develop technical and conceptual skills. Students are Theory and Practice. * Students are billed for a materials fee (one charge for both billed for a materials fee. Prer equisite(s): course 23, 28, 29, Continuation of course 149A with emphasis on readings A and B). Por tfolio rev i e w prior to advance enrollment re- 40, or 41. Enr ollment restricted to pre- a r t, art, and history about visual practices related to issues of class, gender, sex- quired. Courses A and B must be taken concurrently. En- of art and visual culture majors. Enr ollment limited to 20. ua l i t y , ethnicity, postcolonialism and postnationalism. En- rollment restricted to art majors. Enrollment limited to May be repeated for credit. (General Education Code(s): rollment restricted to juniors and seniors. Enrollment 20. May be repeated for credit. L. Watts, N. Locks A.) E. Stephens, J. Parker, The Staff limited to 20. J. Brodsky 134. Special Topics in Photography. F,W,S 143. Advanced Intermedia: Three-Dimensional 150. Seminar in Contemporary Art. Special studies in photography, concentrating on specific Approaches. * 150A. Feminism and Visual Art. * subject matter or media. Topics may include documentary The investigation of constructed sculpture, site-specific in- Explores the impact of feminism on art practice and photography, landscape, alternative processes, or mixed stallation, performance art, and work that utilizes time- critical theory. Topics include the history of women’s media. Students are billed for a materials fee. Prerequi- based media. Students are billed for a materials fee. ar t practice, history of women’s education in the visual site(s): course 30. Enr ollment restricted to art majors. En- Prer equisite(s): one of the following courses: 23, 29, 37, or arts, social constructions of femininity and how femi- rollment limited to 20. May be repeated for credit. N. 144. Enr ollment restricted to art majors. Enr ollment limited nist theory has affected the way in which art is made, Locks, L. Watts to 20. May be repeated for cred i t . E. Crichton, E. Ste p h e n s viewed, and evaluated. New genres are also addressed.

*Not offered in 2004–05 124 PROGRAMS AND COURSES

Individual presentations and written assignments are materials fee (one charge for both 159A and 159B). Port- Graduate Courses req u i r ed. Enr ollment restricted to junior and senior art folio review prior to advance enrollment required. En- majors. Enrollment limited to 24. J. McDade rollment restricted to art majors. Courses A and B must be 297. Independent Study. F,W,S 150B. Ethno-American Art. * taken concurrently. (Formerly Senior Studio in Inter-Di - Independent study or res e a r ch for graduate students. Stu - The development of an awareness of the history of mensional Art. ). Enrollment limited to 18. May be re- dents submit petition to sponsoring agency. The Staff ethno-American art (such as African, Latino, Asian, peated for credit. E. Anderson, E. Crichton, D.H. Jones, and Middle East) and contemporary ethno-American J. Parker, E. Stephens ar tists. Guest lecturers. Enr ollment restricted to junior 160. Practicum for Careers in Art (3 credits). * Art History and senior art majors. Enr ollment limited to 24. (Gen - Prepares graduating art students for future careers in art. eral Education Code(s): A, E.) The Staff Enr ollment restricted to art majors. Enr ollment limited to See His t o r y of Art and Visual Cul t u r e, page 258. 150C. Issues in Collaboration and 25. Offered in alternate academic years. The Staff Interactivity. * 161. Picturing Identity: Document and Explores the role of collaboration and interactivity in Culture. W co n t e m p o r a r y art practices. Emphasis placed on modes Studio addresses issues of race, gender, culture, personal Ar t s of making works in which responsibility for the activ- id e n t i t y , and visual rep r esentation. Examines ways ideas of ity is shared, and modes of reception in which, in var- identity are given visual form and communicated in fine ious degrees, boundaries between artist and audience D Building, Por ter College arts and mass media. Students research ways traditionally (831) 459-4940 are breached. Enrollment restricted to art or history of underrepresented groups in society have been and are ar t and visual culture majors. Enr ollment limited to 20. ht t p : / / a rt s . u c s c . e d u being represented in mass media; they then visually inter- J. Brodsky pret that information in forms of visual artifacts. This The Division of the Arts offers technical training and his- 151. Introduction to Gallery Management. * process and interpretation serve as springboard to exami- torical, theoretical, and critical studies in art, art history Provides practical experience in all phases of an exhibition nation of expanded ideas of identity, including personal (visual culture), dance, drama (acting, directing, and pro g r a m ’s design and implementation including curation, and/or family culture and history, gender, and ethnicity. playwriting), design and technology, film and digital registration, preparation, and publicity. The general tasks Encourages use of broad range of mediums available to media, and music to all UCSC undergraduates, as well as of program operation are supplemented with selected construct visual representations of identity. Students are to those undergraduate and graduate students majoring reading and written assignments designed to enhance the- billed a materials fee. Enr ollment restricted to pre- a r t, art, in the arts. The mission of the arts in education derives oretical understanding of broader issues in art adminis- film and digital media, and history of art and visual cul- fr om their special contributions to human experience and tration, including an introduction to the political and ture majors. Enrollment limited to 20. (General Educa- ac h i e v ement. The arts invol v e unique ways of knowi n g , ethical realities professionals face. Enr ollment restricted to tion Code(s): A.) L. Watts understanding, feeling, communicating, and creating. In art majors. Enrollment limited to 20. The Staff education, and at this univer s i t y , the arts complement 191. Teaching Apprenticeship. F,W,S humanistic and scientific thought, and students and fac- 152. Controversies in Art. Designed for art majors at the upper-division level. Each ulty in the arts are frequently invol v ed in collaborations Focuses on several United States art exhibitions that have student assists in a lower-division art course under the di- with colleagues in humanities and science disciplines. generated political and social controversy. Students will rect supervision of a faculty member. Students assist in The Division of the Arts provides students with access critically examine the curatorial visions, art, exhibition re- technical instruction, critiques, and class discussions. May to excellent state-of-the-art facilities, including rec e n t l y vi e ws, public and institutional responses, and broader cul- not be repeated for credit. Does not count toward upper- co n s t r ucted and equipped music recital halls and practice tural, historical, and political context that surrounded the division major requirements. Enrollment restricted to art rooms, an electronic music studio, several theaters, drama co n t r oversies. Enr ollment restricted to juniors and seniors. majors. The Staff and dance studios, painting and printmaking studios, a Enrollment limited to 30. (General Education Code(s): 192. Directed Student Teaching. F,W,S fo u n d r y, film and video editing rooms, a photography A.) E. Crichton Teaching of a lower-division seminar under faculty su- la b o r a t o r y, multimedia computing laboratories, and spe- ci a l i z ed lecture and seminar classroo m s . 159A. Senior Studio in Intermedia, Sculpture, pe r vision. (See course 42.) Students should have upper-division standing with a proposal supported by a faculty Among the division’s many performing and fine arts and Electronic Art. S pr ograms, Sha k e s p e a r e Santa Cruz, an internationally An intensive studio experience for art majors concentrat- member willing to supervise. Students submit petition to sponsoring agency. Enrollment limited to 5. The Staff rec o g n i z ed professional rep e rt o r y company, exem p l i f i e s ing in the areas of intermedia, sculpture, public art, in- our goal of combining scholarship with the perfo r m a n c e stallation art, electronic art, and interactive art. Major 193. Field Study. F,W,S and practice of the arts . emphasis is on development of individual and collabora- Sup e r vised off-campus study conducted under the imme- The departments and majors in the Division of the tive projects in preparation for the senior exhibition. diate and direct guidance of a faculty supervisor.To be Ar ts are listed in detail under Art, Film and Dig i t a l Readings and res e a r ch req u i r ed. Class discussions focus on used primarily by upper-division students doing part- t i m e Media, His t o r y of Art and Visual Cul t u r e, Music, and project work and critiques, assigned reading, and the de- off-campus study. Students submit petition to sponsoring Theater Arts . velopment of a written component by each student. Sat- agency. Petitions may be obtained in the Art Department isfies senior exit requirement. Students are billed for a Office. May be repeated for credit. The Staff materials fee (one charge for both 159A and 159B). Port- Digital Arts and New Media M.F.A . folio review prior to advance enrollment required. En- 196. Senior Project. F,W,S Prog ra m rollment restricted to art majors. Courses A and B must be Student will concentrate on completing work for com- The program explores the theory, history, and practice of taken concurrently. (Formerly Senior Studio in Inter-Di - prehensive exhibition under the direction of his or her art digital and electronic art media, with an emphasis on col- mensional Art. ). Enrollment limited to 18. May be re- adviser, with help from other faculty as needed. Students la b o r a t i v e work in project teams. The curriculum is inter- peated for credit. E. Anderson, E. Crichton, D.H. Jones, submit petition to sponsoring agency. May be repeated for di s c i p l i n a r y involving faculty from the Art, His t o r y of J. Parker, E. Stephens credit. The Staff Ar t and Visual Cul t u r e, Film and Digital Media, and 159B. Senior Studio in Intermedia, Sculpture, 198. Independent Field Study. F,W,S Theater Arts Dep a r tments as well as from the Bas k i n and Electronic Art. S Provides for department-sponsored independent study School of Engineering, the Division of Physical and An intensive studio experience for art majors concentrat- programs off campus for which faculty supervision is not Biological Sciences, and the Division of Social Sciences. ing in the areas of intermedia, sculpture, public art, in- in person (e.g., supervision is by correspondence). Stu- A minimum of two years will be req u i r ed in order to stallation art, electronic art, and interactive art. Major dents submit petition to sponsoring agency. May be re- complete the program. Fur ther information reg a r ding the emphasis is on development of individual and collabora- peated for credit. The Staff pr ogram, its admission criteria, and the application tive projects in preparation for the senior exhibition. pr ocess can be found at ht t p : / / d i g i t a l a rt s . u c s c . e d u . Also, see Readings and res e a r ch req u i r ed. Class discussions focus on 199. Tutorial. F,W,S Digital Arts and New Media M.F.A. Program, page 163. project work and critiques, assigned reading, and the de- Individual study in areas approved by sponsoring instruc - velopment of a written component by each student. Sat- tors. Students submit petition to sponsoring agency. May isfies senior exit requirement. Students are billed for a be repeated for credit. The Staff ASTRONOMY AND ASTROPHYSICS 125

Asian Studies MER L E F. WAL K E R , Eme r i t u s space-based observatories are among the objects of study. Areas of special interest at UC Santa Cruz include cosmology, the formation and evolution of stars See East Asian Studies, page 173, and South and Ast ro n o m e r and galaxies, high-energy astrophysics, active galaxies, Southeast Asian Studies, page 367. LLOYD B. ROB I N S O N , Eme r i t u s supernovae and nucleo-synthesis, the motions of stars For language instruction see Chinese, page 152, and and galaxies, and all aspects of observational optical and Japanese, page 271. Assistant Prof e s s o r / A ssistant Ast ro n o m e r infrared astronomy. Astronomers use concepts from and JAS O N PROC H A S K A contribute to the development of many other scientific Damped Lya systems in quasars, Lyman limit systems, stellar disciplines, including optics, mechanics, relativity, abundances, thick disk imaging of our galaxy atomic and nuclear physics, applied mathematics, Astronomy and chemistry, geology, and meteorology. The interdiscipli- Prof e s s o r nary nature of astronomy, including its historical and As t r o p h y s i c s GEO RG E R. BLUM E N T H A L philosophical elements, makes its study valuable to Co s m o l o g y, galaxy formation, high-energy astrop h y s i c s those planning careers in a variety of fields. The Astronomy and Astrophysics Dep a r tment offers a As t r onomy Dep a r tment Off i c e FRA N K D. DRA K E , Eme r i t u s br oad undergraduate curriculum that fulfills the needs of 201 Int e rd i s c i p l i n a r y Sciences Bui l d i n g JOH N FAUL K N E R students seeking a general education but also enables stu- (831) 459-2844 Stellar struc t u r e, close binary stars, rel a t i v i t y dents wishing to obtain a minor or major in astrop h y s i c s ht t p : / / w w w. a s t r o.u c s c . e d u to study the subject in greater depth.The graduate pro- DOU G LA S N. C. LIN gram is intended for those with a professional interest in Fluid dynamics, star formation, galactic struc t u r e Faculty and Professional Int e re s t s the subject. The interests of the faculty embrace a wide PIE R O MAD A U range of both theoretical and observational aspects of Co s m o l o g y, high-energy astrop h y s i c s as t ro n o m y . Cur r ent res e a r ch and course offerings include Prof e s s o r / As t ro n o m e r WIL L I A M G. MATH EW S the solar system, stellar struc t u r e and evolution, stellar PET E R H. BOD E N H E I M E R Galaxies, high-energy astrophysics, gaseous nebulae; corne t t o sp e c t ro s c o p y , the interstellar medium, galactic struc t u re , Stellar struc t u r e, star forma t i o n (m u s i c ) ac t i v e galaxies and quasars, cosmology, general rel a t i v i t y and gravitational radiation, the origin of the elements, MIC H A E L J. BOLT E STE PH E N E. THO R S E T T in f r a r ed and radio astron o m y , advanced astron o m i c a l Dynamics of star clusters, ages of star clusters, chemical Radio astron o m y , high-energy astrophysics, compact objects, in s t r umentation, astrob i o l o g y , high-energy astrop h y s i c s , enrichment history of the galaxy, observations of interac t i n g rel a t i v i t y ga l a x i e s and X-ray and gamma-ray astron o m y . STAN F O R D E. WOO S L E Y Graduate students have access to state-of-the-art JEA N P. BROD I E Nuclear astrophysics, stellar struc t u r e in s t r ument development and data reduction technology, Galaxies, instrum e n t a t i o n the UCO/Lick Obs e r vat o r y computer network, and an HAR LA N D W. EPP S Associate Adjunct Prof e s s o r unusually extensive astronomical library at the Lick Obs e r vat o r y headquarters on campus. Graduate students Ast r onomical optics and instrum e n t a t i o n RACH E L J. DEWE Y Radio astron o m y , pulsar astrophysics, VLBI astrom e t r y may conduct supervised res e a r ch with selected telescopic SAN D R A M. FAB E R facilities of the Lick Obs e r vat o r y on Mount Ham i l t o n , Galaxies, stellar populations, cosmology STE PH E N MUR R A Y 55 miles from Santa Cruz. The 10-meter Keck Tel e s c o p e PUR AG R A (R AJ A ) GUH A THA K U R TA Formation of globular clusters and dwarf galaxies and the in Hawaii, the world’s largest, is administered from the Faint blue galaxies, study of faint stars using multicolor CCD structure and evolution of the interstellar medium in young UCSC campus and is used for frontier res e a r ch by UC data, search for Kuiper belt comets, gravitational lensing by galaxies as t r onomers. ga l a x y clusters, HST studies of dense globular cluster cores , The Center for Ada p t i v e Optics (CfAO) is also head- near infrar ed Tul l y - F isher diagram, galactic “ci r ru s ” clouds, Assistant Prof e s s o r qu a rt e r ed at UCSC. Education is central to the CfAO’ s in t e r acting galaxies, dwarf galaxies GRE G O R Y LAUG H L I N mission, and a key element of this is the support provi d - GART H D. ILL I N G WO RT H Ext r a-solar planets, numerical astrophysics, astrop h y s i c a l ed by the center to graduate students. In addition to Stellar and galaxy dynamics, instrum e n t a t i o n phenomena of the extremely distant future res e a r ch, the center provides interdi s c i p l i n a r y access to a nationwide network of scientists in astronomy and BUR TON F. JON E S , Eme r i t u s CON S TA N C E ROC KO S I vision science. DAVI D C. KOO ◆ ◆ ◆ Co s m o l o g y, birth and evolution of galaxies and quasars Und e r g r aduate Courses ROB E R T P. KRA F T , Eme r i t u s Prof e s s o r Ins t r uction in astronomy for undergraduates at UC San t a CLAI R E MAX Cruz is designed to meet the needs of several groups of JOE L R. PRI M AC K (Ph y s i c s ) Ada p t i v e optics, planetary science Th e o r y of fundamental particles, cosmology, astrop h y s i c s st u d e n t s . Courses 2, 3, 4, 5, 8, 80A, 80B, and 80D, providing a JOS E P H S. MIL L E R Act i v e galaxies, quasi-stellar objects Res e a r ch Ast ro n o m e r general survey of the universe as now understood from historical and modern observations, are offered for those JER R Y E. NEL S O N ROB E R T B. HAN S O N not specializing in a scientific discipline. Design and construction of large telescopes; project scientist for Ast ro m e t r y, galactic struc t u r e, and statistical astron o m y Courses 11, 12, 13, 14, 16, and 18, emphasizing basic the two Keck telescopes RIC H A R D STOVE R physical laws and theories as applied to astron o m y , taken DON A L D E. OST E R B RO C K , Eme r i t u s Ins t r umentation, cataclysmic var i a b l e s together provide a survey of modern astronomy for students with some facility in mathematics. Taken separate- DAVI D M. RAN K , Eme r i t u s ly , they provide an in-depth introduction to gravitational Inf ra r ed astron o m y , instrum e n t a t i o n Res e a r ch Phy s i c i s t interaction, stellar evolution, and extragalactic astro- ER R Y AS T GRA E M E H. SMI T H T M physics. These courses are designed for students intend- Stellar populations, chromospheric activity among late-type stars Ast r onomical instrum e n t a t i o n ing to major in a scientific subject, although qualified STEV E N S. VOG T nonscience majors may attend. A good high school back- Stellar spectros c o p y, instrum e n t a t i o n Prog r am Des c r i p t i o n gr ound in mathematics and physics is assumed. Prior or The science of astronomy has the universe as its co n c u r r ent enrollment in a basic calculus course domain. Galaxies, stars, planets, and an ever-increasing (M athematics 11A or 19A) and a basic physics course variety of phenomena observed from ground- and (P hysics 5A/L or 6A/L) is helpful but not req u i re d . 126 PROGRAMS AND COURSES

Fin a l l y , a more thorough quantitative treatment of aspects of the field. Graduate instruction is built upon a 11. Gravity: The Universal Glue. S selected topics in astronomy and astrophysics at the two-year cycle of 14 one-quarter courses in astronomy History of gravitational theory: Copernicus, Galileo, Ke- upper-division level is provided by courses 112, 113, and physics that are normally required of all students. pler, Newton, Einstein. Newton’s concept of space and 117, and 118. Completion of course work in calculus of Four courses are specifically required (courses 202, 205, time, laws of motion, and gravity. Einstein’s concepts of se v eral variables (Mathematics 22 or 23A-B) and Phy s i c s 220A, 240A); nine courses are chosen from a list of space, time, and mass in special relativity. Overview of 5B/M or 6B/M and 101A is req u i r ed for these advan c e d electives (physics, galaxies, stars, etc.); and one course is general relativity, extreme gravity fields of black holes. co u r s e s . a quarter of independent study with a faculty member. Modern tests of general rel a t i v i t y . Proficiency in using and In addition, each student in the program must be a applying high school algebra and geometry is highly de- Ast r ophysics Min o r teaching assistant for at least one quarter. Students are sirable; the course is for students intending science majors. also encouraged to engage in research projects under the (General Education Code(s): IN, Q.) J. Faulkner For undergraduate students having a particular interest in supervision of the faculty during the early part of their the subject, a minor in astronomy and astrophysics is graduate career. After passing a departmental prelimi- 12. Stars and Stellar Evolution. W of f e r ed. Most students who minor in astronomy and nary examination on course material and general astro- An introduction to the observational facts and physical as t r ophysics are majors in another science, though majors nomical knowledge (usually taken by the spring of the theory pertaining to stars. Topics include the observed in other fields are also possible. The minor in astron o m y second year) and a qualifying exam based on a proposed properties of stars and the physics underlying those prop- and astrophysics req u i r es that students take the Physics 5 thesis topic (usually taken before the end of the third erties, stellar atmospheres, stellar structure and evolution. or 6 series (with associated laboratories), Physics 101A, a year), students pursue independent research leading to It is recommended that students have completed a mini- minimum of two courses from the Astronomy 11–18 the doctoral dissertation. mum of high school algebra and physics; course intended series, and a minimum of three courses from the principally for science students. Offered in alternate aca- As t r onomy 112–118 series. A senior thesis on an astron - demic years. (General Education Code(s): IN, Q.) om y - r elated topic is also encouraged. Int e r ested students Lower-Division Courses S. Woosley should contact the Astronomy Dep a r tment Office for fu r ther information. 2. Overview of the Universe. F,W,S 13. Galaxies, Cosmology, and High Energy An overview of the main ideas in our current view of the Astrophysics. W universe, and how they came about. Galaxies, quasars, An introduction to modern cosmology and extragalactic Ast r ophysics Maj o r stars, pulsars, and planets. Intended primarily for non- astronomy.Topics include the origin of the universe, Big The UCSC major in astrophysics is administered by the science majors interested in a one-quarter survey of clas- Bang cosmology, expansion of the universe, dark matter, Physics Dep a r tment and combines a core physics major sical and modern astron o m y . (General Education Code(s): properties of galaxies and active galactic nuclei, and very with advanced electives in astrophysics, an astrop h y s i c s IN, Q.) S. Vogt, P. GuhaThakurta, J. Miller, J. Brodie energetic phenomena in our own and other galaxies. It is la b o r a t o r y course, and senior thesis work on a topic in recommended that students have completed a minimum as t r ophysics. It is a rigorous program designed to prep a r e 3. Introductory Astronomy: The Solar of high school algebra and physics; course intended prin- students for a broad range of technical careers or for System. F cipally for science majors. (General Education Code(s): en t r y into graduate or professional programs. A full Properties of the solar system, the sun, solar system ex- IN, Q.) D. Koo ploration, the physical nature of the Earth and the other description of the major can be found in the physics sec- 14. Observational Astronomy. * tion of this catalog. planets, comets and asteroids, origin of the solar system, possibility of life on other worlds, planet formation, and Observational introduction to the night sky. Naked-eye search for planets beyond the solar system. Intended for and digital observations of the moon, planets, stars, neb- Prep a r ation for Graduate Wor k nonscience majors. Courses 3, 4, and 5 are independent ulae, and galaxies are used to understand astronomical in Ast ro p h y s i c s and may be taken separately or sequentially. (General Ed- phenomena. Topics range from planetary orbits to cos- ucation Code(s): IN, Q.) A. Steinacker mology. A minimum of high school algebra and geome- The UCSC graduate program in astronomy and astro- t ry is highly recommended. An understanding of physics is designed for Ph.D. students seeking a prof e s - 4. Introductory Astronomy: The Stars. F mathematics at the Math 2 level is desirable. Enrollment sional career in teaching and res e a r ch. In view of the Stellar evolution: observed properties of stars, internal limited to 20. (General Education Code(s): IN, Q.) th o r ough preparation in mathematics and physics structure of stars, stages of a star’s life including stellar R. Dewey req u i r ed for graduate study, most entering astron o m y births, white dwarfs, supernovae, pulsars, neutron stars, graduate students major in physics or astrophysics as and black holes. Planet and constellation identification. 16. Life in the Universe. * undergraduates. Intended for nonscience majors. Courses 3, 4, and 5 are Large scale habitability of the universe, role of forces of na- The suggested minimum req u i r ements for admission independent and may be taken separately or sequentially. tu r e, laws of physics after inflation; galactic and stellar evo- to graduate standing at UCSC include the followi n g (General Education Code(s): IN, Q.) M. Bolte lution, including relativistic considerations of interstellar undergraduate courses: travel; signal detection techniques with application to the 5. Introductory Astronomy: The Formation Basic physics. Mechanics, wave motion, sound, light, elec- detection of extrasolar planets. Introductory algebra re- and Evolution of the Universe. S quired. Some knowledge of logarithms and bases recom- tricity and magnetism, thermodynamics, atomic physics, The universe explained. Esoteric concepts of modern cos- and quantum mechanics (Physics 5A, 5B, and 5C). mended. Enrollment limited to 50. Offered in alternate mology presented plainly for nonscience majors. The his- academic years. (General Education Code(s): IN, Q.) Basic mathematics. Calculus (Mathematics 19A-B and tory of the cosmos from big bang to now. How we got L. Doyle 23A-B or equivalent) and statistics (Mathematics and here. How physics determines the fate of the universe. Statistics 5). Simple algebra and geometry needed for homework; tests 18. Planets and Planetary Systems. F Int e rm e d i a t e - l e v el physics. Mechanics (Physics 105); elec- do not emphasize math. Courses 3, 4, and 5 are inde- Overview of our solar system and those recently discov- tr i c i t y , magnetism, and optics (Physics 110A-B); mathe- pendent and may be taken separately or sequentially. ered around nearby stars. Topics include formation of matical methods in physics (Physics 116A-B-C); nuclear (General Education Code(s): IN, Q.) R. Dewey planets, structure of planets, moons and rings, asteroids and comets, ground-based and space-based observations, and particle physics (Physics 129); and quantum 8. The Violent Universe: Cosmic Catastrophes mechanics (Physics 139A-B). and physical processes. Prer equisite(s): completion of high and Life on Earth. W school algebra and physics recommended; course intended Int e rm e d i a t e - l e v el mathematics. Linear algebra An overview of current ideas of how astronomical events for science majors. (General Education Code(s): IN, Q.) (M athematics 21), complex analysis (Mathematics 103), ha v e influenced evolution of life on Earth. Comet/meteor C. Max and ordi n a r y and partial differential equations impacts, mass extinctions, dinosaur deaths, direct evi- (M athematics 106A and 106B). dence: cratering, dealing with future impacts. Related top- 80A. The Space-Age Solar System. W ics: changes in planetary orbits, evolution of the sun, Exploration of the solar system during the space age: the Graduate Prog ra m galaxy collisions, fate of the universe. Course intended for early history of rocket development, the Apollo program nonscience majors. (General Education Code(s): IN, Q.) and the exploration of the moon, studying the earth from Instruction and research leading to the Ph.D. degree in S. Murray space, and the planets of the solar system as revealed by astronomy have been under way at UC Santa Cruz since 1967. The interests of the faculty, as outlined above, embrace both theoretical and observational ASTRONOMY AND ASTROPHYSICS 127

unmanned spacecraft. Intended for nonscience majors. 135A. Astrophysics Advanced Laboratory (3 207. Future Directions/Future Missions. W (General Education Code(s): T2-Natural Sciences, Q.) credits). F Examines possible key science goals for the the next D. Lin Introduction to techniques of modern observational as- decade, such as planet detection, galaxy formation, and trophysics at optical and radio wavelengths through “dark energy” cosmology; the means for addressing these 80B. Light, Color, and Vision. S hands-on experiments. Intended primarily for juniors and goals, such as new space missions and/or ground-based fa- Co vers a variety of optical and visual phenomena, includ- seniors majoring or minoring in astrophysics. Offered in cilities; and the political, technical, and scientific con- ing the nature of light, optical effects in the atmosphere, some academic years as single-term course 135 in fall, de- straints on such research. Looks at the role of the Decadel the camera and photography, simple optical instruments, pending on astronomical conditions. (Also offered as Sur vey . Examines a few existing programs (DEEP, ALMA, the human eye and vision, binocular vision, color and Physics 135A. Students cannot receive credit for both SN A P , NGST) as examples. Enr ollment restricted to grad- color perception. A course in high school algebra is rec- courses.) Prerequisite(s): Physics 133 and at least one as- uate students. G. Illingworth ommended as preparation. (General Education Code(s): tronomy course. R. Dewey T2-Natural Sciences, Q.) J. Nelson 210. Radiation Astrophysics. W 135B. Astrophysics Advanced Laboratory (2 Explores how physical conditions in astrophysical objects 80D. Historical Astronomy. * credits). W can be diagnosed from their spectra. Discussion topics in- Historical development of astronomical thought, from Introduction to techniques of modern observational as- clude how energy flows determine the thermal state of ra- stone megaliths to the expanding universe; Western astrophysics at optical and radio wavelengths through diating objects and how the physics of radiative transfer tronomy from ancient Greece to the twentieth century; hands-on experiments. Intended primarily for juniors and can explain the emergent spectral characteristics of stars, prehistorical and non-Western astronomy; role of astron- seniors majoring or minoring in astrophysics. Offered in accretion disks, Lyman-alpha clouds, and microwave omy in development of modern science; political, social, some academic years as single-term course 135 in fall, de- background. Enrollment restricted to graduate students. and cultural aspects of astron o m y . Off e r ed in alternate ac- pending on astronomical conditions. (Also offered as G. Laughlin ademic years. (General Education Code(s): T2-Natural Physics 135B. Students cannot receive credit for both Sciences.) S. Thorsett courses.) Prerequisite(s): Physics 133 and at least one as- 212. Dynamical Astronomy. F tronomy course. R. Dewey Surveys dynamical processes in astrophysical systems on Upper-Division Courses scales ranging from the planetary to the cosmological, sta- 171. General Relativity, Black Holes, and bility and evolution of planetary orbits, scattering 112. Physics of Stars. F Cosmology. F processes and the few-body problem, processes in stellar The leading observational facts about stars as interpreted Special relativity is reviewed. Curved space-time, includ- clusters, spiral structure and galactic dynamics, galactic by current theories of stellar struc t u r e and evolution. Spe c - ing the metric and geodesics, are illustrated with simple collisions, and evolution of large-scale structure. Enroll- troscopy, abundances of the elements, nucleosynthesis, examples. The Einstein equations are solved for cases of ment restricted to graduate students. G. Laughlin high symmetry. Black hole physics and cosmology are dis- stellar atmospheres, stellar populations. Final stages of evo- 214. Structure Formation in the Universe. S lution, including white dwarfs, neutron stars, supernovae . cussed, including recent developments. (Also offered as Physics 171. Students cannot receive credit for both Course builds upon course 240C (offered in alternate) Prer equisite(s): Mathematics 22 or 23A, Physics 5B or 6B, and covers a similar set of topics with a larger emphasis on and 101A. J. Faulkner courses.) Prerequisite(s): Physics 105, 110B, and 114B. A. Aguirre first stars and black holes, galaxy formation, the physics of 113. Physical Cosmology. W the intergalactic medium, and high-redshift sources. En- A physical examination of our evolving universe: the Big 199. Tutorial. F,W,S rollment restricted to graduate students. P. Madau The Staff Bang model; simple aspects of general relativity, particle 220A. Stellar Structure and Evolution. F physics in the early universe, production of various back- Sur vey of stellar struc t u r e and evolution. Physical prop e r - gr ound radiations, production of elements, tests of geom- Graduate Courses ties of stellar material. Convective and radiative energy etry of the universe, and formation and evolution of transport. Stellar models and evolutionary tracks through galaxies and large-scale structure. Prerequisite(s): Mathe- 202. Electromagnetism and Plasma Physics. W all phases. Comparison with observations. Enr ollment re- matics 22 or 23A, Physics 5B or 6B, and 101A. P. Mad a u Topics in classical radiation: multipole radiation, syn- stricted to graduate students. P. Bodenheimer chrotron and Cerenkov radiation, Compton scattering, 117. High Energy Astrophysics. S bremsstrahlung, stimulated and coherent emission, dif- 220B. Star and Planet Formation. W T h e o ry and practice of space and ground-based x-ray and fraction and scattering. Topics in plasma physics: plasma Th e o r y of star formation. Int e r p r etation of observations in gamma-ray astronomical detectors. High-energy emission waves, Debye length, adiabatic invariants, wave propaga- star forming regions. Theory and observations of proto- pr ocesses, neutron stars, black holes. Obs e r vations of x-ray tion in plasmas, Landau damping, two-stream instability. planetary disks. Origin and evolution of the solar nebula. binaries, pulsars, magnetars, clusters, gamma-ray bursts, (Also offered as Physics 213. Students cannot receive Formation and evolution of the terrestrial planets and the the x-ray background. High-energy cosmic rays. Neu t r i n o credit for both courses.) Offered in alternate academic giant planets. Prerequisite(s): course 220A. Offered in al- and gravitational-wave astronomy. Prerequisite(s): Math- years. H. Haber ternate academic years. P. Bodenheimer ematics 22 or 23A, Physics 5B or 6B, and 101A. Offered in alternate academic years. S. Thorsett 204A. Physics of Astrophysics I. F 220C. Advanced Stages of Stellar Evolution and Lagrangian and Hamiltonian dynamics, perturbation the- Nucleosynthesis. S 118. Physics of Planetary Systems. * or y, action angle variables, classical field, elasticity, kinetic The evolution of massive stars beyond helium burning; Determination of the physical properties of the solar sys- th e o r y, statistical mechanics, quantum mechanics, density properties of white dwarf stars; physics and observations tem, its individual planets, and extrasolar planetary sys- matrix, quantum field theory, equation of state. Enroll- of novae, supernovae, and other high energy stellar phe- tems through ground-based and space-based observat i o n s , ment restricted to graduate students. Offered in alternate nomena; nuclear systematics and reaction rates; the origin la b o r a t o r y measurements, and theory. Theories of the ori- academic years. D. Lin and production of all the chemical elements. Prerequi- gin and evolution of planets and planetary systems. Pre- site(s): course 220A. Enr ollment restricted to graduate stu- requisite(s): Mathematics 22 or 23A or 23b, Physics 5B or 204B. Physics of Astrophysics II. * dents. Offered in alternate academic years. S. Woosley 6B, and 101A. Off e r ed in alternate academic years. (Gen - Fluid mechanics, equation of motion, inviscid and viscous eral Education Code(s): Q.) P. Bodenheimer flow, boundary layers, turbulence, compressibility, sound 222. Planetary Science. * and non-linear waves, heat and momentum transport, in- Gross dynamical and chemical properties of solar system, 135. Astrophysics Advanced Laboratory. * stabilities, magnetohydr odynamics, Alfven waves, antipo- interior struc t u r e, plate tectonics, atmosphere of terres t r i a l Introduction to the techniques of modern observational lar diffusion, plasma physics, stability. En ro l l m e n t planets, structure and evolution of giant planets, genera- astrophysics at optical and radio wavelengths through restricted to graduate students. Offered in alternate aca- tion of magnetic fields, planet-satellite tidal interaction, hands-on experiments. Off e r ed in some academic years as demic years. J. Prochaska planetary rings, comets, meteorites, formation and long- a multiple-term course: 135A in fall and 135B in winter, term stability of solar system. Enrollment restricted to depending on astronomical conditions. (Also offered as 205. Introduction to Astronomical Research. F graduate students. Offered in alternate academic years. Physics 135. Students cannot receive credit for both Lectures by UCSC faculty on current areas of astronom- D. Lin courses.) Prerequisite(s): Physics 133 and at least one as- ical and astrophysical research being carried out locally. tronomy course. Intended primarily for juniors and sen- Enrollment restricted to graduate students. H. Epps iors majoring or minoring in astrophysics. R. Dewey

*Not offered in 2004–05 128 PROGRAMS AND COURSES

224. Origin and Evolution of the Universe. * Way. Evolution of density perturbations in the early uni- permission of instructor. Enrollment priority given to Introduction to the particle physics and cosmology of the verse. Hierarchical clustering model for galaxy formation graduate students. Of f e red in alternate academic very early universe: relativistic cosmology, initial condi- and evolution. G. Laughlin years. C. Max tions, inflation and grand unified theories, baryos y n t h e s i s , nucleosynthesis, gravitational collapse, hypotheses re- 240B. Galactic and Extragalactic Stellar 292. Seminar (no credit). F,W,S garding the dark matter and consequences for formation Systems. * Seminar attended by faculty, graduate students, and of galaxies and large scale structure. (Also offered as Galaxy formation and evolution from observations of in- upper-division undergraduate students. The Staff Physics 224. Students cannot receive credit for both termediate-to-high redshift galaxies (z 0.5-5). Comple- ments and builds on 240A. Cluster galaxies and field 297. Independent Study. F,W,S courses.) Enrollment restricted to graduate students. Of- Independent study or research for graduate students who fered in alternate academic years. The Staff galaxies. Foundation from classic papers on distant galaxies. Recent discoveries from IR and sub-mm measure- have not yet begun work on their theses. Students submit 225. Physics of Compact Objects. * ments. Impact of AGNs and QSOs. Ove rv i ew of petition to sponsoring agency. Enrollment restricted to Physics of dense matter: equations of state. Structure and modeling approaches. Identify theoretical and observa- graduate students. The Staff cooling of white dwarfs and neutron stars. Observations tional issues. Enrollment restricted to graduate students. 299. Thesis Research. F,W,S and phenomenology of pulsars. Elementary relativity; G. Illingworth Students submit petition to sponsoring agency. The Staff properties of black holes. Compact objects in binary systems: X-ray sources, binary pulsars. Pulsars in globular 240C. Galactic and Extragalactic Stellar clusters. Offered in alternate academic years. S. Thorsett Systems. * Cosmological models. Recombination epoch and thermal 226. General Relativity. * history of the intergalactic medium. Formation of first Biochemistry and Dev elops the formalism of Ein s t e i n ’s general rel a t i v i t y , in- structures: minihalos, stars, and black holes. Cosmologi- cluding solar system tests, gravitational waves, cosmology, cal reionization and early metal enrichment. Radiative Molecular Biology and black holes. (Also offered as Physics 226. Students transfer in a clumpy universe. Quasar absorption systems. cannot receive credit for both courses.) Enrollment re- Galaxies at high redshifts and cosmic star formation his- stricted to graduate students. Offered in alternate aca- tory. The nature of QSOs and active galaxies. Extragalac- 389 Thimann Laboratories demic years. A. Aguirre tic background radiation. En rollment restricted to (831) 459-4125 graduate students. Offered in alternate academic years.P. ht t p : / / w w w. c h e m i s t r y.u c s c . e d u 230. Low-Density Astrophysics. Madau Fundamental physical theory of gaseous nebulae and the interstellar medium. Ionization, thermal balance, theory 253. Stellar Dynamics. * Faculty and Professional Int e re s t s and observation of emission spectra. Interstellar absorp- Kinematics and relaxation of stellar systems. Potential and MAN U E L ARE S JR., Mol e c u l a r , Cell, and tion lines, extinction by interstellar dust. Ultraviolet, op- orbit theories. Dynamics of globular clusters, spiral and el- Dev elopmental Bio l o g y tical, infrared, and radio spectra of gaseous nebulae. liptical galaxies. Dynamical friction, mergers, and galactic RNA processing, struc t u r e and function of RNA Offered in alternate academic years. J. Prochaska cannibalism. Galaxy clustering in the early universe. Of- fered in alternate academic years. D. Lin ROB E R TO A. BOG O M O L N I , Ch e m i s t r y and 231. Astrophysical Gas Dynamics. * Bio c h e m i s t r y A study of compressible gas and plasma dynamics. Trans- 257. Modern Observational Techniques. * Biophysical chemistry, photobiology, light energy conver s i o n po r t coefficients. Linear waves and gravitational, thermal, Astronomical telescopes and detectors. Astronomical ob- and signal transduction in biological systems sh e a r , and Rayleigh-Taylor instabilities. One - d i m e n s i o n a l serving techniques. The reduction of observations. Ma- unsteady flow. Shock and ionization fronts. Numerical gas chine shop practice in instrument construction. Offered BAR R Y BOWM A N , Mol e c u l a r , Cell, and dynamics. Similarity solutions. Winds and accretion in alternate academic years. M. Bolte Dev elopmental Bio l o g y Mem b r ane biochemistry and genetics, biochemistry and flows. Offered in alternate academic years. W. Mathews 260. Instrumentation for Astronomy. * molecular biology of membrane prot e i n s 233. Physical Cosmology. * An introduction to astronomical instrumentation for in- AND R E W D. CHI S H O L M , Mol e c u l a r , Cell, and Survey of modern physical cosmology, including New- fr a r ed and visible wavelengths. Topics include instrum e n t Dev elopmental Bio l o g y tonian cosmology, curved space-times, observational tests req u i r ements imposed by dust, atmosphere, and telescope; Genetic analysis of epithelial morphogenesis of cosmology, the early universe, inflation, nucleosynthe- optical, mechanical, and structural design principles and sis, dark matter, and the formation of struc t u r e in the uni- components; electronic and software instrument control. JOS H U A M. DEU TS C H , Phy s i c s verse. Prerequisite(s): course 202. Offered in alternate Imaging cameras and spectrographs are described. Off e re d Condensed matter theory academic years. G. Blumenthal in alternate academic years. Enr ollment restricted to grad- ÓLÖ F EIN A R S D Ó TT I R , Ch e m i s t r y and Bio c h e m i s t r y uate students. J. Nelson, T. Mast Tim e - re s o l v ed spectros c o p y, biophysics and bioenergetics, 235. Numerical Techniques. * ligand binding and electron transfer dynamics of red o x Giv es students a theoretical and practical grounding in the 275. Radio Astronomy. * me t a l l o p r oteins, heme-copper oxidases, proton tran s l o c a t i o n use of numerical methods and simulations for solving as- Theory and practice of radio telescopes, radiometers, and trophysical problems. Topics include N-body, SPH and data handling systems. Principles of aperture synthesis. JER R Y F. FEL D M A N , Mol e c u l a r , Cell, and grid-based hydro methods as well as stellar evolution and Theory of continuum and line radio emission mecha- Dev elopmental Bio l o g y radiation transport techniques. Enrollment restricted to nisms, and application to actual astronomical observa- Molecular genetics, genetics and biochemistry of biological cl o c k s graduate students. G. Laughlin tions. Galactic radio sources, quasars, and pulsars. Off e re d in alternate academic years. S. Thorsett ANT H O N Y L. FIN K , Ch e m i s t r y and Bio c h e m i s t r y 237. Accretion in Early and Late Stages of Molecular basis of protein deposition diseases—for example, Stellar Evolution. * 289. Special Topics in Astrophysics. Park i n s o n ’s disease and amyloidoses; development of drugs to Theories of spherical accretion, structure and stability of Occasional courses in particular areas of current interest. pre v ent protein deposition, protein folding, and aggreg a t i o n ; steady-state accretion disks, and the evolution of time-de- 289C. Adaptive Optics and Its Application. * biophysical studies of protein struc t u r e pendent accretion disks. Applications of these theories to Introduction to adaptive optics and its astronomical LIN D S A Y HIN C K , Mol e c u l a r , Cell, and the formation of the solar system as well as the structure applications. Topics include effects of atmospheric tur- Dev elopmental Bio l o g y and evolution of dwarf novae and X-ray sources are em- bulence on astronomical images, basic principles of Neu ro b i o l o g y, cell biology, devel o p m e n t phasized. Offered in alternate academic years. D. Lin feedback control, wavefront sensors and correctors, THE O D O R E HOL M A N , Ch e m i s t r y and Bio c h e m i s t r y laser guide stars, how to analyze and optimize per- 240A. Galactic and Extragalactic Stellar Bioinorganic and biological chemistry Systems. * formance of adaptive optics systems, and techniques Structure and evolutionary histories of nearby galaxies. for utilizing current and future systems for astronom- YIS H I JIN , Mol e c u l a r , Cell, and Deve l o p m e n t a l Stellar populations, galactic dynamics, dark matter, galac- ical observations. Enrollment priority given to gradu- Bio l o g y tic structure and mass distributions. Peculiar galaxies and ate students. Prerequisite(s): Physics 110 and 152, or HHMI investigator: synaptic development and plasticity in C. elegans starbursting galaxies. Structure and content of the Milky BIOCHEMISTRY AND MOLECULAR BIOLOGY 129

DOU G LA S R. KEL LO G G , Mol e c u l a r , Cell, and is t r y, mathematics, and physics, followed by the opportu - Bio l o g y Dev elopmental Bio l o g y nity to pursue advanced study in specialized areas of 105L, Euk a r yot i c Genetics Laborat o r y Co o r dination of cell growth and cell division in t e r est. In modern, well-equipped laboratories, distin- 105M, Mic r obial Gen e t i c s guished faculty are engaged in frontline res e a r ch. Th e 109L, Yeast Molecular Genetics Laborat o r y R. SCO TT LOK E Y, Ch e m i s t r y and Bio c h e m i s t r y Organic chemistry; combinatorial synthesis, biotechnology, Dep a r tments of Chemistry and Bio c h e m i s t r y and 116L, Euk a r yotic Molecular Bio l o g y Laborat o r y molecular cell biology Biological Sciences host a ver y active seminar series of 119L, Mic ro b i o l o g y Laborat o r y national and international scholars in which advan c e d 187L, Molecular Bio t e c h n o l o g y Laborat o r y ROB E R T A. LUDW I G , MOL E C U LA R , CEL L , AN D undergraduates are encouraged to parti c i p a t e . DEVE LO P M E N TA L BIO LO G Y The BMB program features close faculty-student Co m p re h e n s i v e Req u i re m e n t Plant microbe interactions, photores p i r ation, genetic interaction, small upper-division classes, stimulating recombination in plants Students have two options for fulfilling the senior com- learning environments, and opportunities for independ- pre h e n s i v e req u i r ement: (a) achieving a score at or above PRA D I P K. MAS C H A R A K , Ch e m i s t r y and ent res e a r ch and study. Students majoring in BMB are the 50th percentile on the Graduate Rec o r d Exa m i n a t i o n Bio c h e m i s t r y encouraged to become invol v ed in res e a r ch under the (GRE) Bio c h e m i s t r y, Cell, and Molecular Bio l o g y Bioinorganic chemistry, design of antitumor drugs, modeling guidance of a faculty sponsor. Many students parti c i p a t - Subject Test, or (b) completing a senior thesis sponsored of active sites of metalloenzymes, design of catalysts for ing in this aspect of the program have made importa n t or cosponsored by a faculty member affiliated with the hyd r ocarbon oxidation, studies on intermediates in non-heme contributions to the scientific literature. bi o c h e m i s t r y and molecular biology prog r a m . oxygenase chemistry, design of NO-donors for photodynamic Giv en the wide scope and interdi s c i p l i n a r y nature of th e ra p y this program, a considerable degree of flexibility has been GLE N N L. MIL L H AU S E R , Ch e m i s t r y and incorporated into the major. All pros p e c t i v e majors Prog r am Planning Not e s Bio c h e m i s t r y should consult the Dep a r tment of Chemistry and Students who do not begin the lower-division req u i r e- Ele c t r on spin resonance; nuclear magnetic res o n a n c e , Bio c h e m i s t r y to be assigned a BMB adviser as early as ments during their first year may have difficulty complet- me l a n o c o r tin receptor signaling, agouti proteins, prions, possible. Junior transfer students or others with questions ing the program within four years. Transfer students may peptide synthesis should consult the Dep a r tment of Chemistry and also have problems completing the program within the Bio c h e m i s t r y undergraduate programs adviser. To usual time, depending upon whether or not equival e n t HAR R Y F. NOL L E R , Mol e c u l a r , Cell, and become a BMB major, a student must file a declaration Dev elopmental Bio l o g y courses have been taken at their previous institutions. of major petition through the Dep a r tment of Chemistry Ribosomes, RNA struc t u r e and function, RNA prot e i n The department adviser works closely with students in t e ra c t i o n and Bio c h e m i s t r y. A double major of BMB with the bioin t e r ested in pursuing the major to insure that they begin logical sciences majors or chemistry is not permitted. the program immediately and follow the approp r i a t e CLI F TO N A. POO D R Y, Bio l o g y Th e r e is no minor offered . steps towa r d its completion. THO M A S W. SCH L E I C H , Ch e m i s t r y and It is strongly recommended that students avail them- Bio c h e m i s t r y Req u i r ements for the B.S. Deg re e se l v es of the opportunities to obtain firsthand res e a rc h Biomedical magnetic resonance spectros c o p y, magnetic experience through either independent study or senior resonance imaging, nuclear magnetic resonance spectros c o p y, Co r e Courses thesis res e a r ch. A tutorial course or a senior thesis biophysical chemistry Chemistry 1B/M and 1C/N, General Chemistry/ res e a r ch course may not be substituted for the req u i re d Laboratory la b o r a t o r y elective. WIL L I A M G. SCO TT, Ch e m i s t r y and Bio c h e m i s t r y Stru c t u r e and function of RNA, proteins, and their complexes Biology 20A and 20B, Introductory Biology Sequence A number of graduate courses in biochemistry and Biology 20L, Experimental Biology Laboratory molecular biology are offered by the biology, chemistry, WIL L I A M T. SUL L I VA N , Mol e c u l a r , Cell, and Mathematics 11A-B or 19A-B, and 22, Calculus and biochemistry programs. Adv anced undergraduates Dev elopmental Bio l o g y Physics 5A/L, 5B/M, and 5C/N; or 6A/L, 6B/M, with the necessary background may take one or more of Genetics, cell biology, development of the Drosophila embryo and 6C/N, Introductory Physics/Laboratory these courses with the consent of the instructor; howeve r , LIN C O L N TAI Z , Mol e c u l a r , Cell, and Biology 105, Genetics graduate courses may not be substituted for the req u i re d Dev elopmental Bio l o g y Biology 110, Cell Biology el e c t i v e courses. Plant development, light regulation of stomatal opening Biology 115, Eukaryotic Molecular Biology Chemistry 108A/L and 108B/M; or 112A/L, Major Disqualification Pol i c y FRA N K J. TALA M A N T E S , Eme r i t u s 112B/M, and 112C/N, Organic Chemistry/ JOH N W. TAM K U N , Mol e c u l a r , Cell, and Laboratory All biochemistry and molecular biology majors are cov- Dev elopmental Bio l o g y Chemistry 163A and 163B, Physical Chemistry er ed by the biology major disqualification policy, which Transcriptional regulation, molecular genetics of Dros o p h i l a Biochemistry and Molecular Biology 100A, 100B, limits the number of times a student may rec e i v e a No de v elopment, regulation of gene expres s i o n and 100C, Biochemistry Pass, D, and/or F in the introd u c t o r y biology sequence and still remain a biological sciences major and which ALAN M. ZAH L E R , Mol e c u l a r , Cell, and also limits the number of times a student may rec e i v e a Dev elopmental Bio l o g y Bio c h e m i s t r y and Molecular No Pass, D, and/or F in upper-division biology courses. Molecular biology, splice site selection, and alterna t i v e pre- Students should refer to the Biological Sciences section mRNA proc e s s i n g Bio l o g y Pla n n e r The following is a recommended academic plan for stu- on page 130 for more information. MART H A C. ZÚÑ I G A , Mol e c u l a r , Cell, and dents to complete during their first two years as prep a r a - Dev elopmental Bio l o g y tion for the biochemistry and molecular biology major. Mol e c u l a r , cellular, and developmental biology of the immune Materials Fee sy s t e m Yea r Fa l l Win t e r Sp r i n g Bio c h e m i s t r y and molecular biology students should be 1s t Math 11A or 19A Math 11B or 19B Math 22 aw a r e of the materials fee req u i r ed for some laboratory (f r s h ) college core Chem 1B/M Chem 1C/N courses. The fee is billed to the student’s account for spe- Prog r am Description gen ed gen ed Biol 20A cific laboratory materials purchased by the Dep a rt m e n t Res e a r ch at the macrom o l e c u l a r , molecular, and atomic 2n d Chem 108A/L Chem 108B/M Biol 105 of Chemistry and Bio c h e m i s t r y through the univer s i t y . le v els is rev olutionizing our understanding of the funda- (s o p h ) Phys 6A/L Phys 6B/M Phys 6C/N Fees generally range from $20 to $40 per course. mental processes of life. Students interested in joining Biol 20B Biol 20L Students may incur additional expense purchasing indi- this search are best prep a r ed by undertaking course work vidual supplies. in biology, chemistry, physics, mathematics, and com- La b o r a t o r y Ele c t i v e puter science. Towa r d this end, an undergraduate major One laboratory course selected from the following list is in biochemistry and molecular biology (BMB) is offered req u i r ed. Students should be sure to plan for completing Lower-Division Courses by faculty who are actively engaged in res e a r ch on bio- ap p r opriate prere q u i s i t e s . logical systems. 80A. Understanding Drugs. F Bio c h e m i s t r y and Molecular Bio l o g y Scientific information on prescription and non-prescrip- Students who declare the BMB major earn a bachelor 110, Bio c h e m i s t r y Laborat o r y of science degree. The BMB major constitutes an inte- tion drugs and drugs of abuse is presented. Covers basic grated curriculum of basic instruction in biology, chem- 130 PROGRAMS AND COURSES

pharmacological concepts, the underlying science behind Faculty and Professional Int e re s t s TOD D LOWE (Computer Eng i n e e r i n g ) various disorders and the drugs that are used to treat these Experimental and computation genomics, ncRNA gene disorders. Some drugs covered include common pain re- Mol e c u l a r , Cell, and Dev elopmental Bio l o g y finders, DNA microa r r ays to study the biology of Ar chaea lievers, allergy and respiratory drugs, vitamins, gastroin- MAN U E L ARE S JR. KAR E N OTTE M A N N (En v i r onmental Toxi c o l o g y ) testinal drugs, contraceptives, caffeine, drugs for mental RNA processing, struc t u r e and function of RNA Env i r onmental responses of pathogenic bacteria illness, diet drugs, alcohol, drugs in sports, and drugs of abuse. (General Education Code(s): T2 - N atural Sciences.) BAR R Y BOWM A N CARO L ROH L (B iomolecular Eng i n e e r i n g ) G. Eberhart Mem b r ane biochemistry and genetics, biochemistry and Protein design, protein struc t u r e and function pred i c t i o n ; molecular biology of membrane prot e i n s pro t e i n - p r otein interac t i o n s Upper-Division Courses AND R E W D. CHI S H O L M WIL L I A M G. SCO TT (C h e m i s t r y and Bio c h e m i s t ry ) Genetic analysis of epithelial morphogenesis Stru c t u r e and function of RNA, proteins, and their complexes 100A. Biochemistry. F DAVI D FEL D H E I M FIT N A T YIL D I Z (En v i r onmental Toxi c o l o g y ) Fundamentals of molecular biology, structure and func- Dev elopmental neuros c i e n c e Mic ro b i o l o g y, molecular genetics, genomics; the mechanism of persistence of survi v al of Vibrio cholerae tion of nucleic acids, and protein structure. Designed for JER R Y F. FEL D M A N students preparing for research careers in biochemistry Molecular genetics, genetics and biochemistry of biological clocks ZHI W U ZHU (En v i r onmental Toxi c o l o g y ) and molecular biology. Lecture: 3-1/2 hours; discussion: Model systems of molecular mechanisms of metal homeostasis 1-1/4 hours. Prerequisite(s): Chemistry 108B and 108M GRA N T HART ZO G Bio c h e m i s t r y, genetics, chromatin and tran s c r i p t i o n a l or 112C and 112N; Biology 20A; Biology 105 strongly Ecology and Evol u t i o n a r y Bio l o g y recommended as preparation. M. Ares reg u l a t i o n LIN D S A Y HIN C K GIAC O M O BER N A R D I 100B. Biochemistry. W Neu ro b i o l o g y, cell biology, devel o p m e n t Fish biology, phylogenetics, evol u t i o n Covers enzyme mechanisms, kinetics, regulations, mem- MAR K H. CAR R brane composition and structure, specialized membrane YIS H I JIN Marine ecology, applied marine ecology functions, active transport and electro-chemical storage, HHMI investigator: synaptic development and plasticity in excitable membranes and neurotransmitters, membrane C. elegans DAN I E L P. COS T A receptors and sensory transduction mechanisms. Lecture: MEL I S S A JUR I C A Physiological ecology of marine mammals and birds 3-1/2 hours; discussion: 1-1/4 hours. R. Bogomolni Stru c t u r al analysis of ribonucleoprotein macrom o l e c u l e s DON A L D CROL L 100C. Biochemistry. S DOU G LA S R. KEL LO G G For aging ecology of marine birds and mammals, island co n s e r vat i o n / e c o l o g y Biochemistry: intermediary metabolism and bioenerget- Co o r dination of cell growth and cell division ics. How enzymatically catalyzed reactions are organized ROB E R T A. LUDW I G WIL L I A M JACK S O N DAVI S and regulated; how energy from molecules is extracted for Plant microbe interactions, photores p i r ation, genetic Env i r onmental and marine science policy, neuroe t h o l o g y chemical work. Lecture: 3-1/2 hours; discussion: 1-1/4 recombination in plants DAN I E L F. DOAK hours. R. Ludwig HAR R Y F. NOL L E R Co n s e r vation biology, population biology, plant-animal 110. Biochemistry Laboratory. S Ribosomes, RNA struc t u r e and function; RNA prot e i n in t e ra c t i o n s An introduction to the major techniques used in the iso- in t e ra c t i o n LAUR E L R. FOX lation and characterization of biological components. Lab- WIL L I A M T. SUL L I VA N Ter r estrial population and community ecology, plant-animal oratory: 8 hours; lecture: 1-1/4 hours. Students are billed Genetics, cell biology, development of the Drosophila embryo in t e ra c t i o n s a materials fee. O. Einarsdottir LIN C O L N TAI Z LYN D A J. GOF F Plant development, light regulation of stomatal opening Algal symbiosis, host–parasite relationships, molecular evo l u t i o n Bioinformatics JOH N W. TAM K U N Transcriptional regulation, molecular genetics of Dros o p h i l a BRUC E E. LYON See Engineering, page 195. de v elopment, regulation of gene expres s i o n Beh a v i o r al ecology, evol u t i o n a r y ecology, avian ecology ALAN M. ZAH L E R CHA R L E S L. (LEO ) ORTI Z Molecular biology, splice site selection, and alterna t i v e pre- Phy s i o l o g y of marine mammals, physiological integrat i o n , mRNA proc e s s i n g ph y s i o l o g y of secret i o n Biological Sciences MART H A C. ZÚÑ I G A ING R I D M. PAR K E R Molecular, cellular, and developmental biology of the Plant ecology, pollination, plant–pathogen interac t i o n s , immune system biological invas i o n s 225 Sinsheimer Laboratories GRA N T H. POG S O N (831) 459-2209 Mol e c u l a r , Cell, and Dev elopmental Bio l o g y Molecular population genetics, ecological genetics, marine ht t p : / / w w w. b i o l o g y.u c s c . e d u Emeritus Fac u l t y in ve rt e b r ates and fishes HAR R Y BEEV E R S DON A L D C. POTTS Ecology and Evol u t i o n a r y Bio l o g y Co r al reef ecology, genetics, evolution, and geological history; A308 Earth and Marine Sciences CHA R L E S DAN I E L marine biodiversity; tropical biology, global change, and (831) 459-5358 ROB E R T EDG A R remote sensing Mol e c u l a r , Cell, and Dev elopmental Bio l o g y HEN R Y HILG A R D PET E R T. RAI M O N D I 225 Sinsheimer Laboratories Marine ecology, evol u t i o n a r y ecology, experimental design, (831) 459-4986 KIV I E MOL D AV E applied ecology Undergraduate Adv i s i n g CLI F TO N A. POO D R Y BAR R Y SIN E R VO 103A Thimann Laboratories FRA N K J. TALA M A N T E S Animal behavior, evolution, physiological ecology (831) 459-4143 JOH N N. THO M P S O N ht t p : / / w w w. b i o l o g y.u c s c . e d u / u g HOWAR D H. WAN G Co e v olution, evol u t i o n a r y ecology and genetics of species ◆ ◆ ◆ in t e r actions, organization of biodiver s i t y SCO TT LOK E Y (C h e m i s t r y and Bio c h e m i s t ry ) TER R I E M. WIL L I A M S Organic chemistry; combinatorial synthesis, biotechnology, Vert e b r ate locomotor and thermo re g u l a t o r y physiology; molecular cell biology marine biodiversity; comparat i v e vert e b r ate energetics, exerc i s e ph y s i o l o g y BIOLOGICAL SCIENCES 131

Ecology and Evolutionary Biology Emeritus JIL L THO M P S O N running seawater, with a res e a r ch vessel available for off- sh o r e work. Año Nue v o Island, north of Santa Cruz, is Faculty MAR Y ZAVAN E L L I the site of extensive behavioral studies of marine mam- RALPH BERGER mals. Hospitals, convalescent and physical therapy cen- WIL L I A M DOYL E Gen e r al Prog r am Des c r i p t i o n ters, vet e r i n a r y clinics, and other enterprises in the vicinity of the campus provide the opportunity to pursue field RAL P H HIN E G A R D N E R The biological sciences have entered into an exciting new era in which phenomena that once seemed insoluble pr ojects and internships comparable to on-the-job train- JEA N LAN G E N H E I M mysteries—such as embryonic development, the func- ing. This array of opportunities for directed independent study enables biological science majors to enhance their BUR N E Y LEBOE U F tions of the brain, and the dynamics of ecosystems—are no w yielding their secrets as the technology to study upper-division programs to reflect and strengthen their A. TOD D NEWB E R R Y them becomes more and more sophisticated. From own interests and goals in the sciences. JOH N PEA R S E molecular biology, with its potential to revo l u t i o n i z e ◆ ◆ ◆ medicine and agriculture, to ecology, with its lessons for Education Abr oad Opp o rt u n i t i e s the sustainable management of the environment, biolo- The UC Education Abr oad Program (EAP) offers quali- gists are fully engaged in meeting the challenges of the JAM E S EST E S (A djunct Prof e s s o r , Ecology and fied students unique opportunities to broaden their edu- fu t u r e, helping to improve the quality of human life and Evol u t i o n a r y Biology and Ocean Sciences) cational horizons. The biological sciences departm e n t s to pres e r ve habitats and biodiver s i t y . Thus, it is no sur- Marine sciences, community ecology encourage interested students to participate. Many pro- prise that the biological sciences are at the heart of many grams are in English-speaking countries or use Eng l i s h A. RUS S E L L FLE G A L (En v i r onmental Toxi c o l o g y ) of today’s most pressing intellectual and social concerns. for advanced courses. Many programs offer small classes, Elemental cycles in terrestrial and aquatic systems, isotope The Dep a r tments of Ecology and Evol u t i o n a r y ge o c h e m i s t r y, environmental toxi c o l o g y ex t e n s i v e laboratories, and/or field res e a r ch experience. Biology and Mol e c u l a r , Cell, and Dev elopmental Bio l o g y Th e r e are excellent programs for biological science stu- GRE G GIL B E R T (En v i r onmental Stu d i e s ) offer a broad spectrum of courses that reflect the exci t i n g dents in Costa Rica, Australia, New Zealand, the Uni t e d Disease ecology, conservation biology, tropical forest ecology, ne w developments and directions in the field of biology. Kingdom, Den m a r k, and Ger m a n y , among others. Th e mi c r obial ecology An outstanding group of faculty, each with a vigorou s , Costa Rica Tropical Biology Program is of note to stu- internationally rec o g n i z ed res e a r ch program, are avai l a b l e TER R E N C E GOS L I N E R (E cology and Evol u t i o n a r y dents interested in tropical biology and ecology. Hel d to teach courses in their specialties as well as core courses Bio l o g y ) spring and fall quarters at the Mon t e ve r de Res e a rc h for the major. Areas of res e a r ch strength within the Systematic biology, phylogenetics, biogeography of nudibran c h Station, this program gives students experience with de p a r tments include RNA molecular biology, molecular mo l l u s k s hands-on field res e a r ch, offers a homestay program, and and cellular aspects of genetics and development, neuro- carries credit for two upper-division biology courses. Th e DAN I E L HAR D E R (E cology and Evol u t i o n a r y bi o l o g y , endocrinology, immunology, microbial biochem- Uni v ersity of Queensland (Australia) offers an intensive, Bio l o g y ) is t r y, plant biology, animal behavior, physiology, evol u - full-semester Marine Science Program, which includes a Floristic inven t o r y of Indochina and central Africa, tion, ecology, and marine biology. UCSC is unique in bi o g e o g ra p h y , plant systematics stay at a res e a r ch station on the Great Barrier Ree f , near the UC system in providing exceptional opportunities for sh e l t e r ed mangrove and seagrass habitats. Mol e c u l a r , cell, KAR E N D. HOL L (En v i r onmental Stu d i e s ) undergraduate res e a r ch, allowing students to interact and developmental biology majors and premedical stu- Res t o r ation ecology, conservation biology, landscape ecology one-on-one with faculty and other res e a r chers in a labo- dents might want to consider the Human Bio l o g y ra t o r y or field setting. PAUL L. KOC H (E a r th Sciences) Program at the Panum Institute in Den m a r k. This pro- Isotope biogeochemistry, vert e b r ate paleontology gram is taught in English for advanced students planning RAPH A E L KUD E L A (O cean Sciences) Biological Sciences Maj o r s ca r eers in medicine or biomedical res e a rc h . Ecological modeling and remote sensing, satellite oceanograp h y , Students may plan a program that leads to one of sever a l Students interested in study abroad need to get an phytoplankton ecology and harmful algal blooms B.A. or more advanced B.S. degrees. The latter are more early start on their basic science req u i r ements, including general and organic chemistry, math, and introd u c t o r y DEB O R A H K. LETO U R N E A U (En v i ro n m e n t a l ap p r opriate for students planning to go on to graduate pr ograms or to medical, dental, or vet e r i n a r y schools. biology (20A, 20B, 20C) and must declare their major Stu d i e s ) prior to applying to go abroad. Visit the EAP office as Agro e c o l o g y, tropical biology, insect-plant interac t i o n s , Students may choose from the following major options: soon as possible to begin planning, and seek advice about biological control as an alterna t i v e to chemical pesticides Biology B.A. (general) your schedule from the biological sciences undergraduate MAR C S. MAN G E L (En g i n e e r i n g ) Biology B.S. (general) adviser and/or faculty adviser. Mathematical modeling of biological phenomena, especially Ecology and evolution B.S. the evol u t i o n a r y ecology of growth, aging, and longevity; qu a n t i t a t i v e issues in fishery management; mathematical and Health sciences B.S. Prer equisites for the Biological Sciences computational aspects of disease Marine biology B.S. The introd u c t o r y biology sequence, Biology 20A (or 21A), 20B, and 20C, is prer equisite to virtually all MAR Y W. SILV E R (O cean Sciences) Mol e c u l a r , cell, and developmental biology B.S. Biological oceanogra p h y, marine plankton, midwater upper-division biology courses. Biology 20A has a pre- e c o l o gy Neu r oscience and behavior B.A. requisite of Chemistry 1B, and thus students cannot Neu r oscience and behavior B.S. en r oll in course 20A until they have completed DON A L D R. SMI T H (En v i r onmental Toxi c o l o g y ) Ch e m i s t r y 1B. Th e re f o r e, it is essential for students con- Plant sciences B.S. Organismal responses and therapeutic treatment of toxi n s sidering a major in the biological sciences to start chem- ROB E R T VRI J E N H O E K (Adjunct Prof e s s o r , Eco l o g y Bio c h e m i s t r y and molecular biology B.S. (administered is t r y as soon as possible. Students who have not taken and Evol u t i o n a r y Bio l o g y ) in conjunction with the Chemistry and Bio c h e m i s t r y Ch e m i s t r y 1B but have passed the placement exam may Dep a r tment; see page 145.) begin the introd u c t o r y sequence with Biology 20C. Th e KER S T I N WAS S O N (E cology and Evol u t i o n a r y en t i r e introd u c t o r y biology sequence should be taken the Bio l o g y ) Env i r onmental studies/biology combined major B.A. first and second yea r , concurrently with or following the Evo l u t i o n a ry ecology, invasion biology, conserva t i o n (a d m i n i s t e r ed in conjunction with the Env i ro n m e n t a l s c i e n c e Studies Dep a r tment; see page 226.) general chemistry sequence (Chemistry 1B/M and 1C / N ) . Bioinformatics B.S. (administered in conjunction with JON AT H A N ZEH R (O cean Sciences) The biology placement examination is given each the School of Engineering; see page 190.) Aquatic microbial ecology, biological oceanograp h y qu a r ter and must be taken in order to enroll in any biol- Adv anced undergraduates, with the consent of faculty ogy courses. Students who do not pass the placement Biological Sciences Lecturer s su p e r visors, have access to extensive departmental labora- exam must take course 3, Concepts in Bio l o g y, before to r y facilities for independent res e a r ch. Fie l d w o r k draws MIC H A E L S. DAL B E Y taking courses 20A, 20B, and 20C. An Adva n c e d on a rem a r kable variety of terrestrial habitats, as well as Placement score of 3+ or biology course credit from BAL D O MAR I N OV I C ready access to Mon t e r ey Bay and the open Pac i f i c . LIN D A OGR E N Marine studies are supported by a coastal facility with 132 PROGRAMS AND COURSES

another college may waive the placement exam req u i r e- essays and theses should be obtained from the faculty Academic Adv i s i n g ment; consult with an academic adviser to determine if member who agrees to sponsor the work. Essays and you qualify. theses (in duplicate) should be submitted to the Academic advising is available at the biological sciences The Mathematics Dep a r tment offers a placement Biological Sciences Advising Office by the deadline, undergraduate advising office. Students should take full exam several times a yea r . Biological science majors are ap p r oximately three weeks before the end of the ad v antage of this opportunity and should keep in fre- expected to take this exam. If the results indicate a need graduating quarte r . See the Biological Sciences quent touch with the office to stay informed about late for precalculus, students need to take Mathematics 3 as Undergraduate web site or the advising office for announcements of courses, changes in scheduling, and soon as possible. Students with even less preparation may mo r e information including exact deadline dates; op p o r tunities for special study. need to take college algebra at another institution. The advising office publishes the Biological Sciences The Chemistry Dep a r tment also offers a placement • by achieving a Graduate Rec o r d Examination score at Undergraduate web site (ht t p : / / w w w. b i o l o g y.u c s c . e d u / exam. Students are encouraged to take the chemistry or above the 50th percentile on the Biology Sub j e c t ug ), which contains substantial advice and information placement exam at either summer orientation or at the Test or the Bio c h e m i s t r y, Cell, and Mol e c u l a r pe r tinent to students’ most frequently voiced questions. st a r t of their first quarte r . Completing Chemistry 1B is Biology Subject Test. Rep o r ts of GRE scores must be Each student in the major should rev i e w the information the prer equisite to enrolling in Biology 20A. submitted to the Biological Sciences Advising Off i c e posted on the web site; for further assistance, contact the The biological science majors req u i r e one of the fol- be f o r e the last day of the graduating quarte r ; advising office. lo wing organic chemistry combinations: Chemistry • by obtaining an MCAT score at or above the 50th 108A/L and 108B/M or 112A/L, 112B/M, 112C/N. pe r centile on the biological sciences section. Rep o rt s Transfer Stu d e n t s of MCAT scores must be submitted to the Bio l o g i c a l The faculty encourages applications from transfer stu- Course Substitution/Transfer Credit Sciences Advising Office before the last day of the dents in the biological sciences. It is ver y important for Policy graduating quarte r . transfer students to complete science prer equisite courses See the individual majors for additional compreh e n s i v e be f o r e transfer, especially precalculus and general chem- At least half of the upper-division courses (Bio l o g y req u i r ements specific to each major. Mor e detailed infor- is t r y. Students should also take an introd u c t o r y biology 100–190) req u i r ed for each major must be taken throu g h mation is available on the undergraduate web site at sequence, calculus, and, if possible, organic chemistry. the biological sciences program at UCSC, not as transfer ht t p : / / w w w. b i o l o g y.u c s c . e d u / u g . Transfer students who have completed an entire intro- cr edits from another department or institution. Tra n s f e r du c t o r y biology sequence with laboratory are considered students are advised to contact the Biological Sciences to have completed equivalent material to Biology 20A, Undergraduate Advising Office before enrolling in Letter Grade Pol i c y 20B, and 20C. Pros p e c t i v e transfer students should nu m e r ous upper-division courses at other institutions. For all students entering UCSC in fall 2001 and later, all rev i e w the transfer guidelines at ht t p : / / w w w. b i o l o g y.u c s c For more information on transferring courses to UCSC, courses used to satisfy any of the biological sciences .e d u / u g or contact the undergraduate advising office for please consult the Biological Sciences Undergraduate majors must be taken for a letter grade. fu r ther information. web site at http://www.biology.ucsc.edu/ug. A maximum of one upper-division course requirement may be met with a research-based independent Major Disqualification Pol i c y Sample Schedule Pla n n e r s study or graduate-level UCSC biology course or a The biological sciences departments have adopted a Plan One is for freshmen placing into Chemistry 1A, course offered by another UCSC department. major disqualification policy that is intended to encour- Mathematics 3, and Biology 3. age students to take their performance in the introd u c t o - Plan One Class Siz e ry biology sequence seriously and to make a strong effort to pass the introd u c t o r y courses. Yea r Fa l l Win t e r Sp r i n g The biological sciences departments, in conjunction Students who rec e i v e more than one No Pass, D, 1s t Chem 1A Chem 1B/M Chem 1C/N with the other science departments, are committed to and/or F in the combined three - q u a r ter sequence of Bio l - (f r s h ) Math 3 Math 11A Math 11B maintaining small class sizes. The course 20 introducto- ogy 20A, 20B, and 20C will not be permitted to take any co r e Biol 3 Biol 20A ry sequence and the upper-division core courses such as other course in that sequence or to major in any of the bi- 2n d Chem 108A/L Chem 108B/M Biol 100 Biochemistry, Genetics, and Cell Biology are offered at ological sciences majors. Students who rec e i v e more than (s o p h ) Biol 20B Biol 20C Biol 105 least twice a year (and often during the summer as one No Pass, D, and/or F in course 20L, Exp e r i m e n t a l gen ed gen ed gen ed well), allowing class sizes to remain relatively small Bio l o g y Laborat o r y, will not be permitted to enroll again compared to other UC campuses. Sections for course Plan Two is for freshmen placing into Chemistry 1A, in course 20L nor to major in any of the biological sci- Mathematics 11A, and Biology 20. 20L are limited to 20 students. Enrollment in other ences majors. In addition, students will not be permitted more specialized courses is even lower, and all laborato- to enroll in any upper-division biology course in which Plan Two ry courses are limited to a maximum of 25 students per they have rec e i v ed more than one No Pass, D, and/or F. Yea r Fa l l Win t e r Sp r i n g section. Multiple course offerings and relatively small Students may appeal their disqualification within the 1s t Chem 1A Chem 1B/M Chem 1C/N class sizes are also true for the mathematics, chemistry, appeal period by submitting a letter to the biological sci- (f r s h ) Math 11A Math 11B Biol 20A and physics courses required for biological science ences undergraduate adviser. This appeal must be filed no co r e gen ed gen ed majors. later than 15 days from the date the disqualification noti- 2n d Chem 108A/L Chem 108B/M Biol 100 fication was mailed, or the 10th day of classes in the (s o p h ) Biol 20B Biol 20C Biol 105 Dec l a r ation Process for Biological Sciences qu a r ter of their disqualification, whichever is later. Th e gen ed gen ed gen ed advising office will subsequently notify the student, the Maj o r s college, and the Office of the Registrar of the decision, Plan Th r ee is for freshmen placing into Chemistry 1B, Declaration guidelines for biology majors can be no later than 15 days after the filing of the appeal. Mathematics 11A, and Biology 20, starting the introd u c - found on the Biological Sciences Undergraduate web site A student who has been disqualified from the major to r y sequence with Biology 20A. at ht t p : / / w w w. b i o l o g y.u c s c . e d u / u g . ma y , no earlier than three months from the date of the Plan Th re e disqualification, petition to be reinstated. This applica- Yea r Fa l l Win t e r Sp r i n g Co m p re h e n s i v e Req u i re m e n t tion will be considered only if there is substantial new evidence that the student is capable of making normal 1s t Chem 1B/M Chem 1C/N Math 11B All majors in the biological sciences req u i r e a compreh e n - (frsh) Math 11A Biol 20A Biol 20B pro g r ess in the major. co r e gen ed gen ed si v e req u i r ement. This req u i r ement can be satisfied in This policy took effect in fall 1997 and applies to all one of the following ways: biological science majors, reg a r dless of when they 2n d Chem 108A/L Chem 108B/M Biol 105 (s o p h ) Biol 20C el e c t i v e Biol 100 • by receiving a passing score on the biology compre- de c l a r ed their major or first enrolled, based on perfo r m - gen ed gen ed gen ed he n s i v e examination, administered by the Bio l o g i c a l ance in courses taken in fall quarter 1997 or after. A No Sciences Dep a r tments each quarte r ; Pass, D, or F rec e i v ed prior to fall 1997 will not count Plan Four is for freshmen placing into Chemistry 1B, against a student, but any No Pass, D, or F rec e i v ed for Mathematics 11A, and Biology 20, starting the introd u c - • by completing a senior thesis or a senior essay. fall 1997 or later will count under this policy. to r y sequence with Biology 20C. Information on the scope and content of senior BIOLOGICAL SCIENCES 133

Plan Fou r year; Biology 293 is req u i r ed four quarters therea f t e r . Biology 115. Students are req u i r ed to participate in lab Biology 294 must be taken ever y quarter that the student res e a r ch meetings and departmental seminar series ever y Yea r Fa l l Win t e r Sp r i n g is in residence. Each Ph.D. student must complete at qu a rt e r . 1s t Chem 1B/M Chem 1C/N Math 11B least two quarters as a teaching assistant during their Fir s t - y ear Ph.D. students complete three 10-week lab- (f r s h ) Biol 20C Math 11A Biol 20B graduate caree r . or a t o r y rotations. Students choose their rotation labora- co r e Biol 20A gen ed During fall of the second yea r , students take a compre- tories in consultation with the Graduate Adv i s o r y 2n d Chem 108A/L Chem 108B/M el e c t i v e he n s i v e examination. This is a two-part exam, written Committee. The lab rotations give students a chance to (s o p h ) Biol 105 el e c t i v e Biol 100 and oral, the goal of which is to examine the student’s learn about the diverse fields and methods of inquiry and gen ed gen ed gen ed br eadth and depth of knowledge of evolution, ecology, to interact with members of the department. At the end Plan Fiv e is for freshmen with AP credit or desiring a ph y s i o l o g y , behavior, organismal, and general biology. A of each quarte r , students present a short talk to the mo r e challenging schedule. committee is comprised of four examiners selected by de p a r tment on their rotation project. At the end of each student and his/her supervi s o r . Each student’s area spring quarte r , students consult with rotation faculty to Plan Fiv e of res e a r ch, together with the stated goal of the exam, identify a permanent thesis laboratory. Yea r Fa l l Win t e r Sp r i n g should guide the composition of his/her committee. Sec o n d - y ear Ph.D. students are req u i r ed to submit 1s t Chem 1B/M Chem 1C/N Math 22 During the sixth term, the student submits a disserta - two proposals—one on their proposed thesis work and a (f r s h ) Math 11A Math 11B Biol 20B tion res e a r ch proposal to his/her dissertation committee second on an unrelated MCDB res e a r ch topic. Th e co r e Biol 21A gen ed and must defend it in a three-hour oral examination Ph.D. Qualifying Exam, taken in spring quarter of the 2n d Chem 112A/L Chem 112B/M Chem 112C/N be f o r e the dissertation committee. The student advan c e s second yea r , is an oral examination before a committee (s o p h ) Biol 105 Biol 206 Biol 100 to candidacy only after completing all course work, pass- comprised of three internal rev i e wers and one external gen ed gen ed gen ed ing the written and oral portions of the compreh e n s i v e rev i e wer . Once the qualifying exam is passed, students, in examination, writing and defending a disserta t i o n conjunction with their faculty adviser, select a committee res e a r ch proposal, and presenting a candidacy seminar on to consult with in the development of their thesis. Th i s Graduate Prog ra m s his/her proposed res e a rc h . committee monitors the student’s prog r ess and ultimately The Biological Sciences Dep a r tments have two graduate The student must submit his/her doctoral disserta t i o n ap p r oves the final draft of the student’s dissertation. In pr ograms offering doctorate and master’s degrees in ecol- to the dissertation committee for tentative approval at spring of the third yea r , students are advanced to candi- ogy and evol u t i o n a r y biology and molecular, cell, and least 60 days before presenting a formal, public doctoral dacy following presentation of their res e a r ch to the de v elopmental biology. res e a r ch seminar. Also, the student must meet with the de p a r tment in a seminar. di s s e r tation committee to defend the thesis at least one Ph.D. requirements Ecology and Evolutionary Biology week prior to the public seminar. Bef o r e the disserta t i o n • Completion of thesis res e a r ch resulting in a disserta - The graduate program in ecology and evol u t i o n a r y (EE) is accepted for signature by the dissertation committee, at tion of individual work biology at UC Santa Cruz is one of the premier prog r a m s least one chapter must be submitted as a paper (not an in the country. This is due to the quality and commit- abstract) to a ref e r eed journal for publication. • Completion of any advanced graduate course work ment of the faculty, the long-standing tradition of the M.A. Requirements req u i r ed by Graduate Adv i s o r y Committee Uni v ersity of California, and the unique environment of In addition to course work identified by the advisory • Completion of two quarters in two different courses the Santa Cruz campus. UC Santa Cruz has been singu- committee or adviser, each student will be req u i r ed to of service as a teaching assistant larly blessed with varied and easily accessible marine and take Biology 279, two quarters of Biology 293, Bio l o g y te r r estrial res o u r ces for res e a r ch. UCSC is ideal for marine 294 and the appropriate lab course when in residence at • Completion of two graduate-level electives res e a r ch—having its own marine laboratory, a fleet of the university (not in the field), and Biology 297, as • Presentation of thesis defense in departmental boats, and one of the most active scientific diving pro- needed, to come up with 15 credits. Biology 250A and seminar grams in the country. In close proximity to pinniped 250B are recommended but not req u i r ed. rookeries at the UC Res e r ve at Año Nue v o, the campus is The student must submit his/her thesis draft to the M.A. requirements located on Mon t e r ey Bay , which has the largest concentra- thesis committee for tentative approval at least 60 days Acceptance to the master’s program req u i r es a faculty tion of marine res e a r ch programs in the country. In addi- be f o r e presenting a formal, public res e a r ch seminar. Also, sp o n s o r . Int e r ested applicants must contact faculty direc t - tion to state-of-the-art departmental laboratories, students the student must meet with the thesis committee to ly and proc u r e sponsorship before beginning the applica- ha v e full access to the Molecular Ecology and defend the thesis at least one week prior to the public tion process. Evol u t i o n a r y Genetics (MEEG) facility and other analyti- se m i n a r . At that time, the committee may sign the cover • Graduate core courses cal laboratories of the UCSC Institute of Marine Sciences. page of the student’s disserta t i o n . Ter r estrial biologists have access to all of California’s Th e r e is no req u i r ement, but it is highly rec o m m e n d - • Write a master’s thesis based on original res e a rc h natural environments through the Uni v ersity of ed, that at least one thesis chapter be submitted as a paper • Defend thesis in a departmental seminar Ca l i f o r n i a ’s Natural Res e r ve System; the diverse habitats (not an abstract) to a ref e r eed journal for publication. on UCSC’s 2,000-acre campus itself (mixed redwood forest, fossil sand dune associations, rolling pasture land, Molecular, Cell, and Developmental Biology and chaparral) and on several adjacent pres e r ves; the General Biology Majors and Min o r The program in molecular, cell, and devel o p m e n t a l UCSC experimental Farm and Gar den; extensive The general biology majors permit flexibility, but demand (MCD) biology leads to either the Ph.D. or the M.A. Southern Hem i s p h e r e plantings in the UCSC ca r eful attention to one’s own interests and plans. Each and is designed to prep a r e students for careers in Ar b o r etum; and greenhouses and associated laboratory student should select courses on the basis of up-to-date res e a r ch, teaching, and biotechnology. Cur r ent res e a rc h facilities. Mor e than two-thirds of our faculty parti c i p a t e information in consultation with a biology faculty adviser in MCD biology focuses on such topics as the struc t u r e in field studies throughout the Pacific Basin (from Alaska whose interests reflect the student’s interes t s . and function of RNA, gene expression, signaling, cell to Antarctica), in Pacific Rim nations (in Latin America, division, development, and pathogenesis. A unique focus the Far East, and Australia), and beyon d . of the department is the Center for the Mol e c u l a r Gen e r al Bio l o g y B.A. Major Req u i re m e n t s The program in ecology and evol u t i o n a r y biology is Biology of RNA. comprised of four core tracks: (1) population and com- Int ro d u c t o r y Req u i re m e n t s munity ecology, (2) evol u t i o n a r y biology, (3) physiology Degree Requirements for the Program in • Biology 20A, 20B, and 20C and behavior including marine and terrestrial animals, and (4) systematics and biodiver s i t y . Molecular, Cell, and Developmental Biology • Ch e m i s t r y 1B/M and 1C/N Ph.D. and master’s students complete the graduate core • Ch e m i s t r y 108A/L and 108B/M or 112A/L, Degree Requirements for the Program in courses, Biology 200A, 200B, and 200C, in the first yea r . 112B/M, and 112C/N Ecology and Evolutionary Biology Additional undergraduate courses req u i r ed to stren g t h e n the student’s background may be assigned by the adviso- • Mathematics 11A-B or 19A-B Ph.D. Requirements ry committee during the initial advising meeting. Students must take Biology 250A and 250B in the first Typ i c a l l y , these courses are Bio c h e m i s t r y 100A and yea r . Biology 279 must be taken fall quarter of the first 134 PROGRAMS AND COURSES

• Physics 7A/L and 7B/M or two courses with labora- Ecology and Evolution Major Biology 107/L, 110, 119, 119L, 120, 120L, 131/L, tories from the Physics 6A/L, 6B/M, and 6C/N 132, 133/L, 136/L, 137/L, 138/L, 139/L, 140, 141L, se q u e n c e Program Description 142, 143/L, 144/L, 145L, 152, 160, 160L, 161, The ecology and evolution major provides students 161L, 163, 166, 168/L, 169, 169L, 170/L, 171, Advanced Requirements with interdisciplinary skills necessary for understanding 176/L, 187L; Bio c h e m i s t r y and Molecular Bio l o g y 10 0 C A total of eight upper-division biology courses, as follows : and solving complex problems in ecology, evolution, behavior, and physiology. While some of these disci- • 100, Bio c h e m i s t r y; or Bio c h e m i s t r y and Mol e c u l a r Eco l o g y and Evolution Concentrat i o n s plines focus on molecular or chemical mechanisms, Biology 100A, 100B, and 100C, Bio c h e m i s t r y (Up o n they all address questions on larger spatial and temporal In addition to the six upper-division courses listed above completion of the series, Bio c h e m i s t r y and Mol e c u l a r scales that can be applied to important environmental (four core courses, physiology, organism-type course), Biology 100C may be used to satisfy one elective. ) problems, including genetic and ecological aspects of students must take at least three additional upper-divi- • 105, Gen e t i c s conservation biology and biodiversity. sion courses, including a field or laboratory methods Students majoring in ecology and evolution will course. Students wishing to concentrate on ecology, • 175, Evol u t i o n rec e i v e a B.S. degree based on an integrated series of behavioral ecology, physiological ecology, or evol u t i o n • Students must complete one upper-division biology courses providing breadth in fundamental areas of biolo- should, at a minimum, take the following additional course that includes regular laboratory or fieldwork. gy and allied sciences that enhance understanding of evo- courses. All students who anticipate going to graduate lu t i o n a r y and ecological processes. The curriculum also school and taking the GRE should consider taking • Students must fulfill the major distribution req u i r e- recommends depth in one of four areas of concentration. course 110, Cell Bio l o g y. ment, which includes one course from each of the The capstone of this curriculum is a suite of field courses Behavioral Eco l o g y fo l l o wing grou p s : pr oviding students unique opportunities to learn and • One methods course (e.g., 141, Ecological Fie l d Ce l l / d e v elopmental biology: 110, 111, 115, conduct res e a r ch in a host of ecological systems. Stu d e n t s Methods; 143/L, Her p e t o l o gy / L a b o ra t o r y; or 144/L, 117A, 119, 119L, 120, 120L ar e encouraged to take field courses in their areas of spe- Orni t h o l o gy / F ield Stu d i e s ) cialization. Other opportunities include participation in Physiology: 113, 125, 130/L, 131/L, 132, 133/L, • 140, Beh a v i o r al Eco l o g y res e a r ch projects with faculty sponsors and the intensive 135/L, 166 •Ele c t i ve s Education Abr oad Programs in Costa Rica (tropical biol- Ecology: 136/L, 138/L, 140, 145L, 150, 152, ogy) and Australia (marine sciences). Eco l o g y 160, 160L, 161, 161L, 169, 169L, 171 • One methods course (e.g., 161/L, Kelp Fore s t Eco l o g y and Evolution B.S. Maj o r Eco l o gy / L a b o ra t o r y; 162, Marine Eco l o g y Fie l d Gen e r al Bio l o g y B.S. Major Req u i re m e n t s Req u i re m e n t s Qua rt e r ; or 169L, Plant Eco l o g y Laborat o ry ) • One of the following: 140, Beh a v i o r al Eco l o g y; 15 2 , The req u i r ements for the biology B.S. follow a similar Int ro d u c t o r y Req u i re m e n t s Community Eco l o g y; 160, Marine Eco l o g y; or 169, pattern to those for the biology B.A., but are more rigor- • Biology 20A, 20B, and 20C Plant Eco l o g y ous to ensure a stronger level of scientific prep a r a t i o n . • Ch e m i s t r y 1B/M and 1C/N •Ele c t i ve s Students need to follow the req u i r ements below to com- • Ch e m i s t r y 108A/L and 108B/M plete the B.S. program (differences with the B.A. pro- Physiological Eco l o g y gram are noted): • Applied Mathematics and Statistics 5 or 7 (pref e r re d ) • Th r ee physiology courses including 110, Cell Bio l o g y, or Env i r onmental Toxicology 120 (statistics) and one methods course (e.g., 131/L, Ani m a l Introductory Requirements • Mathematics 11A and 11B (calculus) Phy s i o l o gy / L a b o ra t o ry ; or 133/L, Exerc i s e • Physics 7A/L and 7B/M or two courses from the Phy s i o l o gy / L a b o ra t o r y) • Biology 20A, 20B, and 20C 6-series, with laboratories •Ele c t i ve s • Ch e m i s t r y 1B/M and IC/N (same as for B.A.) Adv anced Req u i re m e n t s Evol u t i o n (students should take Cell Bio l o g y) • Ch e m i s t r y 108A/L and 108B/M or Chemistry A total of nine upper-division courses; two must • One methods course with laboratory (e.g., 176/L, 112A/L, 112B/M, and 112C/N include laboratory or fieldwork. Molecular Eco l o g y and Evol u t i o n / L a b o ra t o r y; 187L, • Co r e (sophomore and junior yea r s ) Molecular Bio t e c h n o l o g y Laborat o r y) • Mathematics 11A-B or 19A-B and 22 (one addition- • 107, Population Gen e t i c s al calculus course req u i r ed for the B.S.) 100, Biochemistry, or Biochemistry and Molecular Biology 100A, 100B, and 100C, Biochemistry • 176/L, Molecular Evol u t i o n / L a b o ra t o r y • Physics 6A/L, 6B/M, and 6C/N (Physics 7A/B (Upon completion of the series, Biochemistry and •Ele c t i ve s option does not apply for the B.S.) Molecular Biology 100C may be used to satisfy one elective.) Eco l o g y and Evolution B.S. Advanced Requirements 105, Genetics Major Pla n n e r A total of nine upper-division biology courses are 150, Ecology This plan is designed for transfer students. req u i r ed (two additional courses for B.S.), including two 175, Evolution upper-division laboratory courses (one additional upper- • Physiology (junior year); one of the followi n g : Junior Transfer Course Seq u e n c e division laboratory course for B.S.). 110, Cell Biology Yea r Fa l l Win t e r Sp r i n g 131/L, Animal Physiology/Laboratory 3r d Chem 108A/L Chem 108B/M Biol 100 Gen e r al Bio l o g y Minor Req u i re m e n t s 132, Comparative Physiology of Vertebrates (j r ) Biol 105 Biol 150 el e c t i v e el e c t i v e el e c t i v e In addition to the introd u c t o r y biology, chemistry, math- 133/L, Exercise Physiology/Laboratory ematics, and physics (as listed above), students are 166, Plant Physiology 4t h Biol 175 Ams 7 elective req u i r ed to take a total of five upper-division biology (s r ) th e s i s thesis th e s i s • Organism-type courses (junior year); one of el e c t i v e el e c t i v e el e c t i v e courses including courses 100, 105, and the three distri- the followi n g : bution req u i r ement courses; one must include a laboratory. Th e r e is no senior compreh e n s i v e req u i r ement for the 119/L, Microbiology/Laboratory Health Sciences Major mi n o r . Please contact the Biological Sciences un d e r g r a d u - 136/L, Invertebrate Zoology/Laboratory The B.S. major in health sciences is designed for students ate Advising Office for further information. 138/L, Biology and Ecology of Vertebrates/Laboratory in t e r ested in careers in medicine or biomedical res e a rc h 168/L, Systematic Botany of Flowering Plants/ and satisfies the admission req u i r ements for most U.S. Laboratory medical schools. It is based on the existing B.S. degree in 170/L, Marine Botany/Laboratory mo l e c u l a r , cell, and developmental biology, with similar •Ele c t i v es: three additional courses chosen from the course req u i r ements in chemistry, physics, and math. fo l l o wing: Students are req u i r ed to take five courses directly rel e va n t BIOLOGICAL SCIENCES 135

to human health in addition to genetics, biochemistry, Marine Biology Major Biology and cell biology. Students in this program must also fulfill 105L, Eukaryotic Genetics Laboratory Spanish language and health care internship req u i r ements. Program Description 105M, Microbial Genetics Laboratory 107/L, Population Genetics/Laboratory Health Sciences B.S. Major Req u i re m e n t s UCSC is situated within five miles of Mon t e r ey Bay and its great diversity of coastal marine ecosystems; nature 110, Cell Biology Introductory Requirements res e r ves; state, federal, and private marine res e a r ch insti- 119, Microbiology 119L, Microbiology Laboratory •Biology 20A (or 21A), 20B, and 20L tutions and res o u r ce management agencies. Th e s e res o u r ces, combined with on-campus computing and 120, Development • Chemistry 1B/M and 1C/N analytical facilities and the Long Marine Laboratory, 120L, Development Laboratory • Chemistry 108A/L and 108B/M or 112A/L, make UCSC an exceptional campus for the study of 125, Neuroscience 112B/M, and 112C/N marine biology and its application to coastal conservat i o n 131/L, Animal Physiology/Laboratory •Mathematics 11A-B or 19A-B and 22 (three quar- and management. Descriptions of nearby environ m e n t s , 132, Comparative Physiology of Vertebrates ters of calculus) institutions, and facilities are available through the 133/L, Exercise Physiology/Laboratory •Physics 6A/L, 6B/M, and 6C/N Ecology and Evol u t i o n a r y Biology Dep a r tment web site 136/L, Invertebrate Zoology/Laboratory at ht t p : / / w w w. b i o l o g y.u c s c . e d u / e e b / i n d e x . h t m l . 137/L, Ichthyology/Laboratory Advanced Requirements The marine biology major is designed to introd u c e 138/L, Biology and Ecology of the Vertebrates/Laboratory A total of eight upper-division biology courses, as follows : students to marine organisms and the biological and physical processes that affect these organisms, their popu- 139/L, Biology of Marine Mammals/Laboratory •Four core courses: lations, and their coastal and oceanic ecosystems. Th e 140, Behavioral Ecology 141L, Ecological Field Methods 100, Biochemistry; or Biochemistry and Molecular emphasis is on basic principles that help us understand Biology 100A, 100B, and 100C, Biochemistry the processes that shape life in marine environments. Th e 142, Ocean Ecosystems 105, Genetics, marine biology major is a demanding program that offers 144/L, Ornithology/Field Study 145L, Behavioral Ecology Field Course 110, Cell Biology, a B.S. degree and req u i r es several more courses than the general biology B.A. major. 150, Ecology 130/L, Human Physiology/Laboratory 152, Community Ecology • Three of the following lecture courses: 158, Ecology of Reefs, Mangroves, and Sea Grasses 111, Immunology Marine Bio l o g y B.S. Major Req u i re m e n t s 160, Marine Ecology 113, Mammalian Endocrinology 160L, Marine Ecology/Laboratory Int ro d u c t o r y Req u i re m e n t s 161, Kelp Forest Ecology 114, Cancer Cell Biology The lower-division course req u i r ements are designed to 161L, Kelp Forest Ecology Laboratory 115 Eukaryotic Molecular Biology pr ovide a good introduction to biology as well as the 163, Marine Conservation Biology 119 Microbiology foundation in chemistry, mathematics, and physics fun- 166, Plant Physiology 120 Development damental to the study of biology. 170/L, Marine Botany/Laboratory 125 Neuroscience • Biology 20A, 20B, and 20C 171, Marine Microbial Ecology 126 Advanced Neural Development • Ch e m i s t r y 1B/M and 1C/N 176/L, Molecular Ecology and Evolution/Laboratory 132 Comparative Physiology of Vertebrates • Ch e m i s t r y 108A/L and 108B/M or 112A/L, 187L, Molecular Biotechnology Laboratory 112B/M and 112C/N 133 Exercise Physiology Bio c h e m i s t r y and Molecular Bio l o g y • Applied Mathematics and Statistics 7 or 5 (pref e r re d ) 135/L Anatomy of the Human Body/Laboratory 100C, Bio c h e m i s t r y or Env i r onmental Toxicology 120 (statistics) 188 Advanced Women’s Health • Mathematics 11A-B or 19A-B (calculus) Comprehensive Requirement •Internship Requirement: Biology 189, Health • Physics 7A/L and 7B/M or two courses from the 6- Science Internship. The student must participate in a series with laboratories The compreh e n s i v e req u i r ement for the marine biology community health care service activity approved by major is the same as for the general biology major with the following exceptions: a score at or above the 60 t h the health sciences internship coordinator. Credit Adv anced Req u i re m e n t s may be earned over multiple quarters. pe r centile is req u i r ed on the Graduate Rec o r d • 100, Bio c h e m i s t r y; or Bio c h e m i s t r y and Mol e c u l a r Examination Biology Subject Test. The Bio c h e m i s t r y, • Language Requirement: Spanish 1–4 or the equiva- Biology 100A, 100B, and 100C, Bio c h e m i s t r y (Up o n Cell, and Molecular Biology Subject Test does not fulfill lent and one quarter of Spanish for health care completion of the series, Bio c h e m i s t r y and Mol e c u l a r the req u i r ement. Mor e information is available from the workers (Spanish 5M). Biology 100C may be used to satisfy one elective. ) advising office. • 105, Gen e t i c s Health Sciences B.S. Major Planners • 175, Evol u t i o n Molecular, Cell, and The following is a recommended academic plan for stu- • Ocean Sciences 10 1 , The Marine Env i ro n m e n t Developmental Biology Major dents to complete during their first two years as prepa- • One ecology course (if more than one of these cours- ration for the health sciences major. Plan One is for stu- es are taken, the additional credit may be applied to Program Description the upper-division elective req u i r ement described dents committed to the major. The molecular, cell, and developmental (MCD) biology be l ow ) . major is designed for students interested in medical or Plan One 150, Eco l o g y, or other professional graduate programs and those prep a r i n g Yea r Fa l l Win t e r Sp r i n g 160, Marine Eco l o g y for careers in biotechnology industries. This major is 1s t co r e gen ed Biol 20A • Two courses selected from the following list (if more mo r e struc t u r ed than the general biology major and (f r s h ) Ch e m 1 A Chem 1B/M Chem 1C/N than two of these courses are taken, the additional req u i r es that students pay careful attention to the prere q - Math 11B gen ed gen ed cr edit may be applied to the upper-division elective uisites req u i r ed for upper-division biology courses. 2n d Biol 20B Math 22 Biol 100 req u i r ement described below) . (s o p h ) Chem 108A/L Chem 108B/M Biol 105 136/L, Inve rt e b r ate Zoo l o gy / L a b o ra t o r y Molecular, Cell, and Developmental Math 11B gen ed gen ed 13 7 / L , Ich t h yo l o g y/La b o ra t o r y 3r d Span 1 Span 2 Span 3 139/L, Bio l o g y of Marine Mam m a l s Biology B.S. Major Requirements (j r ) Phys 6A/L Phys 6B/M Phys 6C/N 170/L, Marine Botany/Laborat o r y Biol 20L gen ed Biol 110 Introductory Requirements 4t h Span 4 Span 5M Biol 189 • Th r ee additional elective courses selected from the • Biology 20A, 20B, and 20C (sr) elective Biol 130/L elective courses above or from the following list and chosen Biol 189 elective/Biol 189 gen ed to meet the needs of the student (highly rec o m m e n d - • Ch e m i s t r y 1B/M and 1C/N ed are courses in evolution and in physiology). 136 PROGRAMS AND COURSES

• Ch e m i s t r y 108A/L and 108B/M or 112A/L, Neuroscience and Behavior B.A. Major • Mathematics: one additional course in calculus, 112B/M, and 112C/N Requirements Mathematics 22. • Mathematics 11A-B or 19A-B and 22 (three quarte r s • Physics: three courses in calculus-based physics, of calculus) Introductory Course Requirements Physics 6A/L, 6B/M, and 6C/N • Biology 20A, 20B, and 20C • A second laboratory course, chosen from the courses • Physics 6A/L, 6B/M, and 6C/N listed in the student’s concentration/pathway • Ch e m i s t r y 1B/M and 1C/N Adv anced Req u i re m e n t s • Ch e m i s t r y 108A/L and 108B/M or Chemistry 112A/L, 112B/M, and 112C/N Plant Sciences Maj o r A total of nine upper-division biology courses, as follows : • Four core courses • Mathematics 11A-B or 19A-B Prog r am Des c r i p t i o n 100, Bio c h e m i s t ry ; or Bio c h e m i s t r y and •Int ro d u c t o r y physics: either Physics 7A/L and 7B/M; UC Santa Cruz has a strong program in the plant sci- Molecular Biology 100A, 100B, and 100C, or two courses from the 6A/L, 6B/M, 6C/N series ences (sometimes called botany). A fine natural environ - Bio c h e m i s t r y (U pon completion of the series, • Statistics: either Applied Mathematics and Statistics 5 ment, the campus Arboretum, the facilities under the Bio c h e m i s t r y and Molecular Biology 100C may be or 7 or Env i r onmental Toxicology 120 Center for Agroecology and Sustainable Food Sys t e m s used to satisfy one elective. ) (especially the Farm and Gar den), and an excellent gree n - 105, Gen e t i c s Advanced Course Requirements house collection all enhance the res o u r ces that support 110, Cell Bio l o g y Fiv e upper-division core courses to include our botanical prog r a m s . 115, Euk a r yotic Molecular Bio l o g y • 100, Bio c h e m i s t r y; or Bio c h e m i s t r y and Mol e c u l a r The plant sciences major is designed for students with an interest in plant biology and its associated curricular • Th r ee of the following lecture courses Biology 100A, 100B, and 100C, Bio c h e m i s t r y (Up o n fields such as plant ecology, plant physiology, plant 111, Imm u n o l o g y completion of the series, Bio c h e m i s t r y and Mol e c u l a r Biology 100C may be used to satisfy one elective. ) pa t h o l o g y , plant molecular biology, soils, and applied 113, Mammalian End o c r i n o l o g y • 105, Gen e t i c s plant sciences. After completion of the core courses, stu- 114, Cancer Cell Bio l o g y • 110, Cell Bio l o g y dents can proceed in one of several directions depending 119, Mic ro b i o l o g y on their interest. For example, a more in-depth study of • 125, Neu ro s c i e n c e 120, Deve l o p m e n t physiology and molecular biology courses can serve as • 140, Beh a v i o r al Eco l o g y 125, Neu ro s c i e n c e pr eparation for work in the biotechnology field or for 130/L, Human Phy s i o l o gy / L a b o ra t o r y Plus additional elective courses chosen from one of two graduate school; further studies in plant ecology, trop i c a l 166, Plant Phy s i o l o g y ar eas of concentration: ec o l o g y , or restoration ecology can lead to careers such as res o u r ce ecologist or naturalist or to the pursuit of rel a t e d 17 5 , Evol u t i o n Molecular Neu r oscience Pathway (five courses) • 115, Euk a r yotic Molecular Bio l o g y fields in graduate school; upper-division training in • Two of the following laboratory courses ag r oecology can lead to careers in agriculture or food sys- • 12 6 , Adv anced Molecular Neu ro s c i e n c e 100L, Bio c h e m i s t r y Laborat o r y tems. A special feature of this major is a one-quarte r 105L, Euk a r yot i c Genetics Laborat o r y • One of the following molecular/development courses: internship and/or independent res e a r ch req u i re m e n t . 105M, Mic ro b i a l Genetics Laborat o r y 120, 128, or 135/L Th e r e are many opportunities for internships both on the 109L, Yeast Molecular Genetics Laborat o r y • One of the following physiology or psychology cours- UCSC campus and in the community at large. 116L, Euk a r yotic Molecular Bio l o g y Laborat o r y es: Biology 130/L, 132, Psy chology 121, or 123 119L, Mic ro b i o l o g y Laborat o r y • One of the following biology laboratory courses: Plant Sciences B.S. Major Req u i re m e n t s 120L, Dev elopment Laborat o r y 100L, Bio c h e m i s t r y La b o ra t o r y 105L, Euk a r yot i c Genetics Laborat o r y 128L, C. elegans Neu r al Genetics Laborat o r y Introductory Requirements 105M, Mic ro b i a l Genetics Laborat o r y • Biology 20A, 20B, and 20C 130/L, Human Phy s i o l o gy / L a b o ra t o r y 109L, Yeast Molecular Genetics Laborat o r y 185/L Hughes Und e r g r aduate Res e a rc h / L a b o ra t o r y 116L, Euk a r yotic Molecular Bio l o g y Laborat o r y • Ch e m i s t r y 1B/M and 1C/N 186/L Und e r g r aduate Res e a r ch in MCD 119L, Mic ro b i o l o g y Laborat o r y • Organic Chemistry 108A/L and 108B/M; or Bio l o gy / L a b o ra t o r y 120L, Dev elopment Laborat o r y 112A/L, 112B/M and 112C/N 187L, Molecular Bio t e c h n o l o g y Laborat o r y 128L, C. elegans Neu r al Genetics Laborat o r y • Applied Mathematics and Statistics 5 or 7 (statistics) Bio c h e m i s t r y and Molecular Biology 187L, Molecular Bio t e c h n o l o g y Laborat o r y to be taken near the time of internship/independent res e a rc h 110, Bio c h e m i s t r y Laborat o r y Behavior Pathway (four courses) • 113, Mammalian End o c r i n o l o g y •Env i r onmental Studies 24, Gen e r al Eco l o g y; or *Biology 130/L meets either one lecture or one labora- Biology 150, Eco l o g y tory requirement, but not both. • One of the following: Biology 139/L, 141L, 143, 144, 145L; or Anthropology 106 • Mathematics 11A and 11B (calculus) Neu r oscience and Behavior Maj o r s • One of the following physiology or psychology cours- • Physics 7A/L and 7B/M or two courses from the 6- es: Biology 120, 130/L, 131/L, 132, 133/L, 136/L, series with laboratories Program Description 138/L; Psy chology 120, 121, 123, 133 Advanced Requirements Neu r oscience, the study of the nervous system and • One of the following laboratory courses: behavior of animals, is a frontier area in biology, touch- 105L, Euk a r yot i c Genetics Laborat o r y A total of nine upper-division courses ing psychology on the one hand and computer science 105M, Mic ro b i a l Genetics Laborat o r y • Core courses on the other. 130L, Human Phy s i o l o g y Lab 105, Gen e t i c s The neuroscience and behavior majors provide stu- 131/L, Animal Phy s i o l o gy / L a b o ra t o r y 136/L, Inve rt e b r ate Zoo l o gy / L a b o ra t o r y 175, Evol u t i o n dents with rigorous preparation for graduate studies and 166, Plant Phy s i o l o g y res e a r ch in the fields of neuroscience and behavior. Th e 138/L, Bio l o g y and Eco l o g y of the brain and determinants of behavior are studied at all lev- Vert e b ra t e s / L a b o ra t o r y •One course from each of the following pairs: els, from biological molecules to individual nerve cells to 141L, Ecological Field Met h o d s 168/L, Systematic Botany; or functioning organisms to social behavior. The majors 14 5 L , Beh a v i o r al Eco l o g y Field Course 170/L, Marine Botany/Laborat o r y em p h a s i z e the interrelationship between the two fields, Computer Science 12A or 12B or 60N building on a common core of general and biological sci- 169, Plant Ec o l o gy ; or ence course work. Students select a pathway in either Neu r oscience and Behavior B.S. Maj o r Env i r onmental Studies 162/L*, Plant Phy s i o l o g i c a l behavior or molecular neuroscience. Rigorous course Req u i re m e n t s Eco l o gy / L a b o ra t o r y wo r k is supplemented by opportunities for hands-on lab- In addition to the courses above, the following courses * Envs 162/L taught in alternate years or a t o r y and field courses and independent res e a rc h . ar e req u i r ed for the B.S. degree prog r a m . BIOLOGICAL SCIENCES 137

5 credits of biology independent study or 20B. Development and Physiology. F,S 80A. Female Physiology and Gynecology. F,S Env i r onmental Studies Int e rn s h i p Topics in morphology, physiology, development, genetics, Biochemical, medical, social, and clinical aspects of the fe- and endocrinology selected to exemplify current issues and male body. Emphasis will be on biological-chemical in- • Th r ee additional electives chosen from the followi n g : perspectives in organismic biology. Prerequisite(s): course teractions in the female organs. Topics include female Environmental Studies 20A. (F) L. Taiz, C. Ortiz, (S) D. Costa, I. Parker anatomy, cell physiology, endocrine functions, sexuality 108, Ent o m o l o g y and intimacy, sexually transmitted diseases, puberty , preg - 122, Tropical Eco l o g y and Conservat i o n 20C. Ecology and Evolution. F,W nancy, menopause, birth control, abortion, immunity, Int r oduction to ecology and evolution covering principles 12 9 , Int e g r ated Pest Man a g e m e n t cancer. (General Education Code(s): T2-Natural Sci- of evolution at the molecular, organismal, and population ences.) (F) J. Thompson, (S) M. Zavanelli 130A/L, Agro e c o l o gy / L a b o ra t o r y le v els. Evol u t i o n a r y topics include genetic and phenotypic 130B, Principles of Sustainable Agr i c u l t u r e variation, natural selection, adaptation, speciation, and 80D. The State of the Ocean. W 133, Agro e c o l o g y Prac t i c u m macroevolution. Also covers behavioral, population, and Int r oduction to the oceans for nonscientists. Course deals 138/L, Eth n o b o t a n y / L a b o ra t o r y community ecology including applied ecological issues. with physical, chemical, and biological oceanography at a 160, Res t o r ation Eco l o g y Prer equisite(s): passing score on Biology Placement Exa m le v el that req u i r es no background in the sciences. Lectures 161A/L, Soils and Plant Nut r i t i o n / L a b o ra t o r y or course 3. (F) G. Pogson, D. Doak, (W) D. Potts, B. and reading include marine biology, the health of the 163/L, Plant Disease Eco l o gy / L a b o ra t o r y (7 cred i t s ) Sinervo ocean, and related ocean policy. (Note: General Edu c a t i o n Bio l o g y credit will not be granted for this course and Ocean Sci- 20L. Experimental Biology Laboratory (2 ences 1.). (General Education Code(s): T2-Natural Sci- 100, Bio c h e m i s t r y; or Bio c h e m i s t r y and Mol e c u l a r credits). F,W,S ences.) W. Davis Biology 100A, 100B, and 100C, Bio c h e m i s t r y Provides biology majors with the theory and practice of (U pon completion of the series, Bio c h e m i s t r y and experimental biology. A wide range of concepts and tech- 80F. The State of the World. S Molecular Bio l o g y 100C may be used to satisfy one niques used in the modern laboratory are included in the Earth is treated as an integrated system, emphasizing bio- el e c t i ve . ) exe r cises. Designed to satisfy the introd u c t o r y biology lab logical and ecological principles. Topics include climate, 110, Cell Bio l o g y requirement of many medical and professional schools. global warming, deforestation, biodiversity, desertifica- 115, Euk a r yotic Molecular Bio l o g y Students are billed for a materials fee. Prerequisite(s): tion, oceans, agriculture and diet, water, energy and 152, Community Eco l o g y course 20A and previous or concurrent enrollment in wastes. The objective is to impart sufficient understanding 169L, Field Methods in Plant Eco l o g y Laborat o r y 20B. Enrollment limited to 20. The Staff to critically evaluate environmental policy. (General Edu- cation Code(s): T2-Natural Sciences.) W. Davis 21A. Accelerated Cell and Molecular Bio l o g y . W Plant Sciences B.S. Major Pla n n e r Accelerated introduction to biochemistry, molecular biol- 80H. The Human Genome. * ogy, cell biology, and genetics, with an emphasis on class Course will focus on understanding human genes. Acces- The following is a recommended academic plan for discussion and problem solving. Students must have a sible to non-science majors. Will cover principles of transfer students. solid foundation in general chemistry and high school bi- human inheritance and techniques used in gene analysis. Junior Transfer Course Seq u e n c e ology. Students cannot receive credit for this course and The evol u t i o n a r y, social, ethical, and legal issues associated course 20A. This course is equivalent to course 20A for with knowledge of the human genome will be discussed. Yea r Fa l l Win t e r Sp r i n g prerequisites and major requirements. Prerequisite(s): (General Education Code(s): T2-Natural Sciences.) M. 3r d Biol 169 Biol 166 Biol 105 Chemistry 1B. Students must apply for admission to this Ares (j r ) Biol 169L Biol 150 el e c t i v e course. Admittance based on scores on the biology and Ams 5 Chem 108A/L Chem 108B/M ch e m i s t r y placement exam and performance in Chemistry 80J. Biology of AIDS. W * Envs 162/L are taught in alternate years 1B. AP biology and chemistry credit will also be taken An overview of the biology of the acquired immunodefi- into account. Enrollment limited to 40. (General Educa- ciency syndrome (AIDS) and the social and legal issues tion Code(s): IN.) M. Zuniga that surround it are explored in a series of lectures by bi- Lower-Division Courses ology faculty and experts in the field. (General Education 42. Student-Directed Seminar. F,W,S Code(s): T2-Natural Sciences.) M. Zavanelli 3. Concepts in Biology. W Seminars taught by upper-division students under faculty A non-survey course suitable for people who have not had supervision. (See course 192.). The Staff 80L. The Secret Sex Lives of Plants. F bi o l o g y . A historical and experimental approach covers five The long, tortuous, and sometimes comic history of the key biological concepts: homeostasis, the integration of 70. Introduction to Psychobiology. F di s c o ver y of sexuality in plants, from Aristotle to Spre n g e l structure and function, cell theory, the mechanism of Brain sciences, behavior of animals and humans in the lab- and Hofmeister, is examined as a case study of the cul- he re d i t y , and evolution. Students cannot rec e i v e credit for or a t o r y and field; the evolution of social behavior throu g h tural, religious, and psychological barriers that can oper- this course after receiving prior credit for course 20A, 20B, natural selection. Topics include res e a r ch techniques, neu- ate to impede scientific understanding. (Ge n e r a l or 20C. Prerequisite(s): completion of biology placement ral mechanisms, sensory-motor processes, sensory systems, Education Code(s): T2-Natural Sciences.) L. Taiz exam. B. Marinovic learning, biological rhythms, energy regulation. (General Education Code(s): IN.) E. Switkes, W. Davis 80N. Biology of Human Health and 15. Undergraduate Research Reports Nutrition. W (1 credit). F,W,S 75. Scientific Diving Certification An introduction to the biology of human nutrition and its Undergraduate students who work in faculty res e a r ch lab- (2 credits). F,S effects on human health. The course explores how nutri- oratories present the results of their projects. Org a n i z ed by Prer equisite for course 161/L, Kelp For est Eco l o g y, and all ent balance, exercise, and age interact in their effects on the Minority Undergraduate Research Program and the res e a r ch diving performed under the auspices of UCSC or human health, fitness, and disease. (General Education Minority Access to Research Careers Program. Designed other academic institutions. Course work includes lectures Code(s): T2-Natural Sciences.) J. Thompson for students with membership in the above-mentioned and scuba diving. Topics include subtidal sampling tech- pr ograms. Prer equisite(s): qualifications as determined by niques, navigation, low visibility diving, search and re- 80P. Infectious Diseases and Human instructor at first class meeting. May be repeated for covery, rescues, small boat use, oxygen administration for Populations. S credit. B. Bowman divers, technical blue water deep diving, physics, and An ove rv i ew of the biology of infectious diseases in human physiology. Pick up application in room A414 EMS dur- societies including why diseases vary in severity, how 20A. Cell and Molecular Biology. W,S ing preceding quarter. Students are billed a course mate- human bodies defend themselves, and how public health Int r oduction to molecular biology, cell physiology, and ge- rials fee that covers costs for equipment use, materials, and e f f o rts cope with the problem of rapidly evo l v i n g netics. Students cannot receive credit for this course and transportation. Prerequisite(s): skill level equal to Ad- pathogens. (General Education Code(s): T2-Natural Sci- course 21A. Prerequisite(s): course 3 or a passing score on vanced Scuba Diver Certification, pass scuba physical, ences.) J. Thompson the biology placement exam, and Chemistry 1B. (Gen e r a l pr ovide own scuba gear, be certified in CPR and First Aid; Education Code(s): IN.) (W) J. Feldman, (S) B. Bowm a n 99. Tutorial. F,W,S and interview: pass swim test and scuba skills test. En- Individual, directed study for undergraduates. Students rollment limited to 16. The Staff submit petition to sponsoring agency. The Staff

*Not offered in 2004–05 138 PROGRAMS AND COURSES

Upper-Division Courses cannot receive credit for this course and course 207L. expression, phage lambda, and developmental genetics. Concurrent enrollment in course 107 is required. Prereq- Students cannot receive credit for this course and 200A. 100. Biochemistry. F,S uisite(s): courses 20A, 20B, 20C, and 105. Concurrent Prerequisite(s): course 105 and Biochemistry and Molec- An introduction to biochemistry including biochemical enrollment in course 107 is required. Offered in alternate ular Biology 100A. R. Ludwig, A. Chisholm academic years. G. Pogson molecules, protein structure and function, membranes, 117B. Advanced Molecular Biology. W bioenergetics, and regulation of biosynthesis. Provides stu- 109L. Yeast Molecular Genetics Laboratory. * An in-depth coverage of the structure, function, and syn- dents with basic essentials of modern biochemistry and The powerful genetic and molecular techniques available thesis of DNA, RNA, and proteins. Discussion of the rol e s the background needed for upper-division biology for yeast combined with the complete genomic DNA se- of macromolecules in the regulation of information in the courses. Students who plan to do advanced work in bio- quence offers opportunity for discovery of fundamental cell. Students cannot receive credit for this course and chemistry and molecular biology should take the Bio- aspects of eukaryotic life. Lab providing practical experi- course 200B. Prerequisite(s): course 117A. A. Zahler, chemistry and Molecular Biology 100 series directly. ence in using yeast as an experimental system. Students are H. Noller Students cannot receive credit for this course after they billed a materials fee. Prerequisite(s): course 105; 115 have completed any two courses from the Biochemistry s t rongly recommended. En rollment limited to 15. 117C. Advanced Cell Biology. S and Molecular Biology 100A, 100B, and 100C sequence M. Ares, D. Kellogg An in-depth coverage of topics in cellular and subcellular with grades of Pass, C, or better. Prerequisite(s): courses organization, structure and function in plants and ani- 20A and 20B; and Chemistry 7 or 108A or 112A. 110. Cell Biology. F,S mals. Emphasis on current research problems. Students (F) R. Ludwig, (S) M. Dalbey Covers the structure, organization, and function of eu- cannot rec e i v e credit for this course and course 200C. Pre- karyotic cells. Topics include biological membranes, or- vious or concurrent enrollment in courses 110 and 117B 100L. Biochemistry Laboratory. F ganelles, protein and vesicular trafficking, cellular is required. D. Kellogg Basic techniques and principles of laboratory biochemistry interactions, the cytoskeleton, and signal transduction. including isolation and characterization of a natural prod - Requires a good understanding of basic biochemistry and 118. Biology of Disease. W uct, manipulation of proteins and nucleic acids to molecular biology. Prerequisite(s): courses 20A and 20B; Primary objective is to provide an understanding of dis- demonstrate basic physical and chemical properties; and course 100 or Bio c h e m i s t r y and Molecular Biology 100A. ease processes in humans. Integrates normal physiology characterization of enzyme substrate interactions. Stu d e n t s (F) A. Zahler, (S) D. Kellogg and pathophysiology with the molecular and physiologic are billed a materials fee. Prerequisite(s): course 100 (may bases of diseases. Major emphasis on the physiological, e n roll concurrently). En rollment limited to 20. 111. Immunology. S molecular, and biochemical basis of diseases, with partic- M. Dalbey Immune systems—their manifestations and mechanisms ular emphasis on the neuromuscular, cardiovascular, res- of action. Prer equisite(s): courses 20A, 20B, 105, and 110. pi r a t o r y, renal, immune, and central nervous systems. Also 105. Genetics. F,S M. Zuniga ad d r esses environmental risk factors in the etiology of dis- Mendelian and molecular genetics; mechanisms of hered - eases. Overv i e ws provided, but covers selective topics con- ity, mutation, recombination, and gene action. Students 113. Mammalian Endocrinology. W s i d e red most important in depth. (Also offered as cannot receive credit for this course and course 106. Pre- Introduction to the major endocrine organs, their hor- Environmental Toxicology 138. Students cannot receive requisite(s): courses 20A and 20B. (F) W. Sullivan, mones, and their receptors. Emphasis is on the following credit for both courses.) Prerequisite(s): courses 20A and (S) J. Feldman topics: structural analysis of the hormones and receptors 20B or equivalent and course 110. Course 130 is recom- at the protein and molecular level, regulation of expres s i o n mended. D. Smith 105L. Eukaryotic Genetics Laboratory. F of hormones and their receptors, and the biological func- Classical and newly developed molecular-genetic tech- tions of hormones. Prerequisite(s): course 100 or Bio- 119. Microbiology. W niques used to explore genetic variation in wild popula- chemistry and Molecular Biology 100A. L. Ogren Cell and molecular biology of bacteria and their viruses, tions of the fruit fly Drosophila melanogaster. Topics including applications in medicine, public health, agri- include Mendelian fundamentals, mapping, design of ge- 114. Cancer Cell Biology. S culture, and biotechnology. Prerequisite(s): courses 20A netic screens, bio-informatic and database analysis, genetic Focuses on the molecular and cellular mechanisms behind and 20B. F. Yildiz enhancers, and population genetics. Students are billed a cancer.Topics covered include oncogenes, tumor sup- materials fee. (Formerly Genetics Laboratory. ). Prerequi- p ressor genes, cell growth genes, checkpoint genes, 119L. Microbiology Laboratory. W site(s): course 105; course 100 or Biochemistry and Mol- te l o m e r es, and apoptosis. Students will gain experience in An introduction to the principles and practices of labora- ecular Biology 100A recommended. W. Sullivan reading the primary scientific literature. Prerequisite(s): tory microbiology, with a substantial presentation of op- course 110 or 115. A. Zahler tical microscopy. Students are billed for a materials fee. 105M. Microbial Genetics Laboratory. S Prer equisite(s): course 119. Course 119 may be taken con- Exploration of basic genetics processes such as rep l i c a t i o n , 115. Eukaryotic Molecular Biology. W,S currently. M. Dalbey mutation, DNA repair, recombination, gene exchange, Covers eukaryotic gene and genome organization; DNA, population genetics, and evolution using microbial model RNA, and protein synthesis; regulation of gene expres s i o n ; 120. Development. S organisms; classic techniques in microbial genetics and ch r omosome struc t u r e and organization; and the applica- A description and analysis of selected developmental contemporary molecular techniques presented. Prerequi- tion of recombinant DNA technology to the study of events in the life cycle of animals. Experimental ap- site: course 105. Enrollment limited to 16. M. Dalbey these topics. Prerequisite(s): course 100 or Biochemistry proaches to understanding mechanisms are emphasized. and Molecular Biology 100A, and either course 105 or Prerequisite(s): course 100 or Biochemistry and Molecu- 107. Population Genetics. W 106. (W) G. Hartzog, (S) M. Jurica lar Biology 100A, and course 105. A. Chisholm Basic population genetics and selected topics will be cover ed, including genetics of speciation, tempo and mode of 115L. Eukaryotic Molecular Biology 120L. Development Laboratory. S evolution, genetics of social behavior, natural selection in Laboratory. S Experimental studies of animal development using a var i - human populations, and the impact of molecular studies A laboratory designed to provide students with direct ety of locally obtainable organisms. Approximately eight on evol u t i o n a r y theory. Students cannot rec e i v e credit for training in basic molecular techniques. Each laboratory is hours weekly, but it will often be necessary to monitor this course and course 207. Concurrent enrollment in a separate module which together builds to allow cloning, continuing experiments throughout the week. Concurren t course 107L is req u i r ed. Prer equisite(s): courses 20A, 20B, isolation, and identification of a nucleic acid sequence enrollment in course 120 required. Students are billed a 20C, and 105. Concurrent enrollment in course 107L is fr om scratch. Students cannot rec e i v e credit for this course materials fee. Prerequisite(s): course 100 or Biochemistry required. Offered in alternate academic years. G. Pogson and course 187L or 287L. Students are billed for a mate- and Molecular Biology 100A and course 110. Concurren t rials fee. (Formerly course 116L.). Prerequisite(s): Chem- enrollment in course 120 required. A. Chisholm 107L. Population Genetics Laboratory (2 i s t ry 108B/M or 112C/N and Bi o c h e m i s t ry and credits). W Molecular Biology 100A or Biology 115. Enr ollment lim- 122. Cellular and Organismal Toxicology. W A companion course to 107, Population Gen e t i c s , that ap- ited to 20. M. Zavanelli Emphases of biochemical, cellular, and organ system basis plies the theory developed in that course to related disci- of intoxication, including dose-response relationships, plines including conservation biology, ecology, agriculture, 117A. Advanced Genetics. F biotransformation of toxicants, biochemical mechanisms and population biology. Original scientific literature re- An analysis of selected topics in the primary research lit- underlying toxicity, factors influencing toxic action, and lating to the theory developed in course 107 is read, and er a t u r e including conditional lethality, classical fine struc - biomarkers of exposure. Emphasizes effects of various applied problem sets are solved by the students. Students ture genetics, the coding problem, control of operon classes of toxins, including heavy metals and persistent BIOLOGICAL SCIENCES 139

synthetic organics, with a focus on susceptible biochemi- 131L. Animal Physiology Laboratory (2 136L. Invertebrate Zoology Laboratory (2 cal/cellular processes of the central nervous, immune, he- credits). F credits). W patic, and renal target organ systems. Designed for Experiments conducted with primary focus on quantita- An examination of invertebrates and their habitats. advanced undergraduates. Students cannot receive credit tive physiological principles of organ systems and intact Weekly laboratories or field trips. Students are billed for a for this course and course 202. (Also offered as Environ- organisms. Students cannot receive credit for this course materials fee. Prer equisite(s): courses 20A, 20B, and 20C. mental Toxicology 102. Students cannot rec e i v e credit for and course 130L. Students are billed for a materials fee. Biology 136 must be taken concurrently. Enrollment re- both courses.) Prerequisite(s): courses 20A, 20B or equiv- Prerequisite(s): courses 20A, 20B, and 100. Concurrent stricted to majors sponsored by the Molecular, Cell, and alent; courses 100, Biochemistr y, and 110, Cell Biology, enrollment in course 131 is required. Enrollment limited Developmental Biology and the Ecology and Evolution- are recommended. Enrollment restricted to juniors and to 25. L. Ogren ary Biology Departments. Enrollment limited to 96. seniors. D. Smith B. Marinovic 132. Comparative Physiology of Vertebrates. W 125. Introduction to Neuroscience. F Co m p a r a t i v e physiology of mammals, birds, and fish with 137. Ichthyology. * The structure and function of the nervous system. Topics emphasis on locomotor performance and exercise in An introduction to the biology of jawless, cartilaginous, include elementary electrical principles, biophysics and aquatic and terrestrial environments. Cardiovascular, res- and bony fishes—their classification, evolution, form, physiology of single ner ve and muscle cells, signal trans- piratory, and skeletal muscle systems examined. Prerequi- ph y s i o l o g y , and ecology. Prer equisite(s): courses 20A, 20B, duction at synapses, development of the nervous system, site(s): courses 20A, 20B, and 20C; biochemistry, cell and 20C. Course 137L must be taken concurrently. Of- and neural basis of behavior. Requires a good under- b i o l o g y, and ve rtebrate anatomy re c o m m e n d e d . fered in alternate academic years. G. Bernardi standing of basic biochemistry, cell biology, and molecu- T. Williams lar biology. Pre requisite(s): course 100. Concurre n t 137L. Ichthyology Laboratory (2 credits). * e n rollment in course 105 or 110 is encouraged. 133. Exercise Physiology. * One laboratory session a week and several field trips to D. Feldheim An advanced-level course concerning physiological and study the biology of fish. Students are billed for a materi- biochemical processes associated with human perform- als fee. Prerequisite(s): courses 20A, 20B, and 20C. 126. Advanced Molecular Neuroscience. S ance. Emphasis is on the integration of organ systems for Course 137 must be taken concurrently. Offered in alter- Explores in detail cellular and molecular events that un- exercise. Topics include metabolism and fuel utilization, nate academic years. G. Bernardi derlay the function of the nervous system. Topics include cardiovascular and respiratory dynamics during activity, neural development, axon guidance and regeneration, ad- and the effects of training. Req u i r es a good understanding 138. Biology and Ecology of the Vertebrates. W vanced electrical principles (synaptic transmission throu g h of basic physiological function and anatomy. Students An introduction to the fundamentals of ver tebrate biology a variety of receptors), synaptic plasticity, learning and cannot rec e i v e credit for this course and course 233. By in- and ecology including evol u t i o n a r y history, basic anatomy me m o r y, as well as several neural disorders. Prere q u i s i t e ( s ) : terview; permission of instructor required. Must be taken and physiology, systematics, ecology and major special- course 125. L. Hinck concurrently with course 133L. Course 131 or 132 rec- izations for locomotion, reproduction, homeostasis, en- ommended as preparation. Enr ollment limited to 20. Of- ergy balance, and thermoregulation. Prerequisite to the 128. Advanced Cellular and Developmental fered in alternate academic years. T. Williams 106 series. (Also offered as Environmental Studies 105. Neurobiology. * Students cannot receive credit for both courses.) Prereq- Emphasizes comparative studies in both invertebrate and 133L. Exercise Physiology Laboratory (2 uisite(s): course 20A, 20B, 20C, 150 or Environmental vertebrate nervous systems to provide rigorous, first hand credits). * Studies 24. Concurrent enrollment in course 138L re- kn o wledge in neural development. Specific topics include An introduction to basic measurement techniques used in quired. Enrollment restricted to majors sponsored by bi- ne u r ogenesis, fate determination, migration, axonal guid- assessing the physiological response of humans to exerc i s e . ological sciences. Enrollment limited to 50. M. Fusari ance, and synaptogenesis. Students must participate ac- Sessions cover oxygen consumption, respiratory rate, and tively in lectures and discussions. Students cannot receive he a r t rate monitoring during aerobic and anaerobic activ- 138L. Biology and Ecology of the Vertebrates credit for this course and course 228. Prerequisite(s): per- it y . By intervi e w: permission of instructor req u i r ed; course Laboratory (2 credits). W mission of instructor; students need a solid background in 131 or 132 recommended as preparation. Must be taken Covers the basics of vertebrate anatomy and taxonomy molecular, cellular, and developmental biology. Enroll- concurrently with course 133. Enrollment limited to 20. with emphasis on local species identification. Lab includes ment limited to 10. Y. Jin Offered in alternate academic years. T. Williams a weekly film series and two Saturday trips to the Califor- nia Academy of Sciences. Concurrent enrollment in 128L. Neural Genetics Laboratory. W 135. Anatomy of the Human Body. S course 105 is req u i r ed. Prer equisite to the 106 series. (Also A genetics laboratory course using the nematode C. ele - Study of structure and function of the human body offered as Environmental Studies 105L. Students cannot ga n s as a model organism to understand the devel o p m e n t through lectures with an evolutionary perspective includ- receive credit for both courses.) Prerequisite(s): course and function of the nervous system. Comprehensive re- ing regional anatomy and body systems. Students cannot 20C, 150, or Environmental Studies 24. Concurrent en- search projects are designed to teach the basic methodol- rec e i v e credit for this course and course 207. (Also offered rollment in course 138 is required. Enrollment restricted ogy and principles of genetic analysis. Students are billed as Anthropology 107. Students cannot receive credit for to majors sponsored by biological sciences. Enrollment for a materials fee. Prerequisite(s): courses 20A and 105. both courses.) Prer equisite(s): courses 20A and 20B or An- limited to 12. The Staff Enrollment limited to 16. Y. Jin thropology 1. The Staff 139. Biology of Marine Mammals. S 130. Human Physiology. W 135L. Anatomy of the Human Body A survey of cetaceans, pinnipeds, sirenians, and sea otters, Function, organization, and regulation of the major organ Laboratory (2 credits). S including natural history, systematics, physiology, behav- systems of humans, with emphasis on integration among Study of structure and function of the human body using ior, anatomy, and conservation. Prerequisite(s): courses systems. Students cannot rec e i v e credit for this course and dissection, comparative vertebrate anatomy, anatomical 20A, 20B, and 20C; course 138 is re c o m m e n d e d . course 131. Pre requisite(s): course 110; ve rt e b r a t e models, and computer-assisted instruction. Students are D. Costa anatomy course recommended preparation. L. Ogren billed for a lab fee. Students cannot receive credit for this course and course 207L. (Also offered as Anthropology 139L. Biology of Marine Mammals Laboratory 130L. Human Physiology Laboratory (2 107L. Students cannot receive credit for both courses.) (2 credits). S credits). W Prerequisite(s): courses 20A and 20B or Anthropology 1. Co vers the basics of marine mammal taxon o m y , anatomy, Examines fundamental principles of systemic physiology Concurrent enrollment in course 135 is required. Enroll- and field methods with an emphasis on local field identi- focusing on the human. Students cannot rec e i v e credit for ment limited to 20. The Staff fication and understanding of local species. Will include this course and course 131L. Students are billed a materi- field trips to Long Marine Lab, Ano Nuevo, and Mon- als fee. Prerequisite(s): courses 20A, 20B, and 110. Con- 136. Invertebrate Zoology. W terey Bay. Must be taken concurrently with course 139. current enrollment in course 130 is required. L. Ogren An examination of invertebrates and their habitats. Lec- Students are billed for a materials fee. Prerequisite(s): ture format. Prerequisite(s): courses 20A, 20B, and 20C. courses 20A, 20B, and 20C. Must be taken concurrently 131. Animal Physiology. F Course 136L must be taken concurrently. Enrollment re- with course 139. D. Costa Principles and concepts underlying the function of tissues stricted to majors sponsored by the Molecular, Cell, and and organ systems in animals with emphasis on vert e b r a t e Developmental Biology and the Ecology and Evolution- 140. Behavioral Ecology. F systems. Students cannot rec e i v e credit for this course and ary Biology Departments. Enrollment limited to 96. An introduction to social and rep ro d u c t i v e behavior. Em- course 130. Prerequisite(s): courses 20A, 20B, and 100. B. Marinovic phasis on studies of vertebrates in their natural habitat. L. Ogren Ideas concerning the evolution of social behavior, mating

*Not offered in 2004–05 140 PROGRAMS AND COURSES

systems, and individual reproductive strategies. Case his- ies 24 or 105. Concurrent enrollment in course 144 is re- 160L. Marine Ecology Laboratory. * tories of well-studied animals that illustrate key principles qu i r ed. Enr ollment limited to 20. Off e r ed in alternate ac- Supervised individual research projects in experimental in courtship and mating, parental behavior, and food-get- ademic years. B. Lyon marine biology. Students carry out a complete research ting behavior. Prer equisite(s): courses 20A, 20B, and 20C. pr oject, including (1) the formation of hypotheses; (2) the B. Sinervo 145L. Behavioral Ecology Field Course. design and implementation of experiments; (3) collection, A field-based course introducing students to concepts and analysis, and interpretation of data; and (4) write-up of an 141L. Ecological Field Methods. S methods for studying behavioral ecology in nature. Stu- oral presentation. Students are billed for a materials fee. Field-oriented course in the study of animal ecology and dents will conduct observations and field experiments on Admission by interview to assess ability to carry out field behavior. Combines overview of methodologies and ap- various local model organisms including elephant seals, project; course 160. Enrollment limited to 20. Offered in proaches to field research with practical field studies. Stu- hummingbirds, sparrows, lizards, ants, bees, frogs, and alternate academic years. M. Carr dents are billed a materials fee. Prer equisite(s): satisfaction salamanders. Students are billed a materials fee. Prerequi- of the Subject A and Composition requirements; permis- site(s): course 140 or 150 or Environmental Studies 105. 161. Kelp Forest Ecology. * sion of instructor; course 20C required; course 140, 150, Enrollment limited to 25. Offered in alternate academic Study of organization of kelp forests as models for exam- 152, or 160 recommended. Enrollment limited to 25. years. B. Lyon, B. Sinervo ining biological communities. The physical and biotic fac- (General Education Code(s): W.) D. Croll tors responsible for community organization of kelp 148. Quantitative Ecology for Conservation. W forests are explored using original literature and data col- 142. Ocean Ecosystems. W Biological processes behind conservation problems and lected in course 161L. Class meets one full morning each Discussion of selected topics in animal ecology of the open the quantitative tools needed to successfully address issues week. Prer equisite(s): by intervi e w only; courses 20A, 20B, sea: zooplankton production, variability of pelagic popu- in both basic and applied ecology. Emphasis on data and 20C are required. Students must pass the University lations, food webs, deep-sea pelagic and benthic ecology, analysis and mathematical modeling of ecological Research Diving Certification (contact the diving safety fisheries oceanography, and human effects on the open processes at the population and community levels. Pre- officer, Institute of Marine Sciences, for further informa- ocean biota. Students cannot re c e iv e credit for this course requisite(s): courses 20A, 20B, 20C; and Applied Mathe- tion). Enr ollment restricted to seniors. Course 161L must and course 242. (Also offered as Ocean Sciences 142. Stu - matics and Statistics 5 or 7 (formerly Engineering 5 or 7); be taken concurrently; courses 136/L, 150, or 170/L are dents cannot receive credit for both courses.) Prerequi- and Mathematics 11A. Course 148L must be taken con- recommended. Enrollment limited to 24. Offered in al- site(s): courses 20A, 20B, and 20C or equivalent; one currently. D. Doak ternate academic years. P. Raimondi, M. Carr ocean sciences course recommended. M. Silver 148L. Quantitative Ecology for Conservation 161L. Kelp Forest Ecology Laboratory (2 143. Herpetology. * Lab (2 credits). W credits). * Lectures introduce students to evolution, development, Focuses on computational methods used to solve biolog- Fieldwork using SCUBA to quantitatively and qualita- physiology, behavior, ecology, and life history of reptiles ical problems. Weekly homewo r k assignments issued; stu- tively examine the abundance and distribution of organ- and amphibians. The materials integrate with conceptual dents learn to program in language MAT LA B . isms in kelp forests, with additional laboratory work. and theoretical issues of ecology, evolution, physiology, Prerequisite(s): courses 20B and 20C, Applied Mathe- Culminates with a directed individual research project. and behavior. Concurrent enrollment in course 143L re- matics and Statistics 5 or 7 (formerly Engineering 5 or 7), Class meets one full morning each week. Students are quired. Prerequisite(s): course 138, 140, 150, 175 or En- and Mathematics 11A. Course 148 must be taken con- billed for a materials fee. Admission by interview; courses vironmental Studies 105. Concurrent enrollment in currently. Enrollment limited to 25. D. Doak 20A, 20B, and 20C are required; course 161 must be course 143L required. Enrollment limited to 25. Offered taken concurrently; course(s) 136/L, 150, or 170/L are in alternate academic years. B. Sinervo 150. Ecology. W Focuses on physiological, behavioral, and population ecol- recommended. Students must pass the University Re- 143L. Field Methods in Herpetological og y , and on linking ecological processes to evolution. It in- se a r ch Diving Certification (contact the Diving Safety Of- Research (2 credits). * cludes basic principles, experimental approaches, concepts f i c e r, Institute of Marine Sciences, for furt h e r Field trips introduce students to natural history, censusing of modeling, and applications to ecological problems. Pre- information). Enrollment limited to 24. Offered in alter- techniques, physiological ecology, and behavioral analysis requisite(s): courses 20A, 20B, and 20C. B. Lyon nate academic years. P. Raimondi, M. Carr of reptiles and amphibians. Laboratories introduce stu- 162A. Marine Ecology Field Quarter: Marine dents to techniques for analyzing behavior and physiology. 152. Community Ecology. S Develops the major themes of community biology: struc- Ecology with Laboratory. F Field studies culminate with a group project in a natural Total immersion in marine ecology for ver y motivated stu- setting. Some field trips may be held on weekends due to ture, trophic dynamics, succession, complex interactions among species, herbivor y, evolution and coevolution. Use s dents. Students develop a res e a r ch project during first five weather considerations. Some field trips may require stu- weeks on campus and then spend five weeks of immersion dents to provide their own transportation, some trans- case histories of well-studied marine and terrestrial systems. Students cannot receive credit for this course and in directed research without distraction in isolated loca- portation will be provided by UCSC. Students are billed tions off campus (past locations include the Gulf of Cal- for a materials fee. Concurrent enrollment in course 143 course 252. Prerequisite(s): course 150 or Environmental Studies 24. Enrollment limited to 50. L. Fox ifornia in Mexico and Moorea in French Polynesia). Not is required. Prerequisite(s): course 138, 140, 150, 175, or available through University Extension. No other courses Environmental Studies 105. Concurrent enrollment in 158. Ecology of Reefs, Mangroves, and may be taken during this quarter. Students must sign a course 143 is required. Offered in alternate academic Seagrasses. S contract agreeing to standards of behavior outlined in the years. B. Sinervo Integrated treatment of coral reefs, sea grasses, and man- UCSC Rule Book and by the instructors. Students are 144. Ornithology. * groves emphasizing interactions and processes through billed for a materials, transportation (not airfare), and Int r oduction to the evolution, ecology, behavior, and nat- time. Major topics: biological and geological history, bio- room and board fee. ural history of birds, using exemplary case histories to il- ge o g r a p h y , evolution and ecology of dominant organisms, Paradigms and designs in marine ecology. A review of lustrate key concepts in evolution, ecology, and behavior. biodiversity, community and ecosystem ecology, geology, the paradigms that have shaped our understanding of ma- Prerequisite(s): course 140, 150, or 175, or Environmen- bi o g e o c h e m i s t r y, global change, human impacts. (Also of- rine ecology and analysis and discussion of experiments tal Studies 24 or 105. Concurrent enrollment in course fered as Ocean Sciences 157. Students cannot receive with these paradigms. Students carry out a complete re- 144L is required. Enrollment limited to 20. B. Lyon cr edit for both courses.) Prer equisite(s): courses 20A, 20B, se a r ch project, including the formation of hypotheses; the 20C, and one relevant upper-division course in biology, design and implementation of experiments; the collection, 144L. Ornithology Field Studies (2 credits). * Earth sciences, or ocean sciences, such as course 150 or analysis, and interpretation of data; and the write-up and Field trips introduce students to field identification skills 175; Earth Sciences 101, 102, or 105; or Ocean Sciences oral presentation of results. Admission by interview dur- and field investigation of census, foraging behavior, mi- 101. D. Potts ing previous winter quarter. Courses 162A, 162B, 162C, gration, social behavior, and communication. Examina- and 162D are equivalent to courses 137, 137L, 160, and tion of specimens in the laboratory will be used to 160. Marine Ecology. W 160L for major requirements. Courses 162A, 162B, highlight the diversity and taxonomy of birds. Students Paradigms and designs in marine ecology. A review of the 162C, and 162D must be taken concurrently. (Formerly are billed for a materials fee. Some field trips may require paradigms that have shaped our understanding of marine Marine Ecology with Laboratory.) Enrollment limited to students to provide their own transportation. Prerequi- ecology; analysis and discussion of experiments with these 26. Offered in alternate academic years. P. Raimondi site(s): course 140, 150, or 175, or Environmental Stud- paradigms. Students cannot receive credit for this course and course 260. Prerequisite(s): course 150 or 140 or En- vironmental Studies 24. M. Carr BIOLOGICAL SCIENCES 141

162B. Marine Ecology Field Quarter: 168L. Systematic Botany of Flowering Plants be taken concurrently with course 176L. Enr ollment lim- Ichthyology with Laboratory. F Laboratory (2 credits). S ited to 75. Of f e red in alternate academic ye a r s . An introduction to the biology of jawless, cartilaginous, One laboratory meeting weekly concerned primarily with G. Bernardi and bony fishes—their classification, evolution, form, California flora and plant families. Sev eral field trips. Stu - physiology, and ecology. Admission by interview during dents are billed a materials fee. Prerequisite(s): courses 176L. Molecular Ecology and Evolution pr evious winter quarte r . Courses 162A, 162B, 162C, and 20A, 20B, and 20C; or Environmental Studies 24. Must Laboratory (2 credits). 162D are equivalent to courses 137, 137L, 160, and 160L be taken concurrently with course 168. Enrollment lim- One laboratory section per week that applies the theory for major requirements. Courses 162A, 162B, 162C, and ited to 32. The Staff developed in course 176 to computer and laboratory ex- 162D must be taken concurrently. (Formerly Ichthyology periments. Students are billed for a materials fee. Prereq- with Laborat o r y.). Enr ollment limited to 26. Off e r ed in al- 169. Plant Ecology. F uisite(s): courses 20A, 20B, and 20C. Course 176 must be ternate academic years. G. Bernardi An exploration of the ecology of plant form, function, dis- taken concurrently. Enrollment limited to 75. Offered in tribution, abundance, and diversity.Topics include plant alternate academic years. G. Bernardi 162C. Marine Ecology Field Quarter: Methods adaptations to environmental conditions, life history var i - in Field Ecology. F ation, competition, reproductive ecology, herbivory, and 185F. Hughes Undergraduate Research Lab (2 Students learn quantitative methods for field experiments patterns of diversity. Lecture with discussions of original credits). F,W,S and surveys. Emphasis will be on marine environments, papers and independent field project. Students cannot re- Covers the application of modern research techniques to but there will also be exposure to terrestrial systems. This ceive credit for this course and courses 165 or 269. Pre- unanswered questions in human molecular genetics. Es- is the lecture component to course 162D. No text is re- requisite(s): course 20C or Environmental Studies 24. pecially designed for self-motivated students interested in quired for this course; instead, readings from the current Course 150 is recommended. Enrollment limited to 30. scientific discovery. Admission by permission of instruc- li t e r a t u r e will be assigned. Students are evaluated on writ- The Staff tor. Enrollment limited to 25. M. Ares ten independent field project proposals and class partici- 185L. Hughes Undergraduate Research pation. Admission by interview during previous winter 169L. Field Methods in Plant Ecology. F Hands-on exploration of the concepts and techniques of Lab. F,W,S qu a rt e r . Courses 162A, 162B, 162C, and 162D are equiv- Covers the application of modern research techniques to alent to courses 137, 137L, 160, and 160L for major re- plant ecology. A combination of lab, greenhouse, and field-based exercises (irrespective of weather conditions). unanswered questions in human molecular genetics. Es- qu i r ements. Courses 162A, 162B, 162C, and 162D must pecially designed for self-motivated students interested in be taken concurrently. (Formerly Methods in Field Ecol - Statistical analysis and scientific writing. One required weekend field trip. Students cannot receive credit for this scientific discovery. Admission by permission of instruc- ogy.) Enrollment limited to 26. Offered in alternate aca- tor. Enrollment limited to 25. M. Ares demic years. P. Raimondi course and courses 165 or 269L. Students are billed for a materials fee. Prerequisite(s): satisfaction of the Subject A 186F. Undergraduate Research in MCD 162D. Marine Ecology Field Quarter: Methods and Composition requirements, course 20C or Environ- Biology (2 credits). W,S in Field Ecology Laboratory (4 credits). F mental Studies 24. Concurrent enrollment in course 169 Supervised undergraduate research in laboratory of an This is laboratory portion of course 162C. Students carry is req u i r ed. Course 150 is recommended. Enr ollment lim- MCD biology faculty member accompanied by weekly out independent field projects under the supervision of ited to 30. (General Education Code(s): W.) The Staff le c t u r es on ethical and practical scientific issues. Topics in- course instructors. All work is done during the 5–6 week 170. Marine Botany. S clude laboratory safety; the scientific method; the collec- off-campus portion of course 162. Students are evaluated tion, treatment, and presentation of data; critical on field techniques, the final write-up of their independ- An introduction to the biology of marine algae, fungi, and angiosperms with reg a r d to form and function. Major bo- evaluation of scientific literature; scientific misconduct; ent field projects, and class participation. Admission by in- and peer rev i e w. Career issues, including how to apply for terview during previous winter quarter. Courses 162A, real, temperate, and tropical marine plant communities. Lecture format. Prerequisite(s): courses 20A, 20B, and admission to graduate and professional schools, also dis- 162B, 162C, and 162D are equivalent to courses 137, cussed. Prerequisite(s): courses 20A and 20B; at least one 137L, 160, and 160L for major requirements. Courses 20C. Must be taken concurrently with course 170L. The Staff of course 100, 105, or Biochemistry 100A; and permis- 162A, 162B, 162C, and 162D must be taken concur- sion of instru c t o r. May be repeated for cre d i t . ren t l y . (Formerly Methods in Field Eco l o g y Laborat o r y.) En- 170L. Marine Botany Laboratory (2 credits). S (W) J. Tamkun, (S) G. Hartzog rollment limited to 26. Offered in alternate academic One laboratory weekly and several field trips. Focuses on years. G. Bernardi marine algae, fungi, and angiosperms. Students are billed 186L. Undergraduate Research in MCD for a materials fee. Prerequisite(s): courses 20A, 20B, and Biology. W,S 163. Marine Conservation Biology. F Supervised undergraduate research in laboratory of an Initially undertakes an in-depth comparison of the biology 20C. Must be taken concurrently with course 170. En- rollment limited to 20. The Staff MCD biology faculty member accompanied by weekly and conservation of marine versus terrestrial ecosystems. le c t u r es on ethical and practical scientific issues. Topics in- With this foundation, course examines marine biodiver- 171. Marine Microbial Ecology. S clude laboratory safety; the scientific method; the collec- sity loss resulting from overexploitation, habitat loss, The study of marine bacteria and their role in the marine tion, treatment, and presentation of data; critical species introduction, and pollution, with particular em- ecosystem. Emphasis on biochemistry and physiology in evaluation of scientific literature; scientific misconduct; phasis on the resulting trophic cascades, biodiversity relation to metabolic activity and elemental cyc l e s , and peer rev i e w. Career issues, including how to apply for losses, and climate change. Students cannot receive credit trophic interactions, and flows of material and energy in admission to graduate and professional schools, also dis- for this course and Environmental Studies 120. Prerequi- marine food webs. Exams and term paper required. Stu- cussed. Prerequisite(s): courses 20A and 20B; at least one site(s): courses 20A, 20B, and 20C; Ocean Sciences 101 dents cannot rec e i v e credit for this course and course 218. of course 100, 105, or Biochemistry 100A; and permis- recommended. D. Croll (Also offered as Ocean Sciences 118. Students cannot re- sion of instructor. (W) J. Tamkun, (S) G. Hartzog 166. Plant Physiology. W ce i v e credit for both courses.) Prer equisite(s): courses 20A, 20B, 20C, and Chemistry 1C. J. Zehr 187L. Molecular Biotechnology Laboratory. F Cellular and organismal functions important in the life of An intensive molecular biology laboratory that presents green plants. Prerequisite(s): courses 20A and 20B and 175. Evolution. F pro c e d u r es used in molecular and biotechnology res e a rc h . Chemistry 7; a course in cell biology recommended; An examination of the history and mechanisms of evolu- Topics and procedures include DNA/RNA isolation, courses 100 and 110 are highly recommended as prepa- tionary change. Topics include molecular evolution, nat- cloning and library construction, southern and northern ration. L. Taiz ural and sexual selection, adaptation, speciation, hybridization, DNA fingerprinting, PCR, manual and au- 168. Systematic Botany of Flowering Plants. S b i o g e o g r a p h y, and macro e volution. Pre re q u i s i t e ( s ) : tomated sequencing, and computer methods for analyzing An examination of the taxonomy and evolution of flow- courses 20A, 20B, 20C, and 105. G. Pogson molecular data. New procedures currently being developed in biotechnology industries are presented by indus- ering plants. Special topics include phylogenetics and 176. Molecular Ecology and Evolution. cladistics, plant species concepts, and modern methods of try representatives. Students cannot receive credit for this An introduction to evolution at the molecular level. Top- course and course 116L or 287L. Students are billed for a systematic res e a r ch. Prer equisite(s): courses 20A, 20B, and ics include neutral theory of evolution, natural selection, 20C; or Environmental Studies 24. Must be taken con- materials fee. Prer equisite(s): courses 20A, 20B, 20C, 100, molecular clocks, molecular phylogenetics, and biogeog- and 110. Enrollment limited to 20. M. Zavanelli currently with course 168L. Enrollment limited to 32. raphy. Prerequisite(s): courses 20A, 20B, and 20C. Must The Staff 142 PROGRAMS AND COURSES

189. Health Sciences Internship. F,W,S 199F. Tutorial (2 credits). F,W,S on evol u t i o n a r y theory. Students cannot rec e i v e credit for St ru c t u red off-campus learning experience prov i d i n g Two unit Tutorial. Reading, discussion, written reports, this course and Biology 107. Concurrent enrollment in hands-on experience and pre-professional mentoring in a and laboratory res e a r ch on selected biological topics, using course 207L is req u i r ed. Enr ollment restricted to graduate variety of health-related settings. Interns are trained and facilities normally available on campus. Students submit students. Offered in alternate academic years. G. Pogson su p e r vised by a professional at their placement and rec e i v e petition to sponsoring agency. May be repeated for cred i t . academic guidance from their faculty sponsor. Students The Staff 207L. Population Genetics Laboratory spend 10–12 hours per week at their placement, partici- (2 credits). W A companion course to 207, Population Gen e t i c s , that ap- pate in weekly discussion meetings on campus, keep a re- Graduate Courses flective journal, and submit a final paper. Prerequisite(s): plies the theory developed in that course to related disci- by interview with health sciences internship coordinator; plines including conservation biology, ecology, agriculture, 200A. Advanced Genetics. F and population biology. Original scientific literature re- applications are due one quarter in advance to the Health An analysis of selected topics in the primary research lit- Sciences Internship Office. En rollment restricted to lating to the theory developed in course 207 is read, and er a t u r e including conditional lethality, classical fine struc - applied problem sets are solved by the students. Students health sciences majors. May be repeated for credit. ture genetics, the coding problem, control of operon (F) J. Tamkun, (W) G. Hartzog, (S) L. Hinck cannot receive credit for this course and course 107L. expression, phage lambda, and developmental genetics. Must be taken concurrently with course 207. Enrollment 190. Proseminar. Students cannot receive credit for this course and course restricted to graduate students. Offered in alternate aca- selected topics in biology. The Staff 117A. Enrollment restricted to graduate students. Quali- demic years. G. Pogson fied undergraduates may enroll in course 117A. 191. Teaching College Biology. R. Ludwig, A. Chisholm 208. Cellular Signaling Mechanisms. S Course designed to provide undergraduates at the upper- All eukaryotic cells utilize intricate signaling pathways to division level with an opportunity to participate in plan- 200B. Advanced Molecular Biology. W co n t r ol such diverse events as cell-cell communication, cell ning and teaching college-level biology. May not be An in-depth coverage of the struc t u r e, function, and syn- division, and changes in cell morphology. This course cov- repeated for credit. The Staff thesis of DNA, RNA, and proteins. Discussion of the rol e s ers the molecular basis of these cellular signaling pathways, of macromolecules in the regulation of information in the focusing on the most current research. Prerequisite(s): 192. Directed Student Teaching. F,W,S cell. Students cannot receive credit for this course and courses 105, 110, and 115. Enrollment restricted to sen- Teaching of a lower-division seminar under faculty su- course 117B. Prer equisite(s): course 200A. Enr ollment re- iors and graduate students. Enr ollment limited to 15. Of- pervision. (See course 42.) Students submit petition to stricted to graduate students. Qualified advanced under- fered in alternate academic years. D. Kellogg sponsoring agency. The Staff graduates may enroll in course 117B. A. Zah l e r , H. Nol l e r 228. Advanced Topics in Cellular and 193. Field Study. F,W,S 200C. Advanced Cell Biology. S Developmental Neurobiology. * Provides for individual programs of study carried out An in-depth coverage of topics in cellular and subcellular Emphasizes comparative studies in both invertebrate and under the direct supervision of a member of the Biology organization, structure, and function in plants and ani- ver tebrate nervous systems to provide rigorous, first-hand Dep a r tment and using res o u r ces not normally available on mals. Emphasis on current research problems. Students kn o wledge in neural development. Specific topics include campus. With permission of the department, may be re- cannot rec e i v e credit for this course and course 117C. Pre- ne u r ogenesis, fate determination, migration, axonal guid- peated for credit, or two or three courses may be taken requisite(s): course 200B. En rollment restricted to gradu- ance, and synaptogenesis. Students must participate ac- concurrently. Students submit petition to sponsoring ate students. Qualified undergraduates may enroll in tively in lectures and discussions. Students cannot receive agency. May be repeated for credit. The Staff course 117C. D. Kellogg credit for this course and course 128. Enrollment re- 193F. Field Study (2 credits). F,W,S 201. RNA Processing. * stricted to graduate students. Undergraduates may enroll by interview only. Enrollment limited to 15. Y. Jin Provides for individual programs of study carried out An advanced graduate-level course on biological aspects of under the direct supervision of a member of the Biology RNA function and processing in eukaryotes. Lectures and 233. Exercise Physiology. * Dep a r tment and using res o u r ces not normally available on discussions will be developed using the current literature. Physiological and biochemical processes associated with campus. Students submit petition to sponsoring agency. Prerequisite(s): course 200B or permission of instructor. human performance. Students are expected to be familiar May be repeated for credit. The Staff Enrollment limited to 15. M. Ares with basic organ physiology, biochemistry, and human 195. Senior Thesis Research. F,W,S 202. Cellular and Organismal Toxicology. W anatomy. Focuses on bioenergetics and fuel utilization, cardiovascular and respiratory dynamics during activity, An individually supervised course, with emphasis on in- Emphasizes biochemical, cellular, and organ system basis and the effects of training, age, and disease on exercise. dependent research, to culminate in a senior thesis. Stu- of intoxication, including dose-response relationships, La b o r a t o r y sessions incorporated into study sections. Stu - dents submit petition to sponsoring agency. The Staff biotransformation of toxicants, biochemical mechanisms dents cannot rec e i v e credit for this course and course 133. underlying toxicity, factors influencing toxic action, and Prerequisite(s): by interview; course 131 or 132 recom- 198. Independent Field Study. F,W,S biomarkers of exposure. Emphasizes effects of various mended as preparation. Enr ollment restricted to graduate Provides for individual programs of study (a) by means classes of toxins, including heavy metals and persistent students. Enrollment limited to 20. Offered in alternate other than the usual supervision in person, or (b) when synthetic organics, with a focus on susceptible biochemi- academic years. T. Williams the student is doing all or most of the course work off cal/cellular processes of the central nervous, immune, he- campus. With permission of the department, may be re- patic, and renal target organ systems. Designed for peated for credit, or two or three courses taken concur- 242. Ocean Ecosystems. W advanced undergraduates. Taught in conjunction with Discussion of selected topics in animal ecology of the open rently. Students submit petition to sponsoring agency. course 102. (Also offered as Environmental Toxicology May be repeated for credit. The Staff sea: zooplankton production, variability of pelagic popu- 202. Students cannot rec e i v e credit for both courses.) En- lations, food webs, deep sea pelagic and benthic ecology, 198F. Independent Field Study rollment restricted to graduate students. D. Smith fisheries oceanography, and human effects on the open (2 credits). F,W,S 204. Chromatin. * ocean biota. Students cannot re c e i ve credit for this course and course 142. (Also offered as Ocean Sciences 242. Stu - Provides for two units of independent field study (a) by Eukaryotic DNA is complexed with histones to form dents cannot receive credit for both courses.) Prerequi- means other than the usual supervision in person, or (b) chromatin. This course focuses on the ways in which site(s): courses 20A, 20B, 20C, and 20L or an equivalent when the student is doing all or most of the course work chromatin influences and is manipulated to regulate gene introductory biology sequence with lab; one ocean sci- off campus. Students submit petition to sponsoring expression. Prerequisite(s): courses 105 and 115; under- ences course recommended. Enr ollment restricted to grad- agency. May be repeated for credit. The Staff grads by permission of instruc t o r . Enr ollment restricted to uate students. M. Silver 199. Tutorial. F,W,S graduate students. Enrollment limited to 15. Offered in Reading, discussion, written reports, and laboratory re- alternate academic years. G. Hartzog, J. Tamkun 248. Quantitative Ecology for Conservation. W search on selected biological topics, using facilities nor- 207. Population Genetics. W Lecture covers the application of ecology and genetics to conservation biology. Emphasizes mathematical analysis mally available on campus. Students submit petition to Basic population genetics and selected topics are covered and quantitative thinking; features mathematical home- sponsoring agency. May be repeated for credit. The Staff including genetics of speciation, tempo and mode of evolution, genetics of social behavior, natural selection in human populations, and the impact of molecular studies BIOLOGICAL SCIENCES 143

work, computer lab sessions, and independent projects. 269L. Field Methods in Plant Ecology published papers in the res e a r ch literature of the field. Pre- Prerequisite(s): interview to review background. Enroll- Laboratory. F requisite(s): courses 117A and 117B or 200A and 200B. ment restricted to graduate students. D. Doak Hands-on exploration of the concepts and techniques of May be repeated for credit. R. Ludwig plant ecology. A combination of lab, greenhouse, and 250A. Advanced Organismal Biology. F field-based exercises (irrespective of weather conditions), 280H. Topics on Research into Chromatin and Consists of lectures focusing on pivotal topics in ecology statistical analysis, and scientific writing. One required Transcription (2 credits). F,W,S and evolution. Rel e v ant background material is devel o p e d weekend field trip. Students cannot receive credit for this Seminar covering res e a r ch into the effects of chromatin on fo l l o wed by a critical analysis of readings from the primary course and course 169. Concurrent enrollment in course transcription in yeast. Enrollment restricted to graduate literature. Designed to give graduate (and advanced un- 269 is required. Enrollment restricted to graduate stu- students; undergraduates may enroll with permission of dergraduate) students direct contact with the major areas dents. Enrollment limited to 2. The Staff i n s t ru c t o r. Enr ollment limited to 10. May be repeated for of res e a r ch that are currently at the foref r ont of organismal credit. G. Hartzog biology. Offered in alternate academic years. B. Lyon, 274. Evolutionary Game Theory. * L. Fox Rev i e ws static equilibrium concepts, games of incomplete 280J. Structures of Macromolecular Complexes information, and the traditional theory of dynamic games (2 credits). F,W,S 250B. Scientific Skills. W in discrete time. Dev elops recent evol u t i o n a r y game mod- Focuses on structure and function of the spliceosome Exposes graduate students to teaching skills, understand- els, including replicator and best reply dynamics, and ap- using electron microscopy and x-ray crystallography. Par- ing the scientific method, searching and organizing liter- plications to economics, computer science, and biology. ticipants present results from their own research and rel- a t u re, grant proposal and scientific writing, data (Also offered as Computer Science 272 and Economics evant journal articles. Enrollment restricted to graduate management and presentation, and scientific speaking. 272.) Prerequisite(s): upper-division math courses in students; qualified undergraduates may enroll with per- Students are evaluated on their participation and the qual- probability theory are strongly recommended. The Staff mission of instructor. Enrollment limited to 20. May be ity of a written res e a r ch proposal. Enr ollment restricted to repeated for credit. M. Jurica graduate students. M. Carr 279. Evolutionary Ecology. F Analysis of the ways in which ongoing evolution and co- 280K. Topics in Cell Cycle Research (2 credits). 252. Community Ecology. S evolution shape the ecological structure and dynamics of F,W,S Dev elops the major themes of community ecology: struc - populations, species, and species interactions across geo- An intensive seminar focusing on current research on the ture, trophic dynamics, succession, complex interactions graphic landscapes. Enr ollment restricted to graduate stu- molecular mechanisms that control cell division. Partici- among species, herbivory, evolution, and coevolution. dents. J. Thompson pants are required to present results of their own research Uses case histories of well-studied marine and terrestrial or to review journal articles of interest. Enrollment re- systems. Students cannot rec e i v e credit for this course and 280A. Topics in Research on Molecular stricted to graduate students; qualified undergraduates course 152. Enrollment restricted to graduate students. Genetics of Yeast (2 credits). F,W,S may enroll with permission of instructor. D. Kellogg L. Fox Intensive research seminar on the structure and function of the gene expression machinery in the simple eukaryote 280L. Topics on Neural Development (2 253. Topics in Population and Community Saccharomyces cervisiae and its relationship to the human credits). F,W,S Ecology (2 credits). W gene expression machinery. Enr ollment restricted to grad- Seminar covering research into the development of the Each yea r , this seminar will focus on one topic in ecology, uate students; qualified undergraduates may enroll with em b r yonic nervous system. Enr ollment restricted to grad- including community interaction models, movement a p p roval of instru c t o r. May be repeated for cre d i t . uate students. Enr ollment limited to 12. May be rep e a t e d analysis, demographic modeling, or stability-diversity re- M. Ares for credit. L. Hinck lationships. Students will lead discussions and complete independent projects tied to the course material. Prereq- 280C. Developmental Genetics of C. elegans(2 280N. Structure and Function of Ribosomes (2 uisite(s): intervi e w to rev i e w background. Enr ollment lim- credits). F,W,S credits). F,W,S ited to 15. Offered in alternate academic years. D. Doak An intensive seminar concerning genetic and molecular An intensive and advanced course focusing on the struc- analysis of development of the nematode worm C. ele - ture and function of ribosomes. Participants present re- 260. Marine Ecology. W gans. Participants are required to present results of their search findings in an organized, critical fashion, in the Paradigms and designs in marine ecology. A review of the own research and to review relevant papers. Enrollment context of current res e a r ch literature in the ribosome field. paradigms that have shaped our understanding of marine restricted to graduate students; qualified undergraduates Enrollment restricted to graduate students; qualified un- ecology; analysis and discussion of experiments with these may enroll with permission of the instructor. May be re- dergraduate students may enroll with permission of the in- paradigms. Students cannot receive credit for this course peated for credit. A. Chisholm structor. Enrollment limited to 20. May be repeated for and course 160. Enrollment restricted to graduate stu- credit. H. Noller dents. M. Carr 280D. RNA Processing (2 credits). F,W,S A discussion of current res e a r ch and literature concerning 280O. Topics in Bacterial Pathogenesis (2 260L. Experimental Marine Ecology. * the regulation of precursor messenger RNA processing. credits). F,W,S Supervised individual research projects in experimental Enrollment restricted to graduate students; qualified un- Intensive seminar focusing on mechanisms of bacterial marine biology. Students carry out a complete research dergraduates may enroll with permission of instruc t o r . En- pathogenesis of the ulcer-causing bacterium Helicobacter pr oject, including (1) the formation of hypotheses, (2) the rollment limited to 10. May be repeated for credit. pylori. Participants are required to present results from design and implementation of experiments, (3) collection, A. Zahler their own research and relevant journal articles. (Also of- analysis, and interpretation of data, and (4) the write-up fered as Environmental Toxicology 281O. Students can- of an oral presentation. Prer equisite(s): course 260; and in- 280F. Development of Vertebrate Neural not receive credit for both courses.) Enrollment restricted terview to assess ability to carry out field project. Enroll- Connections (2 credits). F,W,S to graduate students; qualified undergraduates may enrol l ment limited to 20. Offered in alternate academic years. Intensive research seminar on molecular mechanisms by with permission of instructor. Enrollment limited to 20. P. Raimondi, M. Carr which neural connections are established during mouse May be repeated for credit. K. Ottemann de v elopment. Special focus on topographic maps and rol e 269. Plant Ecology. F of Eph receptors and ephrins in this process. Enrollment 280T. Molecular Biology of Drosophila An exploration of the ecology of plant form, function, dis- restricted to graduate students; qualified undergraduates Development (2 credits). F,W,S tribution, abundance, and diversity.Topics include plant may enroll with permission of instruc t o r . May be rep e a t e d An intensive seminar concerning the molecular genetics of adaptations to environmental conditions, life history var i - for credit. D. Feldheim Drosophila. Recent research is discussed weekly, with an ation, competition, reproductive ecology, herbivory, and emphasis on gene regulation and development. Students patterns of diversity. Lecture with discussions of original 280G. Plant-Bacterial Interactions (2 credits). present their own research or critical reviews of recent ar- papers and independent field project. Students cannot re- F,W,S ticles at least once during the quarter. Qualified under- ce i v e credit for this course and course 169. Prere q u i s i t e ( s ) : Comprises a weekly seminar given by the faculty instruc- graduates are encouraged to enroll with permission of course 150 or Environmental Studies 24 or permission of tor and enrolled students on the molecular biology and instructor. Prerequisite(s): see the enrollment conditions instructor. Concurrent enrollment in course 269L is re- bi o c h e m i s t r y of plant-bacterial interactions. Topics are se- section of the quarterly Schedule of Classes; courses 105, quired except by permission of instructor. Enrollment re- lected from those of particular relevance to ongoing labo- 110, 115, 120, and Biochemistry and Molecular Biology stricted to graduate students. The Staff ratory research. Students are required to present and 100A are recommended as preparation. Enrollment lim- analyze results of either their own laboratory research or ited to 10. May be repeated for credit. J. Tamkun

*Not offered in 2004–05 144 PROGRAMS AND COURSES

280U. Discussions on the Development of the 281A. Topics in Basic and Applied Marine 281L. Topics in Behavioral and Evolutionary Drosophila Embryo (2 credits). F,W,S Ecology. F,W,S Ecology. F,W,S Invo l v es a two-hour weekly meeting in which the students Seminar focusing on concepts in basic and applied ecol- An intensive seminar on selected topics in behavioral and discuss topics concerning the cell cycle, early embryonic ogy. Structure rotates quarterly between graduate student evo l u t i o n a r y ecology. Students are expected to discuss the de v elopment, and the cytoskeleton. These discussions crit- research and readings of journal articles and textbooks. current literature and present literature reviews, research ically evaluate ongoing research in this area. Material is Enrollment restricted to graduate students; qualified un- proposals, and preliminary results from their ongoing re- drawn from student res e a r ch and recently published jour- dergraduates may enroll with permission of instruc t o r . En- search. Enrollment restricted to graduate students; quali- nal articles. Students are also expected to meet individu- rollment limited to 10. M. Carr fied undergraduates may enroll with permission of ally with the instructor two hours weekly. In addition to instructor. Enrollment limited to 10. B. Lyon a three – f i v e page res e a r ch proposal, each student gives two 281B. Topics in Molecular Evolution (2 one-hour oral presentations. Enrollment restricted to credits). F,W,S 281N. Topics in Marine Vertebrate graduate students; qualified undergraduates may enroll A discussion of current research and literature review on Ecology. F,W,S with permission of instructor. May be repeated for credit. the subject of molecular evolution. Primary focus on re- Seminar on the ecology of marine ver tebrates. Topics var y W. Sullivan cent results on molecular phylogenetics and molecular from the factors that explain the distribution of marine population genetics. Enr ollment restricted to graduate stu- pr edators to island biogeography and the ecosystem effects 280V. Genetic Responses to Metal Ions (2 dents; qualified undergraduates may enroll with permis- of introduced ver tebrates on islands. Enr ollment res t r i c t e d credits). F,W,S sion of instru c t o r. May be repeated for cre d i t . to graduate students. Enrollment limited to 12. May be Focuses on metal ion responsive gene transcription regu- G. Bernardi repeated for credit. D. Croll lation and regulated protein degradation in metal ion homeostasis. The importance of these cellular mechanisms 281C. Topics in Physiological Ecology. F,W,S 281O. Topics in Vertebrate Physiology (2 in human health and heavy metal ion detoxification is dis- An intensive seminar focusing on the interaction betwee n credits). F,W,S cussed. (Also offered as Environmental Toxicology 281Z. physiological constraint and life history options and solu- Seminar and discussion of selected topics in mammalian Students cannot receive credit for both courses.) Enroll- tions employed by animals. Topics var y from comparative and vertebrate physiology. Special attention is given to ment restricted to graduate students. Enrollment limited physiology to ecological theory. Participants are required anatomical and physiological adaptation of aquatic verte- to 18. May be repeated for credit. Z. Zhu to present results of their own res e a r ch or rev i e w papers of brates. Enrollment restricted to seniors and graduate stu- in t e r est. Enr ollment restricted to graduate students; qual- dents. May be repeated for credit. C. Ortiz 280W. Membrane Proteins (2 credits). F,W,S ified undergraduates may enroll with permission of in- Seminar on recent research on membrane proteins, with structor. May be repeated for credit. D. Costa 281P. Topics in Plant Population an emphasis on ion-pumping ATPase. Enrollment re- Ecology. F,W,S stricted to graduate students; qualified undergraduates 281D. Discussions in Population and An intensive seminar on selected topics in plant ecology may enroll with permission of instruc t o r . Enr ollment lim- Community Ecology (2 credits). F,W,S and population biology. Students present results from ited to 20. May be repeated for credit. B. Bowman Involves readings of current papers in population and their own research and discuss recent advances from the community ecology of interest to the group, as well as literature. Enrollment restricted to graduate students; 280X. Concepts in Experimental manuscripts and grant proposals authored by student par- qualified undergraduates may enroll with permission from Endocrinology (2 credits). ticipants. Students will lead some discussions and partic- i n s t ru c t o r. Enr ollment limited to 12. May be repeated for Meets twice a week for two hours each session. Partici- ipate in all meetings. May be repeated for cred i t . D. Doa k credit. The Staff pants are required to read scientific journals in their respective areas of interest in endocrinology, present the 281F. Ecological Research Topics. F,W,S 281Q. Topics in Molecular Evolutionary findings in detail, and show how they relate to their re- Intensive research and discussions on plant-animal inter- Genetics. F,W,S search using overheads and/or slides. Students make ap- actions. All students undertake a res e a r ch project and meet An intensive seminar on selected topics in molecular evo- p roximately four presentations per quart e r. Ac t i ve weekly with the faculty sponsor to monitor progress. The lu t i o n a r y genetics. Students are req u i r ed to present res u l t s pa r ticipation in all discussions is req u i r ed. Prere q u i s i t e ( s ) : group meets weekly to discuss experimental design and from their own research projects, present a critical review course 113. Enrollment restricted to graduate students; analysis, specific problems related to the students’ res e a rc h , paper at least once during the quarter, and submit a writ- qualified undergraduates may enroll with permission of relevant research papers, or manuscripts that the group ten research proposal. Enrollment restricted to graduate in s t ru c t o r . Enr ollment limited to 20. May be repeated for members are writing. Each student gives a formal presen- students; qualified undergraduate students may enroll credit. The Staff tation of research plans or progress each quarter. Enroll- with permission of instructor. Enrollment limited to 10. ment restricted to graduate students; qualified May be repeated for credit. G. Pogson 280Y. Developmental Neurobiology of C. undergraduates may enroll with permission of instructor. elegans (2 credits). F,W,S Enrollment limited to 10. May be repeated for credit. 281R. Topics in Marine Ecology and An intensive seminar concerning molecular genetic analy- L. Fox Evolutionary Biology. F,W,S sis of neural development and plasticity of the nematode An intensive seminar series focusing on fundamental con- worm C. elegans. Participants are required to present re- 281G. Molecular Biology of Algae cepts in marine ecology. Emphasis changes quarter to sults of their own res e a r ch and to rev i e w rel e v ant res e a rc h . (2 credits). F,W,S quarter. At least one quarter per year is devoted to discus- Enrollment restricted to graduate students; qualified un- An intensive seminar covering the major research being sion of graduate student research. Other quarters involve dergraduates may enroll with permission of instruc t o r . En- done in molecular, cellular, and evolutionary studies of reading and evaluating current and classic literature on rollment limited to 18. May be repeated for credit.Y. Jin algae. Recent res e a r ch and publications in the field are dis- marine ecology and evolutionary biology. Enrollment re- cussed wee k l y . Students must participate in all reading dis- stricted to graduate students; qualified undergraduates 280Z. Cell Biology of Immune Response (2 cussions and present their own research at least once per may enroll with permission of instruc t o r . Enr ollment lim- credits). F,W,S quarter. Prerequisite(s): consent of the instructor. Enroll- ited to 10. May be repeated for credit. P. Raimondi Reading and critique of primary research articles and rement restricted to graduate students. Enrollment limited search in progress in immunology.Topics include biosyn- to 20. L. Goff 281S. Cellular and Organismal Responses to thesis and assembly of immunological effector molecules, Toxicants. F,W,S enzymatic pathways invol v ed in antigen processing, signal 281J. Topics in Research on Biochemical Intensive research seminar on the concepts, theory, and transduction via immunological effector molecules, and Ecology. F,W,S techniques in deriving physiologically based pharmacoki- endocytosis and fate of endocytosed MHC molecules. En- Seminar in which students give critically evaluated pre- netic models of toxin exposure, metabolism, and efficacy rollment restricted to graduate students in biology and sentations reg a r ding current res e a r ch on selected topics in of therapeutic treatment in mammalian models of human biochemistry and molecular biology; qualified under- plant ecology with an emphasis on biochemical ecology. metal toxicity. (Also offered as Environmental Toxicology graduates may enroll with permission of instructor. En- Enrollment restricted to graduate students; qualified un- 281S. Students cannot receive credit for both courses.) rollment limited to 10. May be repeated for credit. dergraduates may enroll with permission of instruc t o r . En- Enrollment restricted to graduate students; qualified un- M. Zuniga rollment limited to 12. May be repeated for credit. dergraduates may enroll with permission of instructor. J. Langenheim May be repeated for credit. D. Smith CHEMISTRY AND BIOCHEMISTRY 145

281T. Species Interactions and rollment restricted to graduate students; undergraduates Business Management Coevolution. F,W,S may enroll with permission of the instructor. Enrollment The genetics and ecological structure of species interac- limited to 20. J. Tamkun Ec o n o m i c s tions, and the role of coevolution between species in shap- 290. Proseminar. ing biodive r s i t y. En rollment restricted to graduate Students wishing to pursue a course of study in business Special topics offered from time to time by visiting pro- students. Enrollment limited to 15. May be repeated for management economics should consult the business fessors or staff members. Enrollment restricted to gradu- credit. J. Thompson management economics major under Economics, ate students; qualified undergraduates may enroll with page 174. 281U. Topics in Invertebrate Biology. F,W,S permission of instructor. The Staff An intensive study about concepts, theory, and techniques for graduate students conducting re s e a rch on the ecology, 291A. Molecular, Cellular, and Developmental genetics, evolution, systematics, or biodiversity of marine Biology Seminar (no credit). F,W invertebrates. Enrollment restricted to graduate students; Topics of current interest in molecular, cellular, and de- Chemistry and advanced undergraduates may enroll with permission of velopmental biology are presented weekly by graduate stu- in s t ru c t o r . Enr ollment limited to 15. May be repeated for dents, faculty, and guest speakers. One course credit given Bi o c h e m i s t r y credit. D. Potts in spring quarter by enrolling in course 291C. Multiple- term course; the grade and evaluation submitted for the 281V. Topics in Behavioral Ecology. F,W,S final quarter apply to previous quarters. May be repeated 389 Thimann Laboratories A discussion of current topics and methods in behavioral for credit. The Staff (831) 459-4125 ecology and life history evolution. Enr ollment restricted to ht t p : / / c h e m i s t r y.u c s c . e d u graduate students; qualified undergraduates may enroll 291B. Molecular, Cellular, and Developmental with permission of instructor. Enrollment limited to 12. Biology Seminar (no credit). F,W B. Sinervo Topics of current interest in molecular, cellular, and de- Faculty and Professional Int e re s t s velopmental biology are presented weekly by graduate stu- 281W. Topics in Exercise and Environmental dents, faculty, and guest speakers. One course credit given Prof e s s o r Physiology. F,W,S in spring quarter by enrolling in course 291C. Multiple- A weekly seminar discussion on current res e a r ch and tech- term course; the grade and evaluation submitted for the ROG E R W. AND E R S O N niques in mammalian exercise and environmental physi- final quarter apply to previous quarters. May be repeated Experiments and theory for low temperat u r e, light-activat e d o l o g y. Areas cove red include locomotor physiology, for credit. The Staff chemical vapor deposition, achromatic focusing of molecules exercise testing and cardiovascular monitoring, and bio- with external electric fields, discrete orthoganol polynomials in mechanics. Oral presentation of ongoing research or cur- 291C. Molecular, Cellular, and Developmental molecular collision theory, fractal geometry struc t u r al measures for large molecules rent literature required from each student. Enrollment Biology Seminar. S restricted to graduate students; qualified undergraduates Description in course 291A-B. Prerequisite(s): courses FRA N K C. AND R EW S may enroll with permission of instruc t o r . Enr ollment lim- 291A-B. May be repeated for credit. The Staff Th e o r etical statistical mechanics and thermodynamics, science ited to 10. T. Williams 292. MCD Seminar (no credit). F,W,S and human values, and general problem solving 286. Experimental Design and Data Various topics by weekly guest speakers. The Staff ILAN BEN J A M I N Analysis. W Th e o r etical chemistry, molecular dynamics of chemical 293. Readings in Ecology and Evolution (2 reactions in liquids and at interfa c e s Focuses on problems and designs in ecology and popula- credits). W,S tion biology. Topics include basic experimental design; ex- Weekly readings and discussions of recent res e a r ch papers CLAUD E F. BER N A S C O N I ploratory data analysis—from a graphical perspective; in ecology, evolution, and related topics from organismal Kinetic studies of fast reactions, organic reaction mechanisms, acid-base catalysis, proton transfers, nucleophilic rea c t i o n s , hands-on statistics; and graphical theory. Structured biology. Enrollment restricted to graduate students. May organometallic reactions, ab initio molecular orbital around a statistical analysis and graphics computer probe repeated for credit. The Staff gram to teach students to design their own surveys and exca l c u l a t i o n s periments and analyze their data correctly. Students 294. Ecology, Evolutionary Biology Seminar ROB E R TO A. BOG O M O L N I cannot receive credit for this course and course 186. Pre- (no credit). F,W,S Biophysical chemistry, photobiology, light energy conver s i o n requisite(s): one course in statistics or by permission of in- Selected topics of current interest to ecologists and evolu- and signal transduction in biological systems structor. Enrollment restricted to graduate students. ti o n a r y biologists presented by weekly guest speakers. Th e JOS E P H F. BUN N E T T, Eme r i t u s Enrollment limited to 20. P. Raimondi Staff PHI L L I P CREW S 287L. Molecular Biotechnology Laboratory. F 296. Laboratory Research in Molecular, Cell, Marine natural products chemistry, bioorganic chemistry, An intensive molecular biology laboratory that presents and Developmental Biology. F,W,S organic struc t u r al analysis by NMR, natural products of pro c e d u r es used in molecular and biotechnology res e a rc h . Independent laboratory research in molecular, cellular, marine macro- and microo r g a n i s m s Topics and procedures include DNA/RNA isolation, and developmental biology. Students submit petition to cloning and library construction, southern and northern sponsoring agency. May be repeated for credit. The Staff ÓLÖ F EIN A R S D Ó TT I R Tim e - re s o l v ed spectros c o p y, biophysics and bioenergetics, hybridization, DNA fingerprinting, PCR, manual and au- 297. Independent Study. F,W,S ligand binding and electron transfer dynamics of red o x tomated sequencing, and computer methods for analyzing me t a l l o p r oteins, heme-copper oxidases, proton tran s l o c a t i o n molecular data. New procedures currently being devel- Independent study for graduate students who have not yet oped in biotechnology industries are presented by indus- settled on a research area for their thesis. Students submit ANT H O N Y L. FIN K try representatives. Students cannot receive credit for this petition to sponsoring agency. The Staff Molecular basis of protein deposition diseases—for example, course and course 116L or 187L. Enr ollment restricted to Park i n s o n ’s disease and amyloidoses; development of drugs to 299. Thesis Research. F,W,S pre v ent protein deposition, protein folding, and aggreg a t i o n ; graduate students. Qualified advanced undergraduate stu- Students submit petition to sponsoring agency. The Staff dents may enroll in course 187L. Enrollment limited to biophysical studies of protein struc t u r e 20. M. Zavanelli DAVI D S. KLI G E R British Literature Tim e - re s o l v ed laser spectros c o p y, biophysics, studies of visual 289. Practice of Science. W tr ansduction, protein function, and protein folding Examination of ethical and practical scientific issues, in- Students wishing to pursue a course of study in Bri t i s h cluding the collection and treatment of data, attribution li t e r a t u r e should consult the English-language literatures JOS E P H P. KON O PE L S K I of credit, plagiarism, fraud, and peer rev i e w. Career issues, concentration in national/transnational literatures under Synthetic organic chemistry; heteroc y clic chemistry, bioorganic chemistry including how to apply for grants and positions in indus- Li t e r a t u r e, page 290. try or academia, will be discussed. Prerequisite(s): courses 200A, 200B, and 200C or permission of instructor. En- 146 PROGRAMS AND COURSES

PRA D I P K. MAS C H A R A K A. RUS S E L L FLE G A L (En v i r onmental Toxi c o l o g y ) to prepare for careers in research, teaching, or a combi- Bioinorganic chemistry, design of antitumor drugs, modeling of Ant h r opogenic perturbations of biogeochemical cycl e s nation of the two. The degree in chemistry also provides ac t i v e sites of metalloenzymes, design of catalysts for hydro c a r b o n a strong disciplinary background in preparation for a ca- oxidation, studies on intermediates in non-heme oxyg e n a s e Associate Prof e s s o r reer in the important and much needed area of science ch e m i s t r y, design of NO-donors for photodynamic therap y teaching in high school. A major in chemistry is also an DON A L D R. SMI T H (En v i r onmental Toxi c o l o g y ) GLE N N L. MIL L H AU S E R Organismal responses and therapeutic treatment of toxi n s excellent beginning for one of the many opportunities Ele c t r on spin resonance; nuclear magnetic res o n a n c e , in the health sciences. me l a n o c o r tin receptor signaling, agouti proteins, prions, Assistant Prof e s s o r The UC Santa Cruz Chemistry and Biochemistry peptide synthesis Department offers both B.S. and B.A. degree programs. CARO L ROH L (B iomolecular Eng i n e e r i n g ) The B.S. program has more requirements, and a stu- THO M A S W. SCH L E I C H Protein design, protein struc t u r e and function pred i c t i o n ; dent in this program earns a degree that meets the Biomedical magnetic resonance spectros c o p y, magnetic pro t e i n - p r otein interac t i o n s resonance imaging, nuclear magnetic resonance spectros c o p y, requirements of an American Chemical Society certified biophysical chemistry program. The B.S. degree should be the choice if a stu- Prog r am Des c r i p t i o n dent is interested in getting a job in chemistry immedi- BAK T H A N SIN G A R A M ately after receiving his or her college degree. The B.S. Chemistry occupies a key position in the modern sci- Organic synthesis, organoborane chemistry, heteroc yc l i c program also provides a good background for graduate ences. Ultimately, most phenomena in biology, medi- ch e m i s t r y, organometallic chemistry, asymmetric synthesis, work in chemistry. The B.A. program has fewer require- cine, geology, and the environmental sciences can be biosensors, and natural products chemistry ments and should be considered by students who wish described in terms of the chemical and physical behav- to take more science courses outside of chemistry to EUG E N E SWI T K E S ior of atoms and molecules. Because of the wide appeal Quantum theory applied to problems in chemistry and enter an interdisciplinary area. Examples might be and utility of chemistry, UC Santa Cruz offers many biochemistry; visual information processing, spatial vision, chemical oceanography, geochemistry, chemical physics, lower-division courses, differing in emphasis and style, color vision environmental chemistry, and health sciences. The B.A. which meet diverse needs. Students should also note the might also be a good choice for students who wish to STANLEY M. WILLIAMSON, Emeritus numerous upper-division course offerings and select become high school teachers. However, for either those most suitable to their academic interests. The cur- W. TOD D WIP K E , Emeritus degree, the courses stress the fundamentals of chemistry riculum in chemistry exposes the student to the princi- and allow students to pursue independent research. Associate Prof e s s o r pal areas of modern chemistry, including organic, inorganic, physical analytical, and biochemistry. The cur- REB E C C A BRA S L AU riculum is designed to meet the needs of students who Opp o r tunities for Non m a j o r s Synthetic organic chemistry, new synthetic methodology using plan to end their formal education with a bachelor of In addition to its regular course offerings for majors, the fr ee radicals; nitroxides, acyl radicals, nitroxide mediated arts or bachelor of science degree, as well as those who Ch e m i s t r y and Bio c h e m i s t r y Dep a r tment offers sever a l “l i v i n g ” polymerizations, designed polymers for applications in wish to go on for an advanced degree. The UC Santa courses for the nonmajor. These include 80A, Ch e m i s t r y na n o t e c h n o l o g y Cruz chemistry B.A. or B.S. graduate is well prepared of Nutrition: Concepts and Controver s y ; 80G, Bio e t h i c s THE O D O R E HOL M A N to pursue a career in chemistry or an allied field. in the Twen t y - F irst Cen t u r y: Science, Business, and Bioinorganic and biological chemistry Research in chemistry at UC Santa Cruz is closely So c i e t y ; and 80H, Int r oduction to Wines and Win e interwoven with graduate and undergraduate education. WIL L I A M G. SCO TT Ch e m i s t r y. These courses are taught by chemistry faculty Stru c t u r e and function of RNA, proteins, and their complexes The chemistry and biochemistry program is active at and are designed to present various aspects of chemical the graduate level, and the faculty also encourages science to the nonmajor. A minor in chemistry is also JIN Z. ZHA N G undergraduates to become involved in research. of f e r ed for those who wish to have a strong complemen- Design, synthesis, characterization, and application of Research work is done for academic credit in courses ta r y program in chemistry while majoring in another nanomaterials, including semiconductor and metal 180A-B-C, Senior Research; or in course 199, Tutorial. course of study. na n o p a r ticles, photodrugs, and conjugated polymers; There are also opportunities for interdisciplinary femtosecond laser spectros c o p y; and ultrafast dynamics in research spanning, for example, chemistry/physics, condensed phases and at interfa c e s chemistry/geology, chemistry/oceanography, chem- Req u i r ements for the B.A. Deg re e istry/biology, and chemistry/ computer science. It is not The req u i r ements for the bachelor of arts in chemistry Assistant Prof e s s o r uncommon for students to see their own original work ha v e been kept to a minimum so that students may tailor SHA OWE I CHE N published in research journals. their program to their own purposes, for example, to Synthesis, characterization, and manipulation of novel Chemistry and biochemistry faculty and approxi- pursue a double major, to study areas of the humanities na n o p a r ticle materials; their long-range orde r ed assemblies mately 80 graduate students and 30 postdoctoral fel- or social sciences, to complete major req u i r ements late in and related nanoscale electron tran s f e r lows are housed in two well-equipped buildings near their college caree r , or to concentrate study in a specific R. SCO TT LOK E Y the Science Library. Standard and specialized spec- branch of chemistry. The minimum req u i re m e n t s Organic chemistry; combinatorial synthesis, biotechnology, trophotometric equipment, a number of instruments (including prer equisites) constitute 54 percent of a stu- molecular cell biology devoted to structural studies, instrumentation for spe- de n t ’s total undergraduate program; consequently, there cialized analytical purposes, and computer facilities used is ample time to explore and discover other interes t s SCO TT OLI V E R in studies of structure and reactivity are all available. within the univer s i t y . In order to plan wisely, students are Materials chemistry, microp o r ous materials, polymer The Science Library has an excellent collection of cur- advised to refer to each course description for a detailed templating, self-assembled monolayer s rent journals, in print and electronic form, and refer- listing of prer equisites. Students who decide they want a pr ofessional career in chemistry are advised to meet with Le c t u re r ence works, as well as earlier volumes of all the major journals going back several decades. Additional source the chemistry undergraduate staff adviser. DAN I E L PAL L E RO S material can be readily and rapidly obtained on interlibrary loan. Lower-Division Requirements Af f i l i a t e A degree in chemistry opens the door to a wide vari- Ch e m i s t r y 1B/M and 1C/N ety of academic careers. Some UC Santa Cruz graduates DAVI D W. DEA M E R , Professor Emeritus (rec a l l e d ) are working as researchers in industry in areas such as Mathematics 11A-B and 22 or 19A-B and 22 ◆ ◆ ◆ electronic materials, biotechnology, medicinal chemistry, and petrochemicals. Others have entered government Physics 5A/L, 5B/M, and 5C/N; or 6A/L, 6B/M, service, as research chemists in the Food and Drug Ad- and 6C/N Prof e s s o r ministration, the Environmental Protection Agency, or KEN N E T H W. BRULA N D (O cean Sciences) law enforcement crime laboratories. Fields such as Upp e r - D ivision Req u i re m e n t s Chemical oceanograp h y , biogeochemistry of trace metals and patent law, commercial development, and scientific Ch e m i s t r y 108A/L and 108B/M; or 112A/L, 112B/M, radionuclides, aquatic chemistry, geochemistry writing are open to graduates. Many chemistry majors and 112C/N go on to university graduate programs across the nation CHEMISTRY AND BIOCHEMISTRY 147

Ch e m i s t r y 151A/L, 163A, 163B, 164A, 164B, and one Yea r Fa l l Win t e r Sp r i n g Biology 20A, 20B, 20L of the following: 146A, 146B, 146C, 146D 1s t Chem 1A Chem 1B/M Chem 1C/N Co m p re h e n s i v e Req u i re m e n t : same as for the B.A. Ele c t i ve ( s ) . At least two if 108A/L and 108B/M are (f r s h ) Math 11A Math 11B Math 22 (see above) taken; or at least one if 112A/L, 112B/M, and 112C/N 2n d Chem 112A/L or Chem 112B/M or Chem 112C/N ar e taken from the following list: (s o p h ) Chem 108A/L Chem 108B/M or Chem 108A/L 10 8 B / M Ch e m i s t r y Major B.S. Pla n n e r Ch e m i s t r y 103 (can be used as elective only if Phys 6A/L Phys 6B/M Phys 6C/N The following is the recommended academic plan for Bio c h e m i s t r y and Molecular Biology 100A, 100B, students to complete during their first two years as prep a - and 100C are not taken as electives ) Req u i r ements for the B.S. Deg re e ration for the B.S. degree . Yea r Fa l l Win t e r Sp r i n g Ch e m i s t r y 122, 143, 151B, 163C, and graduate-level The bachelor of science major program is designed for le c t u r e courses in chemistry students who intend to pursue a professional career in 1s t Math 19A Math 19B Math 22 ch e m i s t r y. It is rigorous and broadly based, approp r i a t e (fr s h ) Chem 1B/M Chem 1C/N Bio c h e m i s t r y and Molecular Biology 100A, 100B, to that purpose. The course req u i r ements for the B.S. 2n d Chem 112A/L or Chem 112B/M or Chem 112C/N 10 0 C major are as follows; please refer to each course descrip- (so p h ) Chem 108A/L Chem 108B/M or Computer Science 12A or 60N tion for a detailed listing of prere q u i s i t e s . Chem 108A/L Chem 108B/M Phys 6A/L Phys 6B/M Phys 6C/N Env i r onmental Toxicology 135 Lo wer - D ivision Req u i re m e n t s Ocean Sciences 120 Ch e m i s t r y 1B/M and 1C/N B.S. Deg r ee with Env i ro n m e n t a l Ch e m i s t r y Concentrat i o n Physics 110A-B, 116A-B-C Mathematics 19A-B, 22 A concentration within the biology, chemistry, and Earth Co m p re h e n s i v e Req u i re m e n t . Th e r e are two options for Physics 5A/L, 5B/M, and 5C/N; or 6A/L, 6B/M, sciences degree programs, collectively identified as the satisfying this req u i re m e n t : and 6C/N en v i r onmental sciences program, is offered. Students will de v elop a core competence suitable for pursuing graduate • Senior thesis. A senior research project based on Upp e r - D ivision Req u i re m e n t s original experimental or theoretical research (courses wo r k in the environmental chemistry area or in graduate 180A-B-C). At the conclusion of the project, the Ch e m i s t r y 112A/L, 112B/M, and 112C/N; or 108A/L, en v i r onmental sciences prog r a m s . student submits a satisfactory formal research paper 108B/M, and 143 Lo wer - D ivision Req u i re m e n t s : to the faculty sponsor. Students arrange for a faculty Ch e m i s t r y 103 sponsor by consulting with a relevant faculty mem- Biology 20A and 20B ber within the chemistry or the biochemistry and Ch e m i s t r y 151A/L, 163A, 163B, 163C, 164A, 164B, Ch e m i s t r y 1B/M and 1C/N molecular biology major program. In some cases, and one of the following: 146A, 146B, 146C, 146D Ea r th Sciences 20/L, 10/L, or 5/L faculty outside of these major programs (for exam- Ele c t i ve s . At least two from the following list (to rec e i v e ple, in biology, ocean sciences, or Earth sciences) ce r tification from the American Chemical Soc i e t y , you Env i r onmental Studies 25 may be an appropriate sponsor. Students who select must complete Chemistry 122 as one of the two electives ) : Mathematics 11A-B and 22; or 19A-B and 22 a sponsor outside the chemistry or the biochemistry Physics 5A/L, 5B/M, and 5C/N; or 6A/L, 6B/M, and molecular biology major programs should have Ch e m i s t r y 122, 143 (if not taken for the organic and 6C/N the title and description of the proposed thesis ch e m i s t r y req u i r ement), 151B, graduate-level lecture reviewed by the undergraduate adviser in the courses in chemistry (5 credits or two 3-credit lecture Department of Chemistry and Biochemistry. co u r s e s ) Upp e r - D ivision Req u i re m e n t s : Students, usually working in the laboratory of the Bio c h e m i s t r y and Molecular Biology 100A, 100B, Bio l o g y / En v i r onmental Toxicology 134, Co m p a ra t i v e faculty sponsor, acquire experimental and/or theo- Toxi c o l o g y retical research experience and skills in the laborato- 100C (can substitute for Chemistry 103) Ch e m i s t r y 103, Biochemical Stru c t u r es, Reactions, and ry as well as instruction in the writing of a research Bio l o g y / En v i r onmental Toxicology 134 paper. Students are expected to make satisfactory Ene r g e t i c s academic progress and be in good academic stand- Computer Science 12A or 60N Ch e m i s t r y 108A/L, 108B/M, Organic Chemistry ing while they take 180 courses; Env i r onmental Toxicology 135 Ch e m i s t r y 122, Principles of Ins t r umental Ana l y s i s • Senior essay. An essay based on literature research Ocean Sciences 120 Ch e m i s t r y 151A/L, Ch e m i s t r y of Met a l s / I norganic Lab (course 199). After agreeing in advance on an Ch e m i s t r y 163A, Quantum Mechanics and Bas i c appropriate topic of interest and a format, the stu- Physics 110A-B, 116A-B-C Spe c t ro s c o p y; and 163B, Th e r modynamics and Kinetic dent submits a satisfactory essay on the topic. Co m p re h e n s i v e Req u i re m e n t : same as for the B.A. Th e o r y; and 146A or 146B or 146C, Adv anced Students arrange for a faculty sponsor by consulting (see above) La b o ra t o r y with a relevant faculty member within the chemistry or the biochemistry and molecular biology major B.S. Deg r ee with Bio c h e m i s t r y Emp h a s i s . The biochem- Ea r th Sciences 110B/M, Ear th as a Chemical program. In some cases, faculty outside of these is t r y pathway is designed for students who intend to pur- Sys t e m / L a b o ra t o r y major programs (for example, in biology, ocean sci- sue a career in biochemistry or in a related field such as Ocean Sciences 120, Aquatic Chemistry: Principles and ences, or Earth sciences) may be an appropriate bi o t e c h n o l o g y , and it provides an exceptionally rigorou s App l i c a t i o n s ; or 220, Chemical Oce a n o g ra p h y sponsor. Students who select a sponsor outside the ch e m i s t r y emphasis. Co m p re h e n s i v e Req u i r ement (choose one of the chemistry or the biochemistry and molecular biolo- Ch e m i s t r y 1B/M and 1C/N fo l l ow i n g ) : gy major programs should have the title and Mathematics 19A-B, 22 description of the proposed essay reviewed by the Senior thesis: 180A, 180B, 180C, Senior Res e a rc h undergraduate adviser in the Department of Physics 5A/L, 5B/M, and 5C/N; or 6A/L, 6B/M, Senior essay: 199, Tut o r i a l Chemistry and Biochemistry. Students acquire expe- and 6C/N rience and skills in scientific literature research as well as in the writing of a research paper. Ch e m i s t r y 112A/L, 112B/M, and 112C/N; or 108A/L, Env i r onmental Chemistry Pla n n e r 108B/M, and 143 The following is the recommended academic plan for Ch e m i s t r y 151A/L, 163A, 163B, 163C students who wish to pursue the environmental chem- Chemistry Major B.A. Planner is t r y concentration. The following is the recommended academic plan for Bio c h e m i s t r y and Molecular Biology 100A, 100B, students to complete during their first two years as prep a - 100C, 110 ration for the B.A. degree . 148 PROGRAMS AND COURSES

Yea r Fa l l Win t e r Sp r i n g calculus-based course, the student should take the calcu- interactions have also developed between Chemistry and 1s t Chem 1B/M Chem 1C/N gen ed lus-based course. Pros p e c t i v e transfer students should Bio c h e m i s t r y and Env i r onmental Toxicology; Mol e c u l a r , (f r s h ) Math 11A or 19A Math 11B or 19B Math 22 consult with a community college adviser reg a rd i n g Cell, and Dev elopmental Biology; and the School of college core Biol 20A Biol 20B details of course transferability, and soon after arrival at Eng i n e e r i n g . 2n d Chem 108A/L Chem 108B/M Ea r t 10/L UC Santa Cruz, they should meet with a UCSC adviser Ph.D. requirements include a minimum of six lec- (s o p h ) Phys 6A/L Phys 6B/M Phys 6C/N in order to clarify their transfer credit status. ture courses, a seminar presentation, an oral examina- gen ed Envs 25 tion, original lab research, a dissertation, and dissertation seminar. 3r d Chem 163A Ea r t 110B/M Chem 151A/L Prog r am for Students of the (j r ) Chem 122 Biol 134 Bef o r e beginning course work, Ph.D. students take gen ed Chem 163B gen ed Health Sciences attainment exams to confirm their level of preparation in four areas: organic, inorganic, physical, and biochemistry. 4t h Chem 164A Chem 164B Chem 146A/B/C Students intending to enter medical, dental, or another Fir s t - y ear students take 292 and 296 and select an adviser (s r ) Chem 103 Ocea 220 health science professional school can satisfy entrance and res e a r ch committee in spring quarte r . In the first two gen ed gen ed gen ed req u i r ements with a major program in chemistry supplemented with further courses, especially in biology, as years, students enroll in core and other courses accordi n g specified by the particular school. Students are urged to to their specialization. Core courses are 200A, 200B, and Senior Res e a rc h (courses 180A-B-C) offers an opportu n i - contact the Health Sciences Career Advising Office. A 200C for biochemistry and biophysical chemistry; 234 ty to participate in the process whereb y knowledge is dis- bro c h u r e about preparing for careers in the health sci- and 256A, 256B, or 256C for inorganic and bioinorgan- co ver ed; it is recommended to students, reg a r dless of ences is available from that office on req u e s t . ic chemistry; six of the 240 series for organic chemistry; their ultimate career interest. Students should note, how- and 261, 262, and 263 for physical chemistry. Org a n i c eve r , that the time demands of Senior Res e a rc h ar e grea t e r students must pass four cumulative exams based on than those of the usual course. Bio c h e m i s t r y Prog ra m assigned reading in current res e a r ch journals. The Ph. D . See page 128 for the biochemistry and molecular biology ca n d i d a t e ’s res e a r ch committee meets formally with the Req u i r ements for the Min o r pr ogram description and major req u i re m e n t s . student to evaluate res e a r ch prog r ess at least once a yea r . Students are expected to finish all Ph.D. req u i r ements in The course req u i r ements for the minor, including elec- American Chemical Society Cert i f i c a t i o n fi v e to six yea r s . ti v es, are the same as for the B.A. degree, with the excl u - The res e a r ch M.S. req u i r es attainment exams, five lec- sion of courses 151A/151L, 164A, 164B, 146A, 146B, The American Chemical Society (ACS) rec o g n i z es cer- tu r e courses, 292, 296, and original res e a r ch leading to a 146C, and 146D. The minor has no senior compreh e n - tain undergraduate programs, including those of UC thesis. The course work M.S. req u i r es attainment exams, si v e req u i re m e n t . Santa Cruz, to be of such quality as to entitle graduates nine courses including seven lecture courses from three to become ACS members immediately upon graduation. ch e m i s t r y subdisciplines, 296, and presentation of a cap- Advising and Chemistry Cur r i c u l u m Graduates must be individually certified to the ACS by stone literature seminar. the Chemistry and Bio c h e m i s t r y Dep a r tment chair if Gui d e M.S. students and Ph.D. students who have not they have satisfactorily completed an approved prog r a m ad v anced to candidacy attend a weekly seminar (291A, The chemistry and biochemistry adviser provides counsel of study. ACS certification standards are rigorous; a grad- 291B, 291C, or 291D). Speakers from UC Santa Cruz , to undergraduate majors. Students are encouraged to uate who has met them carries a distinction that is wel l other universities, and res e a r ch labs expose students to pick up a declaration of major form at their college office rec o g n i z ed in the profession. Broadly speaking, ACS cer- ad v ances at the frontiers of chemical res e a r ch offering the and declare their major at an early date so that advising tification req u i r ements are satisfied by completing a B.S. op p o r tunity for personal contact with leading scientists. and planning can commence. To assist with this advising, major program at UC Santa Cruz, including course 122 Teaching assistantships provide both financial support the Chemistry and Bio c h e m i s t r y Dep a r tment has pre- as an elective. A year of study in a major modern forei g n and the opportunity to put into practice the req u i re d pa r ed a curriculum guide. Copies are available at the language (preferably German) is recommended. Mor e pedagogical training offered in 296 (presentation tech- of f i c e . information is available from the chemistry undergradu- niques, discussion strategies, lab teaching skills, lab safety ate adviser. pro c e d u r es, time management). Adv anced doctoral stu- Prere q u i s i t e s dents can also be supported as graduate student res e a rc h e r s . Students who wish to obtain permission to take a course Graduate Prog ra m s without having completed the listed prer equisites must With most of the 80 currently enrolled students engaged ◆◆ ◆ make prior arrangements with the instruc t o r . Courses are in doctoral res e a r ch, the Chemistry and Bio c h e m i s t r y designed for students who have met all the prere q u i s i t e s ; Dep a r tment offers three graduate degrees: the Ph.D., a those who have not are at a disadvan t a g e . thesis M.S., and a course work M.S. The Ph.D. and the- Materials Fee sis M.S. programs are designed to help students devel o p into independent scholars while pursuing the exci t e m e n t Ch e m i s t r y students should be aware of the materials fee High School Prep a ra t i o n of scientific res e a r ch in a personal, supporti v e environ - req u i r ed for some courses. The fee is billed to the stu- Pros p e c t i v e chemistry majors are encouraged to get a ment. Both the Ph.D. and the res e a r ch M.S. prog r a m s de n t ’s account for specific laboratory materials purch a s e d solid foundation in high school mathematics; familiarity pre p a r e students for careers in academia, industry, gov- by the Dep a r tment of Chemistry and Bio c h e m i s t r y with algebra, logarithms, trigonometry, and analytic ernment laboratories, and other settings requiring an th r ough the univer s i t y . Fees generally range from $20 to ge o m e t r y is particularly recommended. High school ad v anced education in chemistry and related disciplines. $40 per course. Students may incur additional expense study of chemistry is not necessary in order to major in The course work M.S. does not req u i r e res e a r ch and is pu r chasing individual supplies. ch e m i s t r y. Students without high school chemistry start suited to teachers and those wishing to update or broa d - their program with course 1A, whereas those with some en their chemical experti s e . Lower-Division Courses pr eparation start in courses 1B and 1M. Exp e r i e n c e Within the Ph.D. program, students have the flexibili- sh o ws that starting with course 1A does not cause any ty to design a course of study focused on personal 1A. General Chemistry. F impediment to prog r ess in the major. res e a r ch interests and are also expected to maintain the First term of an integrated study of general chemistry. high intellectual standards associated with the doctoral Course 1A is suitable for people who have not studied Transfer Stu d e n t s de g r ee. Res e a r ch options include biochemistry, biophysi- chemistry. Covers a range of topics including the atomic cal chemistry, bioinorganic chemistry, organic/bioorganic structure of matter, molecules, chemical reactions, acids The Chemistry and Bio c h e m i s t r y Dep a r tment encour- ch e m i s t r y, and physical chemistry. Collaborative res e a rc h and bases, gases and nuclear chemistry. Lecture: 3-1/2 ages the admission of students from community colleges. is encouraged, both intra- and inter-departm e n t a l l y . Th e hours; discussion: 1-1/4 hours. Students are expected to Students who intend to transfer from other institutions, in t e rd i s c i p l i n a r y Center for Biomolecular Science and use algebra to solve problems. Prerequisite(s): completion pa r ticularly community colleges, are urged to develop a Engineering emphasizes bioinformatics, nanotechnology, of the Chemistry Placement Examination. (General Edu- st r ong background in general chemistry, organic chem- and computational approaches to chemistry. Bio c h e m i s t s cation Code(s): IN, Q.) T. Schleich is t r y, calculus, and physics. If the institution offers a join geneticists, computer scientists, and biologists in the physics course based on calculus as well as a non- Center for the Molecular Biology of RNA. Prod u c t i v e CHEMISTRY AND BIOCHEMISTRY 149

1B. General Chemistry. F,W 80L. Introduction to Chemistry of Wines and 112A. Organic Chemistry. F Second term of an integrated study of general chemistr y. Musts (2 credits). * An integrated study of fundamental organic chemistry, in- Coverage includes quantum mechanics, the hydrogen An integrated course exploring elementary aspects of wine cluding principles, descriptive chemistry, synthetic meth- atom, many-electron atoms and chemical periodicity, and evaluation and modern winemaking. Topics: effects of ods, reaction mechanisms, and compounds of biological elementary covalent bonding. Lecture: 3-1/2 hours, dis- grape varieties, vineyard locations, production tech- interest. These courses are coordinated with 112L-M-N cussion: 1-1/4 hours. Prer equisite(s): course 1A or passing niques, aging practices on wine quality, and winemaking. respectively and are to be taken concurrently with them. the 1B placement exam, or a prep a r a t o r y chemistry course Sur vey of commercial wine styles and lab methods of wine Students with credit in course 108A can receive credit for at another college or university, or a grade of 4 on the AP component analysis provide insights on how fine wines are courses 112B and 112C but not for 112A; students with ch e m i s t r y examination. (General Education Code(s): IN, made and analyzed. Students are billed for a materials fee. credit in 108B cannot receive credit for 112B or 112C. Q.) F. Andrews, E. Switkes Prer equisite(s): concurrent enrollment in or completion of Lecture: 3-1/2 hours; optional discussion section: 1-1/4 course 80H. Enrollment limited to 32. P. Crews hours. Prerequisite(s): course 1C or 4B or a grade of 5 on 1C. General Chemistry. W,S the AP chemistry examination; and course 1N or 4M. Third term of an integrated study of general chemistry. 99. Tutorial. F,W,S Students should be concurrently enrolled in course Coverage includes thermochemistry, thermodynamics, Students submit petition to sponsoring agency. May be re- 112L. Enrollment limited to 100. The Staff chemical kinetics, chemical equilibrium in solution, oxi- peated for credit. The Staff da t i o n - r eduction and electroc h e m i s t r y, nuclear chemistry. 112B. Organic Chemistry. W Lecture: 3-1/2 hours; discussion: 1-1/4 hours. Prerequi- 99F. Tutorial (2 credits). F,W,S An integrated study of fundamental organic chemistry, in- site(s): course 1B. (General Education Code(s): IN, Q.) F. Students submit petition to sponsoring agency. The Staff cluding principles, descriptive chemistry, synthetic meth- Andrews ods, reaction mechanisms, and compounds of biological Upper-Division Courses interest. These courses are coordinated with 112L-M-N 1M. General Chemistry Laboratory respectively and are to be taken concurrently with them. (2 credits). F,W 103. Biochemical Structures, Reactions, and Students with credit in course 108A can receive credit for La b o r a t o r y sequence illustrating topics cover ed in courses Energetics. W courses 112B and 112C but not for 112A; students with 1B-1C, respectively, and important experimental tech- Introduces biochemical molecules that compose all living credit in 108B cannot receive credit for 112B or 112C. niques. Laboratory: 3 hours; lecture: 1-1/4 hours. Stu- organisms. Focus on structure and function relationships Lecture: 3-1/2 hours; optional discussion section: 1-1/4 dents are billed a materials fee. Course 1M offered fall and in chemical components of cells, primary enzyme-cat- hours. Prerequisite(s): courses 108A/L or 112A/L (pre- winter; 1N offered winter and spring. Prerequisite(s): al y z ed reactions of metabolism. Chemical principles of cell ferred). Students should be concurrently enrolled in course 1A or passing the 1B placement exam, course 1B function at molecular level; molecular struc t u r e of nucleic course 112M. Enrollment limited to 100. R. Braslau or concurrent enrollment in 1B; satisfaction of the Sub j e c t acids discussed. Prer equisite(s): courses 1B and 1C; 108A- A writing requirement is highly recommended. Enroll- B or 112A-B-C or 7. T. Schleich 112C. Organic Chemistry. S ment limited to 144. The Staff An integrated study of fundamental organic chemistry, in- 108A. Organic Chemistry. F,W cluding principles, descriptive chemistry, synthetic meth- 1N. General Chemistry Laboratory An integrated study of fundamental organic chemistry, ods, reaction mechanisms, and compounds of biological (2 credits). W,S with emphasis on materials especially relevant to the bio- interest. These courses are coordinated with 112L-M-N La b o r a t o r y sequence illustrating topics cover ed in courses logical sciences. Students with credit for course 112A can- respectively and are to be taken concurrently with them. 1B-1C, respectively, and important experimental tech- not rec e i v e credit for course 108A; students with credit for Students with credit in course 108A can receive credit for niques. Laboratory: 3 hours; lecture: 1-1/4 hours. Stu- 112B or 112C cannot rec e i v e credit for 108B. Lecture: 3- courses 112B and 112C but not for 112A; students with dents are billed a materials fee. Course 1M offered fall and 1/2 hours, discussion: 1-1/4 hours. Prer equisite(s): course credit in 108B cannot receive credit for 112B or 112C. winter; 1N offered winter and spring. Prerequisite(s): 1C or 4B or a grade of 5 on the AP chemistry examina- Lecture: 3-1/2 hours; optional discussion section: 1-1/4 course 1M, course 1C or concurrent enrollment in 1C. tion. J. Konopelski, C. Bernasconi hours. Prerequisite(s): courses 112B/M. Students should The Staff be concurrently enrolled in course 112N. Enr ollment lim- 108B. Organic Chemistry. W,S ited to 100. R. Lokey 80A. Chemistry of Nutrition: Concepts and An integrated study of fundamental organic chemistry, Controversy. * with emphasis on materials especially relevant to the bio- 112L. Organic Chemistry Laboratory A brief description of the relevant chemical and physical logical sciences. Students with credit for course 112A can- (2 credits). F pro p e r ties of the main classes of foods, vitamins, and min- not rec e i v e credit for course 108A; students with credit for La b o r a t o r y experience in organic chemistry and associated erals. Discussion of their digestion, sources, metabolism, 112B or 112C cannot rec e i v e credit for 108B. Lecture: 3- principles. Experiments invol v e the preparation, purifica- recommended daily allowances, and effects of deficiencies. 1/2 hours, discussion: 1-1/4 hours. Prer equisite(s): course tion, characterization, and identification of organic com- High school chemistry strongly recommended as prepa- 108A or 112A. P. Crews, The Staff pounds and make use of modern as well as classical ration. Offered in alternate academic years. (General Ed- techniques. These courses are coordinated with 112A-B- ucation Code(s): T2-Natural Sciences.) A. Fink 108L. Organic Chemistry Laboratory C respectively, and are to be taken concurrently with (2 credits). F,W 80G. Bioethics in the Twenty-First Century: them. For courses 112L and 112M: lecture: 1-1/2 hours Laboratory experience in organic chemistry associated and laboratory: 4 hours; for course 112N: lecture: 1-1/4 Science, Business, and Society. F with courses 108A-108B, respectively. Designed to intro- Serves science and non-science majors interested in hours and laboratory: 8 hours. Students are billed a ma- duce the student to the many techniques associated with terials fee. Prer equisite(s): courses 1C/N. Students should bioethics. Guest speakers and instructors lead discussions organic chemistry while affording an opportunity to ex- of major ethical questions having arisen from research in be concurrently enrolled in course 112A. Enr ollment lim- plore the concepts discussed in the lecture material. Lab- ited to 100. D. Palleros genetics, medicine, and industries supported by this oratory: 4 hours, lecture: 1-1/4 hours. Students are billed knowledge. (Also offered as Philosophy 80G and Bio- a materials fee. Prer equisite(s): courses 1C/N and 108A or 112M. Organic Chemistry Laboratory (2 molecular Engineering 80G.) (General Ed u c a t i o n concurrent enrollment. D. Palleros credits). W Code(s): T2-Natural Sciences.) E. Suckiel La b o r a t o r y experience in organic chemistry and associated 108M. Organic Chemistry Laboratory principles. Experiments invol v e the preparation, purifica- 80H. Introduction to Wines and Wine (2 credits). W,S Chemistry. * tion, characterization, and identification of organic com- Laboratory experience in organic chemistry associated pounds and make use of modern as well as classical Int r oduction to scientific aspects of winemaking and wine with courses 108A-108B, respectively. Designed to intro- s e n s o ry evaluation. Ove rv i ew of wines emphasizing techniques. These courses are coordinated with 112A-B- duce the student to the many techniques associated with C respectively, and are to be taken concurrently with chemical and biological principles appropriate for both organic chemistry while affording an opportunity to ex- non-science and science students. Aspects of wine pre- them. For courses 112L and 112M: lecture: 1-1/2 hours plore the concepts discussed in the lecture material. Lab- and laboratory: 4 hours; for course 112N: lecture: 1-1/4 sented including history, viticulture, fermentation, winery oratory: 4 hours, lecture: 1-1/4 hours. Students are billed operations, and physiology of wine consumption. Stu- hours and laboratory: 8 hours. Students are billed a ma- a materials fee. Prerequisite(s): courses 108A/L and 108B terials fee. Prer equisite(s): courses 108A/L or 112A/L (pre- dents are billed a materials fee. (General Education or concurrent enrollment. D. Palleros Code(s): T2-Natural Sciences.) P. Crews ferred). Students should be concurrently enrolled in course 112B. Enrollment limited to 100. D. Palleros

*Not offered in 2004–05 150 PROGRAMS AND COURSES

112N. Organic Chemistry Laboratory (2 solving. Covers molecular graphics, molecular mechanics, 164B. Physical Chemistry Laboratory II credits). S semi-empirical and abinitio calculations applied to con- (2 credits). W La b o r a t o r y experience in organic chemistry and associated formational analysis, reaction predictions, and drug de- Provides laboratory experience in the areas of thermody- principles. Experiments invol v e the preparation, purifica- sign. Prerequisite(s): course 108B or 112C. Enrollment namics, kinetics, and spectroscopy. Lecture: 1 hour; labo- tion, characterization, and identification of organic com- limited to 40. The Staff ratory: 4 hours. Students are billed a materials fee. pounds and make use of modern as well as classical Prerequisite(s): course 164A. J. Zhang techniques. These courses are coordinated with 112A-B- 151A. Chemistry of Metals. S C respectively, and are to be taken concurrently with Fundamental topics of inorganic chemistry are presented 180A. Senior Research. F them. For courses 112L and 112M: lecture: 1-1/2 hours at the level of the standard texts of field. Special emphasis An individually supervised course with emphasis on in- and laboratory: 4 hours; for course 112N: lecture: 1-1/4 is given to maintain breadth in the areas of metallic, non- dependent research. Multiple-term course extending over hours and laboratory: 8 hours. Students are billed a ma- metallic, and biological aspects of inorganic chemistry. two or three quarters; the grade and evaluation submitted terials fee. Prerequisite(s): courses 112B/M. Students Lecture: 3-1/2 hours; discussion: 1-1/4 hours. Prerequi- for the final quarter apply to all previous quarters. Stu- should be concurrently enrolled in course 112C. Enroll- site(s): courses 108B/M or 112C/N; 163A; students dents submit petition to sponsoring agency; may not be ment limited to 100. D. Palleros should be concurrently enrolled in course 151L. T. Hol - repeated for credit. The Staff man 122. Principles of Instrumental Analysis. F 180B. Senior Research. W A laboratory course designed to develop familiarity with 151B. Chemistry of the Main Group An individually supervised course with emphasis on in- techniques and instrumentation used in analytical chem- Elements. F dependent research. Multiple-term course extending over i s t ry, emphasizing determination of trace inorganic Fundamental aspects of inorganic chemistry of main two or three quarters; the grade and evaluation submitted species. Pri m a r y emphasis on applications utilizing the ab- group elements are discussed. The emphasis is placed on for the final quarter apply to all previous quarters. Stu- sorption or emission of electromagnetic radiation and on the chemistry of nontransition elements including noble dents submit petition to sponsoring agency; may not be voltammetry. Topics include molecular UV-visible ab- gases and halogens. In addition, students are exposed to repeated for credit. The Staff sorption and fluorescence spectrometry; atomic absorp- the concepts of extended structures, new materials, and solid-state chemistry. Lecture: 3-3/4 hours. Prere q u i s i t e ( s ) : 180C. Senior Research. S tion, emission and fluorescence spectrom e t r y; and var i o u s An individually supervised course with emphasis on informs of voltammetry. Lecture: 2 hours; laboratory: 8 courses 108B/M or 112C/N, and 163A. Recommended for chemistry majors. S. Williamson dependent research. Multiple-term course extending over hours. Students are billed a materials fee. Prerequisite(s): two or three quarters; the grade and evaluation submitted satisfaction of the Subject A and Composition require- 151L. Inorganic Chemistry Laboratory for the final quarter apply to all previous quarters. Stu- ments, course 108B or 112C. (General Ed u c a t i o n (2 credits). S dents submit petition to sponsoring agency; may not be Code(s): W.) P. Mascharak Laboratory experience in inorganic chemistry. Experi- repeated for credit. The Staff ments involve the preparation, purification, and charac- 143. Organic Chemical Structure and 199. Tutorial. F,W,S Reactions. F terization of inorganic compounds. In addition, experiments are designed to illustrate fundamental prin- Students submit petition to sponsoring agency. May be re- Advanced topics such as the chemistry of terpenes, peated for credit. The Staff steroids, synthetic polymers, alkaloids, reactive interme- ciples in inorganic chemistry and are coordinated with lec- diates, and reaction mechanisms are treated. Lecture: 4 tures in course 151A. Laboratory: 4 hours per week. 199F. Tutorial (2 credits). F,W,S hours. Prer equisite(s): course 108B or 112C. B. Sin g a ra m Students are billed a materials fee. Prerequisite(s): courses Students submit petition to sponsoring agency. May be re- 108B/M or 112C/N; 163A; students should be concur- peated for credit. The Staff 146A. Advanced Laboratory in Organic rently enrolled in course 151A. T. Holman Chemistry (2 credits). S Designed to expose students to advanced laboratory tech- 163A. Quantum Mechanics and Basic Graduate Courses niques in organic chemistry. Experiments carry a res e a rc h - Spectroscopy. F like format and cover the areas of natural products and A detailed introduction to quantum theory and the ap- 200A. Advanced Biochemistry: Biophysical reaction chemistry. Modern methods of organic analysis plication of wave mechanics to problems of atomic struc- Methods. F are emphasized including chromatographic methods and t u re, bonding in molecules, and fundamentals of An introduction to the theory, principles, and practical ap- organic structure determination by spectroscopy. Labora- sp e c t ro s c o p y . Prer equisite(s): course 1C or 4B, Physics 5A- plication of biophysical methods to the study of biomol- tory: 8 hours. Students billed a materials fee. Prerequi- B-C or 6A-B-C and Mathematics 11C or 22 or 23B. ecules, especially proteins and nucleic acids. Emphasis on site(s): courses 108B/M or 112C/N. Enrollment limited Physics 6C can be taken concurrently. G. Millhauser spectroscopic techniques. Topics include magnetic resonance, optical spectros c o p y , fast reaction techniques, crys - to 16. R. Braslau 163B. Thermodynamics and Kinetic Theory. W tallography, and mass spectrometry. R. Bogomolni 146B. Advanced Laboratory in Inorganic Fundamentals of thermodynamics and applications to Chemistry (2 credits). S chemical and biochemical equilibria. Pre re q u i s i t e ( s ) : 200B. Advanced Biochemistry: Protein Designed to expose students to advanced synthetic and course 1C or 4B, Physics 6A or 5A, and Math 11C or 22. Structure and Function. W sp e c t r oscopic techniques in inorganic chemistry. Exa m p l e s I. Benjamin A detailed discussion of protein chemistr y, ranging from the struc t u r e, thermodynamics, and folding of proteins to include anaerobic manipulations, characterization of in- 163C. Kinetic Theory and Reaction Kinetics, the relationship between structure and function, and en- organic materials through spectral assignments and syn- Statistical Mechanics, Spectroscopic compassing the methods used to determine such infor- thesis of coordination and organometallic complexes. Applications. S mation. G. Millhauser Lecture: 1-1/4 hours; laboratory: 8 hours. Students billed Introduction to statistical mechanics, kinetic theory, and a materials fee. Pre requisite(s): courses 108B/M or reaction kinetics and topics in spectroscopy. Prerequi- 200C. Advanced Biochemistry: Structure and 112C/N; 163A. T. Holman site(s): courses 163A and 163B. J. Zhang Function of Nucleic Acids. * A variety of contemporary problems in biochemistry and 146C. Advanced Laboratory in Physical 164A. Physical Chemistry Laboratory I: Data molecular biology are investigated in a detailed manner. Chemistry (2 credits). S Analysis (2 credits). F Lecture: 3-1/2 hours. The Staff Provides advanced and more open-ended laboratory ex- Int r oduction to data analysis and statistical treatment of er- perience in the areas of thermodynamics, kinetics, spec- rors for physical chemistry experiments. Emp h a s i z es the 231. Enzyme Mechanisms and Kinetics. * t ro s c o p y, and computer simulations. Lecture: 1-1/4 use of computers for problem solving and data analysis of A study of enzyme kinetics, mechanisms, and factors in- hours; laboratory: 4 hours. Students are billed a materials one req u i r ed laboratory rep o r t. Lecture: 1 hour; laboratory: vol v ed in enzymic catalysis. Lecture: 3-1/2 hours. Off e re d fee. Prerequisite(s): course 161B and 163B. Enrollment 4 hours. Prer equisite(s): course 1C or 4B; Physics 6A-B-C in alternate academic years. A. Fink limited to 20. J. Zhang or 5A-B-C; Mathematics 11C or 22. R. And e r s o n 234. Bioinorganic Chemistry. W 146D. Advanced Laboratory in Computational The role played by transition metals in biological systems Chemistry (2 credits). * is discussed through application of the principles of coor- Designed to give experience in advanced computational dination chemistry and inorganic spectros c o p y . Topics in- chemistry through open-ended research-type problem clude metalloproteins involved in oxygen binding, iron CHEMISTRY AND BIOCHEMISTRY 151

storage, biological redox reactions, and nitrogen fixation, of reactivity and mechanism. Lecture: 3-1/2 hours. Pre- in advance. Possible topics include A) organometallic as well as metal complexes of nucleic acids. Lecture: 4 requisite(s): courses 273 and 240A. Offered in alter- chemistry; B) structural methods in inorganic chemistry; hours. Prerequisite(s): courses 151A/L, 163A; and Bio- nate academic years. May be repeated for credit. The C) solid-state chemistr y. Prerequisite(s): courses 151A/L chemistry and Molecular Biology 100A. P. Mascharak Staff and 146B or graduate standing. The Staff 238. Topics in Biophysical Chemistry. * 246B. Marine Organic Chemistry. * 256C. Advanced Topics in Inorganic A discussion of the application of selected topics in bio- A survey of organic natural products from marine Chemistry. S physical chemistry to contemporary problems in bio- so u r ces. Organic chemical structural families unique to Advanced topics in inorganic chemistry are presented. chemistry and molecular biology. Lecture: 3-1/2 hours. marine organisms are outlined. Pathways of their syn- Topics covered vary from year to year, and are announced Offered in alternate academic years. T. Schleich thesis and interco n v ersions; their role in the marine en- in advance. Possible topics include A) organometallic v i ronment; approaches to their analysis; the chemistry; B) structural methods in inorganic chemistry; 240A. Kinetics and Mechanisms of Organic distribution of organics in seawater. Lecture: 3-1/2 C) solid-state chemistr y. Prerequisite(s): courses 151A/L Reactions (3 credits). F hours. Prerequisite(s): courses 108B/M or 112C/N. and 146B or graduate standing. The Staff Basic principles and methods of the kinetic study of reac- Offered in alternate academic years. May be repeated tion mechanisms are covered, including linear free energy for credit. P. Crews 261. Foundations of Spectroscopy. * relationships. Theories are examined concerning how re- The basic theory of time dependent processes is cover ed at actions choose a mechanism. C. Bernasconi 246C. Computers and Information an advanced level. The interaction of electromagnetic ra- Processing in Chemistry. * diation and matter is described using both semiclassical 240B. Combinatorial and High-Throughput An introduction to digital computers and their appli- and quantum field formulations. A variety of modern Methods in Synthetic Chemistry (3 credits). W cations in chemistry. Includes Monte Carlo, artificial spectroscopic techniques are discussed both in terms of intelligence, pattern recognition, modeling, simula- Focuses on solid phase synthetic methods as applied to the basic processes and their use in the elucidation of synthesis of compound libraries. Exp l o r es advances in lab- tion, and optimization problem-solving methods. Ap- chemical structure and dynamics. Prerequisite(s): course oratory automation, library synthesis, encoding and de- plications to include structural analysis, spectroscopy, 163A. Offered in alternate academic years. J. Zhang coding schemes, and computational approaches to library organic synthesis, and kinetics. Lecture: 3-1/2 hours; design and virtual screening. (Formerly Structure and Re - la b o r a t o r y: 1-1/2 hours. Off e r ed in alternate academic 262. Statistical Mechanics. W activity. ). Enrollment restricted to seniors and graduate years. May be repeated for credit. The Staff Theory and concepts of statistical mechanics with appli- students. R. Lokey 24 6 F . Organoboranes in Organic Synthesis. * cations to ideal gases, condensed systems, phase transition, and non-equilibrium thermodynamics. Lecture: 3-1/2 240C. Organic Structure Analysis from Spectra An introduction to organoborane chemistry and its applications to synthetic organic chemistry, including hours. Prer equisite(s): course 160B or 163A. Off e r ed in al- (3 credits). * ternate academic years. I. Benjamin Determination of 2-D and 3-D structure and functional- principles, synthetic methods, reaction mechanisms, ity of organic molecules from spectroscopic prop e r ties, in- and asymmetric synthesis. A variety of topics includ- 263. Quantum Mechanics. W cluding nuclear magnetic resonance, infrare d , ing allylboration, boron-enolates, and asymmetric re- A rigorous introd u c t o r y course: the Schrödinger equation, ultraviolet-visible and mass spectroscopy. P. Crews ductions are discussed. Enr ollment restricted to seniors operator formalism, matrix mechanics, angular momen- and graduate students. Offered in alternate academic tum, and spin. Per turbation and other approximate meth- 240D. Computational Organic Chemistry (3 years. May be repeated for credit. B. Singaram ods. Applications to atomic and molecular problems. credits). S 246G. Heterocyclic Chemistry. * Lecture: 3-1/2 hours. Prerequisite(s): courses 163A and Current computational methods used to predict reaction Advanced study of synthesis and reactions of hetero- Physics 114A-B. Offered in alternate academic years. J. products, evaluate conformational energies, and correlate cyclic organic compounds; particular emphasis on Zhang NMR spectra with conformations are examined. Molec- structures with important medicinal value from natu- ular mechanics treatments are compared to semiempirical ral products or pharmaceutical res e a r ch. Prere q u i s i t e ( s ) : 265. Computer Simulation in Statistical AM1 calculations. The Staff course 143 or approval of instructor. J. Konopelski Mechanics. * A detailed introduction of the use of computer simulation 240E. Modern Synthetic Methods (3 credits). F 246H. Organic Free Radical Chemistry. * methods in physical and biophysical chemistry. Includes An advanced study designed to provide the background Co vers a range of topics including radical stabilization, review of thermodynamics and statistical mechanics, mo- and insight to enable the student to compare and contrast rates of fundamental radical reactions, methods of rad- lecular mechanics, molecular dynamics, and Mon t e - C a r l o new reagents and reactions with existing methods. Pre- ical generation, synthetic applications of free radicals, methods. Applications to liquid structure, reaction dy- requisite(s): course 143. B. Singaram persistent radicals, and some aspects of free radicals in namics, and protein dynamics. Offered in alternate aca- 240F. Selectivity and Strategy in Organic bi o l o g y . Prer equisite(s): course 143 or permission of in- demic years. I. Benjamin structor. R. Braslau Synthesis (3 credits). S 266. Advanced Topics in Physical Chemistry. An advanced study on the use of chemoselectivity, regios- 246I. Advanced Mechanistic Chemistry and A graduate course covering advanced topics in physical el e c t i v i t y , and stereoselectivity in organic transformations. Solution Kinetics. * chemistry. Topics vary from year to year. Strategic planning in approaching the synthesis of com- Kinetic approach to selected topics in mechanistic plex molecules focuses primarily on retrosynthetic analy- chemistry with emphasis on structure-reactivity rela- 266A. Lasers and Their Chemical sis and stereochemical control. Prerequisite(s): course tionships in organic as well as inorganic and biochem- Applications. * 240E. R. Braslau ical systems. Discussion of significance and treatment Int r oduces the basic theoretical principles of lasers and of kinetic data illustrated with examples from various laser light. Various types of lasers and selected applica- 240G. Bioorganic Chemistry of Amino Acids branches of chemistry. Prerequisite(s): permission of tions to chemistry are discussed. The use of lasers in and Peptides (3 credits). * instructor. C. Bernasconi photochemistry, spectroscopy, chemical kinetics, and Chemistry of amino acids and secondary structure of chemical analysis is considered. Lecture: 3-1/2 hours. amino acid polymers (peptides and proteins) discussed. 256A. Advanced Topics in Inorganic Prerequisite(s): course 163A and Physics 114A-B. Of- Special emphasis placed on structure and function of the Chemistry. * fered in alternate academic years. May be repeated for distinct amino acid side chain functionality as it con- Advanced topics in inorganic chemistry are presented. credit. The Staff tributes to structure and function. J. Konopelski Topics covered vary from year to year, and are announced in advance. Possible topics include A) organometallic 266B. Gas Phase Kinetics. * 246. Advanced Topics in Organic Chemistry. chemistry; B) structural methods in inorganic chemistry; A discussion of rate processes in gases. Descriptions of A graduate course covering advanced topics in organic C) solid-state chemistr y. Prerequisite(s): courses 151A/L experimental and theoretical work on unimolecular, bi- chemistry. Topics vary from year to year. The Staff and 146B or graduate standing. The Staff molecular, and termolecular reactions and energy transfer processes. Lecture: 3-1/2 hours. Prere q u i s i t e ( s ) : 246A. Organic Reactions and Molecular 256B. Advanced Topics in Inorganic course 262. Offered in alternate academic years. May Orbital Theory. * be repeated for credit. The Staff Qualitative molecular orbital concepts, especially con- Chemistry. * cerning aromaticity, orbital symmetry, and perturba- Advanced topics in inorganic chemistry are presented. tion theory, and their application towa r d interpret a t i o n Topics covered vary from year to year, and are announced

*Not offered in 2004–05 152 PROGRAMS AND COURSES

268. Solid State and Materials Chemistry. * 288. Proseminar in Bioinorganic Chemistry. 297. Independent Study. F,W,S Topics include synthesis of solid-state materials and their F,W,S A topic will be studied with faculty tutorial assistance to characterization using experimental techniques: XRD, Weekly meetings devoted to inorganic and bioinorganic satisfy a need for the student when a regular course is not TEM spectros c o p y , NMR, and their applications in tech- research. Topics are drawn from current literature. Papers available. Students submit petition to sponsoring agency. nologies. Emphasis on new materials, e.g., polymer, and rev i e ws are discussed. Par ticipants also give short sem- The Staff biopolymers, nanomaterials, organic/inorganic compos- inars on topics of their res e a r ch interests. May be rep e a t e d ites, ceramics, superconductors, electronic, magnetic, and for credit. T. Holman, P. Mascharak 299. Thesis Research. F,W,S opto-electronic materials. Prerequisite(s): courses 163A Students submit petition to sponsoring agency. The Staff and 163B. Enrollment restricted to senior and graduate 289. Proseminar: Biophysical Chemistry. * chemistry majors. J. Zhang Weekly meetings devoted to a detailed study of the theory and applications of nuclear magnetic resonance spec- 269. Electrochemistry. F troscopy and imaging and related spectroscopic tech- Designed to introduce basic principles and applications of niques to problems in biophysical chemistry. Topics are Ch i n e s e electrochemistry to students at upper undergraduate and drawn from the current res e a r ch literature and the res e a rc h lo wer graduate levels in various fields including analytical, experiences of the participants. Enr ollment limited to 20. Language Prog r a m physical, and materials chemistry. Enr ollment restricted to May be repeated for credit. T. Schleich 239 Cowell College seniors and graduate students. S. Chen 290. Proseminar in Computational Chemistry. (831) 459-2054 273. Applications of Symmetry and Quantum F,W,S ht t p : / / l a n g 2 . u c s c . e d u / l a n g u a g e _ p ro g ra m / i n d e x 2 . h t m l Mechanics. * Weekly meetings devoted to the study of computational Group theory and quantum mechanics are applied to chemistry. Topics include molecular modeling, synthesis Faculty and Professional Int e re s t s problems of the electronic structure and spectra of mole- planning, drug design, and others from current literature cules. A variety of topics including molecular orbital the- and research interests of the participants. The Staff o ry, re a c t i v i t y, electronic stru c t u re calculations, and Associate Prof e s s o r spectroscopy are discussed. Lecture: 3-1/2 hours. Prereq- 291A. Organic Chemistry Research Seminar. CHR I S TO PH E R CON N E R Y (L i t e r a t u re ) uisite(s): course 160B or163A. Offered in alternate aca- F,W,S Wor ld literat u r e and cultural studies, globalism and demic years. E. Switkes Open to chemistry graduate students interested in organic ge o g r aphical thought, the 1960s, Mar xism, pre- m o d e r n and chemistry. Weekly meetings are held to hear both local mo d e r n Chinese cultural studies, cultural revo l u t i o n 282. Proseminar: Synthetic Methods. F,W,S and external speakers discuss their work. Enrollment re- Weekly meetings devoted to the study of asymmetric stricted to graduate students. May be repeated for credit. Le c t u re r and/or enantio-selective synthesis of optically active or- (S) B. Singaram, (FW) R. Lokey ganic compounds of biological and medicinal significance. DAVI D KEE N A N Topics drawn from the current literature and the research 291B. Biochemistry and Molecular Biology Chinese language, fiction, and history in t e r ests of the participants. May be repeated for cred i t . B. Research Seminar. F,W,S JACQU E L I N E KU Singaram A weekly seminar series covering topics on the frontiers of Chinese language pedagogy, modern Chinese drama, dram a bi o c h e m i s t r y and molecular biology. The speakers include as pedagogical tool 283. Proseminar in Physical Organic ex p e r ts in these fields from other institutions. En ro l l m e n t Chemistry. F,W,S restricted to graduate students. May be repeated for cred i t . Weekly meetings devoted to the study of physical and (F) G. Millhauser, (W) T. Schleich, (S) A. Fink Prog ra m s mechanistic organic chemistry. Topics drawn from the Students interested in acquiring proficiency in Chinese current literature and the research experiences of the par- 291C. Inorganic Chemistry Research Seminar. can enroll in language courses from beginning to ticipants. May be repeated for credit. C. Bernasconi F,W,S ad v anced levels. Students may choose a major or minor For those interested in following the recent devel o p m e n t s in language studies (page 275), a minor in East Asian 284. Proseminar in Synthetic Organic in the various areas of inorganic chemistry. External speak- studies through the Language Program (page 274), an Chemistry. F,W,S ers; weekly discussion based on personal res e a r ch or rec e n t individual major in East Asian studies through their col- Weekly meetings devoted to the study of synthetic organic literature, led by the inorganic chemistry faculty, post- lege, or a global economics major (page 177). chemistry. Topics drawn from the current literature and doctoral fellows, and students. Enrollment restricted to The sequence of lower-division courses 1–6 is aimed the research interests of the participants. May be repeated graduate students. May be repeated for cred i t . (F) T. Hol - at enabling students to gain proficiency in aural compre- for credit. R. Braslau man, (W) P. Mascharak, (S) S.Oliver hension, speaking, reading, and writing skills. Ins t ru c t i o n 285. Proseminar: Photobiochemistry and 291D. Physical Chemistry Research Seminar. takes place mostly in Chinese from the second half of the Photobiology. F,W,S F,W,S first quarte r . A detailed study of molecular mechanisms of light energy A weekly seminar series covering topics of current res e a rc h co n v ersion and light-signal transduction processes in bioin physical chemistry. Weekly meetings are held to hear Campus Language Laboratories and logical systems. Student participation in critical discussion both local and external speakers discuss their work. En- Placement Exa m s of current literature examples are emphasized. Two-hour rollment restricted to graduate students. May be repeated le c t u r e and two-hour seminar wee k l y . Enr ollment limited for credit. (F) R. Anderson, (W) E. Switkes, (S) S. Chen Information on these topics can be found on page 274, to 8. May be repeated for credit. R. Bogomolni under Language Prog r a m . 292. Seminar (2 credits). F 286. Proseminar in Natural Products Enrollment restrictions: graduate standing or approval of Chemistry. F,W,S the graduate adviser. E. Switkes Study Abro a d Weekly meetings devoted to the study of natural prod u c t s . Students may apply to study intensive Chinese language Topics drawn from the current literature and research in- 296. Teaching Chemistry (3 credits). F at one of China’s finest universities—in Taipei, Hon g terests of the participants. May be repeated for credit. P. Uni ve r s i t y - l e v el pedagogy in chemistry; examines the rol e Kong, or Beijing—for periods ranging from a summer Crews of preparation, assessment, and feedback in teaching up to a full year through the UC Education Abro a d chemistry discussion and laboratory sections. Effective Program. Courses taken abroad can, with approval of an 287. Proseminar in Protein Aggregation and classroom techniques and organizational strategies dis- ad v i s e r , be applied to major req u i r ements. For more Protein Deposition Diseases. F,W,S cussed; oral presentations analyzed critically. Required of information on the program, see UC Education Abro a d A detailed study of various aspects of protein structure, entering chemistry graduate students. D. Palleros Program (page 40). For information on credit applied to folding, and aggregation in the context of the molecular a major, please contact the appropriate departm e n t . mechanism of protein deposition diseases, with parti c u l a r emphasis on Parkinson’s disease and amyloidosis and the techniques involved in elucidating these mechanisms. May be repeated for credit. A. Fink CLASSICAL STUDIES 153

Lower-Division Courses 99. Tutorial. F,W,S Students submit petition to sponsoring agency. The Staff Classical Studies 1. Elementary Chinese (Mandarin). F 99F. Tutorial (2 credits). F,W,S Instruction in elementary spoken and written Chinese Students submit petition to sponsoring agency. The Staff (Mandarin). Conversation, structural analysis, and an in- Dep a r tment of His t o r y troduction to character texts. Elementary sequence (1-2- 32 Merrill College 3) begins in fall quarter only. Students interested in these Upper-Division Courses (831) 459-2982 courses who have not taken the prerequisite should meet http://humanities.ucsc.edu (open His t o ry ) with the instructor, prior to the first class meeting. The 107. Introduction to Classical Chinese. Staff Introduces the grammar and lexicon of classical Chinese and the language of China’s pre-modern canonical writ- Faculty and Professional Int e re s t s 2. Elementary Chinese (Mandarin). W ings in philosophy, religion, history, music, visual art, and Instruction in elementary spoken and written Chinese KAR E N BAS S I , Associate Professor of Literature literature. Reading from the Han and pre-Han era is fea- Greek and Latin literat u r es, Greek drama, Hellenistic poetics, (Mandarin). Conversation, structural analysis, and an in- tured. Prerequisite(s): course 50 or equivalent. (General feminist interpretation, literar y and cultural theory, pre- and troduction to character texts. Students interested in this Education Code(s): IH.) The Staff ea r ly modern studies course who have not taken the prerequisite should meet with the instructor, prior to the first class meeting. Pre- 108. Introduction to Classical Chinese. MAR Y-K AY GAM E L , Professor of Literature requisite(s): course 1, or placement by examination. The Introduces the grammar and lexicon of classical Chinese Perf o r mance studies, ancient Med i t e r r anean perfo rm a n c e , Staff and the language of China’s pre-modern canonical writ- Greek and Latin literat u r e, film, feminist approaches to ings in philosophy, religion, history, music, visual art, and li t e ra t u r e and perfo rm a n c e 3. Elementary Chinese (Mandarin). S literature. Reading from the Han and pre-Han era is fea- GIL D A S HAM E L , Le c t u re r Instruction in elementary spoken and written Chinese tured. Prerequisite(s): course 107. (General Education French history and culture, Celtic languages and literat u re s , (Mandarin). Conversation, structural analysis, and an in- Code(s): IH.) The Staff hi s t o r y of Judaism and early Christianity troduction to character texts. Students interested in this 194. Group Tutorial. F,W,S CHA R L E S W. HED R I C K JR., Professor of His t o r y course who have not taken the prerequisite should meet Greek social, cultural, and intellectual history; Greek rel i g i o n ; Provides a means for a small group of students to study a with the instructor, prior to the first class meeting. Pre- Greek historiography; Greek arch a e o l o g y requisite(s): course 2, or placement by examination. The particular topic in consultation with a faculty sponsor. Staff Students submit petition to sponsoring agency. Enroll- JOH N P. LYN C H , Professor of Literature ment limited to 10. The Staff Greek and Latin literat u r es; Plato and Aristotle; Luc re t i u s , 4. Intermediate Chinese (Mandarin). F Virgil, and Pet r onius; ancient education Instruction in intermediate spoken and written Chinese 199. Tutorial. F,W,S GAR Y B. MIL E S , Professor of His t o r y, Eme r i t u s (Mandarin). Conversation, composition, and the reading Students submit petition to sponsoring agency. The Staff of modern texts. Intermediate sequence (4-5-6) begins in DAN I E L L. SEL D E N , Associate Professor of Literature Af r oasiatic languages and literat u r es, Greek and Latin, fall quarter only. Students interested in these courses who 199F. Tutorial (2 credits). F,W,S Students submit petition to sponsoring agency. The Staff Hellenistic culture, the classical tradition, history of criticism, have not taken the prerequisite should meet with the in- li t e ra r y theory structor prior to the first class meeting. Prerequisite(s): course 3, or placement by examination. (General Educa- Graduate Courses tion Code(s): IH.) The Staff Prog r am Des c r i p t i o n 207. Accelerated Introduction to Classical “C l a s s i c s ” is a traditional designation for the study of the 5. Intermediate Chinese (Mandarin). W Chinese. li t e r a t u r e, history, and culture of ancient Greece and Instruction in intermediate spoken and written Chinese Introduces the grammar and lexicon of classical Chinese Rome. Classical studies at UCSC combines features of (Mandarin). Conversation, composition, and the reading and meets with course 107. An additional class session traditional programs, such as solid grounding in the of modern texts. Students interested in this course who permits an accelerated pace and engagement with addi- ancient languages, with innovat i v e, interdi s c i p l i n a r y have not taken the prerequisite should meet with the in- tional materials, including basic Sinological reference ap p r oaches (literary theory, gender studies, perfo r m a n c e , structor prior to the first class meeting. Prerequisite(s): tools, and pursuit of individual student projects. Prereq- and film). course 4, or placement by examination. (General Educa- uisite(s): course 50 or equivalent, graduate standing or Classical studies is an interdi s c i p l i n a r y field. While the tion Code(s): IH.) The Staff strong native speaker background. Enrollment restricted co r e of the major is focused on courses in the ancient 6. Intermediate Chinese (Mandarin). S to graduate students and qualified undergraduates. The Greek and Latin languages, the major also includes Instruction in intermediate spoken and written Chinese Staff courses in history, history of art and visual culture, linguistics, literature, philosophy, politics, religious studies, (Mandarin). Conversation, composition, and the reading 208. Accelerated Introduction to Classical of modern texts. Students interested in this course who and theater arts. Students are encouraged to study the lit- Chinese. er a r y and material artifacts of Greece and Rome within have not taken the prerequisite should meet with the in- Introduces the grammar and lexicon of classical Chinese structor prior to the first class meeting. Prerequisite(s): the larger context of ancient Mediterranean and Nea r and meet with course 108. An additional class session per- Eastern cultures . course 5, or placement by examination. (General Educa- mits an accelerated pace and engagement with additional tion Code(s): IH.) The Staff The classical studies major offers an opportunity to materials, including basic Sinological reference tools, and wo r k in small classes with a dedicated teaching faculty 50. Preadvanced Chinese. F pursuit of individual student projects. Prerequisite(s): and excellent fellow students. Over the years, classical Places additional emphasis in the areas of specialized vo- course 207 or equivalent. Enrollment restricted to gradu- studies has averaged six to ten majors per yea r . Classical ca b u l a r y, sentence struc t u r e, and translation as well as con- ate students and qualified undergraduates. The Staff studies is an excellent preparation for further study in a versational and compositional skills in preparation for ◆◆ ◆ wide variety of graduate and professional prog r a m s advanced courses. Offered fall quarter only. Students in- including comparative literature, English, philosophy, te r ested in this course who have not taken the prere q u i s i t e la w , and publishing. should meet with the instructor prior to the first class Additional Courses of Int e re s t The basic req u i r ements for the classical studies major meeting. Prerequisite(s): course 6, or placement by exam- His t o r y 40, The Making of Mod e r n East Asi a al l o w a variety of emphases and concentrations. For ination. Enrollment limited to 20. May be repeated for His t o r y 150B/150C, His t o r y of China example, students with an interest in contemporary phi- credit. (General Education Code(s): IH.) The Staff His t o r y of Art and Visual Cul t u r e 114, Buddhist Vis u a l losophy and political theory might want to concentrate Worl d s in Greek, taking upper-division courses in Greek, history, 94. Group Tutorial. F,W,S ph i l o s o p h y , and politics. Students with an interest in Music 80A, Music Cul t u r es of Asi a Provides a means for a small group of students to study a Eur opean literature might want to concentrate in Latin, particular topic in consultation with a faculty sponsor. Wom e n ’s Studies 145, Racial and Gender Formations in the U.S. taking upper-division courses in Latin, history, and litera- Students submit petition to sponsoring agency. Enroll- tu r e in translation. Students planning on pursuing a clas- ment limited to 10. The Staff 154 PROGRAMS AND COURSES

sics degree at the Ph.D. level should concentrate most of Enrollment restricted to members of College Eight. En- 198. Independent Field Study. F,W,S their course work in the Greek and Latin languages rollment limited to 10. May be repeated for credit. S. The Staff th e m s e l ve s . Gliessman 199. Tutorial. F,W,S 93. Field Study. F,W,S The Staff Req u i r ements for the Maj o r The Staff A prer equisite for the classical studies major is the lower - 199F. Tutorial (2 credits). F,W,S division sequence in elementary Greek or Latin language 99. Tutorial. F,W,S Individual study for upper-division students directed by a (G reek 1 and 2 or Latin 1 and 2). The major req u i r es a The Staff faculty member affiliated with College Eight. Students submit petition to sponsoring agency. The Staff total of ten courses plus a senior compreh e n s i v e exam 99F. Tutorial (2 credits). F,W,S and must include the followi n g : Individual study for lower-division students directed by a • one lower-division survey of ancient history or litera- faculty member affiliated with College Eight. Students tu r e in translation; submit petition to sponsoring agency. The Staff • th r ee upper-division courses in Greek or Latin; College Nine • six additional approved upper-division courses (which Upper-Division Courses may include courses in Greek or Latin language). College Off i c e 161. Education for Sustainable Living (831) 459-5034 Req u i r ements for the Min o r Program. S ht t p : / / c o l l e g e n i n e . u c s c . e d u / An a l y z es sustainability and its application in daily life and A minor in classical studies req u i r es the lower - d i v i s i o n on campus, involving collaboration between students, fac- For college description and list of faculty, see page 89. sequence in elementary Greek or Latin language (Greek 1 ul t y , staff, administration, and the community. Guest lec- and 2 or Latin 1 and 2) and Greek or Latin Literature turers, discussions, an optional UC-wide retreat, and Lower-Division Courses 100 plus any four of the upper-division courses listed as essays allow engagement with aspects of ecological and so- satisfying the classical studies major req u i re m e n t s . cial sustainability. Interview only. Enrollment limited to 80A. International and Global Perspectives: A 25. J. Borrego Writing and Discussion Seminar. F 170A. UC Sacramento Seminar. W,S Add r esses contemporary issues in the world including cul- Seminar provides a systematic understanding of the pub- tural practices, international and interethnic conflicts, College Eight lic policy and political process in California and involves human rights, and global economics. Taught in small sem- students in creating a res e a r ch-based paper on some aspect inar with emphasis on discussion and developing writing skills. Enrollment restricted to first-year College Nine College Off i c e of public policy and/or politics in California. Interview only: enrollment in UC Sacramento program is required. members who have not passed Subject A. Enr ollment lim- (831) 459-2361 ited to 22. (General Education Code(s): T3-Social Sci- ht t p : / / w w w 2 . u c s c . e d u / e i g h t Enr ollment restricted to sophomores, juniors, and seniors. May be repeated for credit. The Staff ences.) The Staff For college description and list of faculty, see page 87. 170B. UC Sacramento Internship. W,S 80B. International and Global Perspectives: A Provides students with a challenging opportunity to en- Writing and Discussion Seminar. F Lower-Division Courses gage in experiential learning. Interview only: enrollment Add r esses contemporary issues in the world including cul- in UC Sacramento program is required. Enrollment re- tural practices, international and interethnic conflicts, 10. Academic Success (2 credits). stricted to sophomores, juniors, and seniors. May be re- human rights, and global economics. Taught in small sem- An interactive course providing students with the oppor- peated for credit. The Staff inar with emphasis on discussion and developing writing tunity to assess and revise methods of and purposes in skills. Prerequisite(s): passed Subject A. Enrollment re- studying. Critical, effective approaches to reading, writing, 170C. The Political Economy of California’s stricted to first-year College Nine members. Enrollment participating in lectures and sections, taking exams, bal- Political Crisis. W limited to 22. (General Education Code(s): T3 - S ocial Sci- ancing competing responsibilities, and utilizing campus Examines the emergence and crisis of California’s political ences.) The Staff resources are all explored. Prerequisite(s): permission of economy. Develops an analytical framework which en- college adviser. Enrollment limited to 30. The Staff compasses the secular growth and cyclical variability of 80H. International and Global Perspectives: A California’s income, expenditure, and revenue levels. An- Writing and Discussion Seminar (Honors 61. Education for Sustainable Living Program alyzes California’s economic growth and political devel- Section). F (2 credits). S opment since 1875. Covers the Pat Brown era, Add r esses contemporary issues in the world including cul- An a l y z es sustainability and its application in daily life and Proposition 13 and the Reagan governorship, California’s tural practices, international and interethnic conflicts, on campus, involving collaboration between students, fac- demographic transformation, challenges of minority eco- human rights, global economics, and ecology.Taught in ul t y , staff, administration, and the community. Guest lec- nomic development and political representation, and the small seminar with emphasis on discussion and develop- turers, discussions, an optional UC-wide retreat, and gubernatorial recall and 2002–04 fiscal crisis. Interview ing writing skills. Prer equisite(s): permission of instruc t o r ; essays allow engagement with aspects of ecological and so- only: enrollment in UC Sacramento program is required. first-year College Nine students selected for this honors cial sustainability. J. Borrego Enr ollment restricted to sophomores, juniors, and seniors. version of first-quarter seminar on basis of application May be repeated for credit. The Staff submitted prior to fall quarter; satisfaction of Subject A 80. Environment and Society (College Eight requirement. Enrollment restricted to first-year College Core Course). F 193. Field Study. F,W,S Nine members. Enrollment limited to 22. (General Edu- Examines education, identity, nature, community, liveli- The Staff cation Code(s): T3-Social Sciences.) The Staff hood, and livability at local and national levels as contemporary global transformations affect them. The Core 193F. Field Study (2 credits). F,W,S 85. Exploring a World of Possibilities Course is required of all new College Eight students with Provides for individual programs of study sponsored by Workshop (2 credits). W fewer than 45 transfer credits. Enrollment restricted to the college and performed off campus. Must be sponsored Series of presentations, films, and workshops that address first-year College Eight members. (General Education by College Eight faculty. App r oval of the student’s adviser social, cultural, political, and environmental issues both Code(s): T3-Social Sciences.) The Staff and the academic preceptor is needed to enroll. May be re- globally and within particular regions across the world. peated three times for credit. Students submit petition to Enrollment restricted to College Nine members. Enroll- 90. College Eight Garden Internship (1 credit). sponsoring agency. The Staff ment limited to 20. The Staff F,W,S One - c r edit internship in the College Eight Gar den. Off e r s 195. Senior Thesis. F,W,S 86. College Leadership Development (2 students of College Eight an opportunity to become in- The Staff credits). S vol v ed in an experimental learning project focusing on ap- Students newly appointed into leadership positions at plication of concepts of sustainable agriculture . College Nine explore the concept of leadership relating to COLLEGE TEN 155

college’s theme of International and Global Perspectives. Upper-Division Courses Prerequisite(s): current College Nine student leader; per- College Ten mission of instructor. The Staff 121B. Dialogue Facilitation in Teaching and Community Building (2 credits). * Upper-Division Courses College Off i c e Designed to teach skills in a multicultural, social justice- (831) 459-5034 oriented context. Students begin focused practice of ef- 121A. Introduction to Intergroup Dialogue ht t p : / / c o l l e g e t e n . u c s c . e d u / fective intergroup facilitation skills including identifying (2 credits). * and assessing multicultural group dynamics. Interview Designed to introduce students to dialogues involving For college description and list of faculty, see page 91. only. Prerequisite(s): College Nine 121A. Restricted to members of diverse social identity groups, particularly juniors and seniors. The Staff groups who have a history of conflict. Students identify Lower-Division Courses 121C. Engaging in Intergroup Dialogue (2 actions and issues that contribute towa r d domestic and in- credits). * ternational social justice. Prerequisite(s): by application. 80A. Social Justice and Community: A Writing Topics include social identity development, prejudice and Enrollment restricted to juniors and seniors. Enrollment and Discussion Seminar. F stereotyping and their effect on groups, difference and limited to 36. The Staff Examines issues of social justice including pover ty and dis- dominance nature of social oppression, and basic group crimination. Possible community and gove r n m e n t a l 191. Teaching a World of Possibilities. F,W facilitation skills and their application in multicultural set- strategies for action also considered. Taught in small sem- tings. Addressed through readings, videos, facilitated in- Undergraduates at upper-division level participate in inar with emphasis on discussion and developing writing teaching discussion groups for College Nine 80 (F) or class dialogues, and other activities. Int e rv i e w only: submit skills. Enrollment restricted to first-year College Ten stu- application to instructors. The Staff College Nine 85 (W). Prerequisite(s): permission of in- dents who have not passed Subject A. Enrollment limited structor: essay describing interest in becoming course as- to 22. (General Education Code(s): T3-Social Sciences.) 191. Teaching Social Justice. F,W sistant, copies of evaluations, and letter of The Staff Undergraduates at upper-division level participate in recommendation from faculty member and/or college teaching discussion groups for College Ten 80 (F) or Col- staff member. Enrollment restricted to College Nine jun- 80B. Social Justice and Community: A Writing lege Ten 85 (W). Prer equisite(s): permission of instruc t o r : iors or seniors. The Staff and Discussion Seminar. F essay describing interest in becoming course assistant, Examines issues of social justice including pover ty and dis- copies of evaluations, and letter of recommendation from 193. Field Study. F,W,S crimination. Possible community and gove r n m e n t a l Provides college members opportunity to apply their aca- faculty member and/or college staff member. Enrollment strategies for action also considered. Taught in small sem- restricted to College Ten juniors or seniors. The Staff demic learning in a practical setting in the community. inar with emphasis on discussion and developing writing Students earn academic credit by working as interns in a skills. Prerequisite(s): passed Subject A. Enrollment re- 193. Field Study. F,W,S community agency or business for 10–12 hours per week. stricted to first-year College Ten members. Enrollment Provides college members opportunity to apply their aca- They are trained and supervised by a professional on site. limited to 22. (General Education Code(s): T3 - S ocial Sci- demic learning in a practical setting in the community. A faculty sponsor also meets regularly with each student ences.) The Staff Students earn academic credit by working as interns in a to provide supervision and guidance and works with the community agency or business for 12–15 hours per week. student in writing an academic paper relevant to the 80H. Social Justice and Community: Writing They are trained and supervised by a professional on site. practicum. Prerequisite(s): approval of student’s adviser and Discussion Seminar (Honors Section). F A faculty sponsor also meets regularly with each student and the provost. Enr ollment restricted to sophomore, jun- Examines issues of social justice including pover ty and dis- to provide supervision and guidance and works with the ior, and senior college members. May be repeated for crimination. Possible community and gove r n m e n t a l student in writing an academic paper relevant to the credit. A. Asher strategies for action also considered. Taught in small sem- practicum. Prerequisite(s): approval of student’s adviser inar with emphasis on discussion and developing writing and the provost. Enr ollment restricted to sophomore, jun- 193F. Field Study (2 credits). F,W,S skills. Prerequisite(s): permission of instructor; first-year Provides college members opportunity to apply their aca- ior, and senior college members. May be repeated for College Ten students selected for this honors version of credit. A. Asher demic learning in a practical setting in the community. first-quarter seminar on basis of application submitted Students earn academic credit by working as interns in a prior to fall quarter; satisfaction of Subject A req u i re m e n t . 193F. Field Study (2 credits). F,W,S community agency or business for 4–5 hours per week. Enrollment restricted to first-year College Ten members. Provides college members opportunity to apply their aca- They are trained and supervised by a professional on site. Enrollment limited to 22. (General Education Code(s): demic learning in a practical setting in the community. A faculty sponsor also meets regularly with each student T3-Social Sciences.) The Staff Students earn academic credit by working as interns in a to provide supervision and guidance and works with the community agency or business for 4–5 hours per week. student in writing an academic paper relevant to the 85. Social Justice Issues Workshop They are trained and supervised by a professional on site. practicum. Prerequisite(s): approval of student’s adviser (2 credits). W A faculty sponsor also meets regularly with each student and the provost. Enr ollment restricted to sophomore, jun- Series of presentations, films, and workshops that address to provide supervision and guidance and works with the ior, and senior college members. May be repeated for personal and cultural identity and examine social, cultural, student in writing an academic paper relevant to the credit. A. Asher political, environmental, and other justice concerns. En- practicum. Prerequisite(s): approval of student’s adviser rollment restricted to College Ten members. Enrollment and the provost. Enr ollment restricted to sophomore, jun- 199. Independent Study. F,W,S limited to 20. The Staff Individual directed study for upper-division college mem- ior, and senior college members. The Staff bers with college-affiliated faculty. Students must submit 86. College Leadership Development (2 199. Independent Study. F,W,S petition with one of the college academic advisers with ac- credits). S Individual directed study for upper-division college mem- companying letter from faculty adviser. Approval of Students newly appointed into leadership positions at bers with college-affiliated faculty. Students must submit provost required. Enrollment restricted to upper-division College Ten explore the concept of leadership relating to petition with one of the college academic advisers with ac- College Nine members. May be repeated for credit. The program’s theme of Social Justice and Community. Pre- companying letter from faculty adviser. Approval of Staff requisite(s): current College Ten student leader; permis- provost required. Enrollment restricted to upper-division sion of instructor. The Staff 199F. Independent Study (2 credits). F,W,S College Ten members. May be repeated for credit. The Individual directed study for upper-division college mem- 89. Art for Social Justice (2 credits). S Staff bers with college-affiliated faculty. Students must submit Presents art techniques and exer cises as vehicles to explore 199F. Independent Study (2 credits). F,W,S petition with one of the college academic advisers with ac- social justice issues. In-class art projects, readings, and dis- Individual directed study for upper-division college mem- companying letter from faculty adviser. Approval of cussions address the social construction of identity, social bers with college-affiliated faculty. Students must submit provost required. Enrollment restricted to upper-division issues and concerns, and the role of art in activism. En- petition with one of the college academic advisers with ac- College Nine members. May be repeated for credit. The rollment limited to 20. W. Baxter companying letter from faculty adviser. Approval of Staff

*Not offered in 2004–05 156 PROGRAMS AND COURSES

provost required. Enrollment restricted to upper-division CART E R WIL S O N , Emeritus Prog r am Des c r i p t i o n College Ten members. May be repeated for credit. The DEB O R A H A. WOO Staff Community studies, an interdisciplinary major, is inte- Asian Americans and social change, glass ceilings and grating knowledge and methodologies from the social wo r kplace discrimination, Asian American health, and sciences and humanities to examine theory and practice mental health in a variety of social justice domains. The UCSC facul- Associate Prof e s s o r ty offer courses related to social justice—including Communication and broad structural and social changes and community- DAVI D T. BRUN D AG E based organizing—in the following areas: global politi- American working-class and immigration history, history of cal economy with regional and local impacts; the inter- Rh e t o r i c U.S. social movements, Irish history and politics section of class, race, gender, and sexuality in relation to MARY BETH PUDUP health; labor studies, including the history of the work- Writing Prog r a m Regional studies, economic justice, public policy, historical ing class; youth cultures, youth activism, and empower- 166 Kresge College ge o g r aphy of the U.S. ment; race and racism; cultural work in social justice; (831) 459-2431 REN E E TAJ I M A -P EÑ A gay and lesbian issues; and resistance and social move- ht t p : / / h u m w w w. u c s c . e d u / w r i t i n g / i n d e x . h t m l Doc u m e n t a r y film and video, Asian American and ments. The faculty has engaged in community-oriented im m i g r ant communities, media and social change fieldwork in the U.S., Latin America, and elsewhere. The Writing Program accepts students each quarter into The major provides an opportunity for the student the minor in communication and rhetoric. The minor Assistant Prof e s s o r who is actively committed to social justice to work on a full-time basis beyond the boundaries of the university. consists of a series of courses that give students the JUL I E GUT H M A N op p o r tunity to hone practical communication skills in a Sustainable agriculture and alterna t i v e food movem e n t s , Each student in the program builds his or her curricu- variety of contexts. It also provides a grounding in the in t e r national political economy of food and agriculture, lum around a combination of course work and a six- analytical tools and critical theory that a rhetorical per- political ecology, economic geography of Cal i f o rn i a month field study or internship with a community sp e c t i v e provides. organization or agency. The core curriculum includes A full description of the minor and forms for prop o s - PAUL ORTI Z courses in preparation for field study as well as in theo- ing a study plan and declaring the minor are available at African American history, U.S. social and political history, ry and analysis. Students complete the major by prepar- social documentary, oral history, subaltern studies and theories the Writing Program Office (Kresge 166). Admission to ing a senior project integrating field study, classroom, of resistance, U.S. South, Latino studies, social movem e n t s , and research work. The program has no lower-division the minor is suspended at pres e n t . wo r king-class history prerequisites and usually takes about two years to com- PAM E L A PER R Y plete. Course Req u i re m e n t s Youth activism and empower ment, youth cultures , With the guidance of a faculty adviser and a field To earn a minor in communication and rhetoric, stu- educational inequalities, race and ethnic identities, and study coordinator, UC Santa Cruz community studies dents must complete six courses after having satisfied the wh i t e n e s s students choose field placements related to one of the composition (C) req u i r ement: RUB Y RIC H department’s core areas. The majority of field studies • either Writing 70, Communication and Rhetoric: An Doc u m e n t a r y film and video, post-9/11 culture, new queer have been in California, although students have worked Int ro d u c t i o n ; or Writing 101, An Int r oduction to the cinema, feminist film history, Latin American and Latino/a as far away as Mexico, Central America, New York, His t o r y, Th e o r y, and Practice of Rhetoric; cinema, U.S. independent film and video, the essay film, the Thailand, London, Paris, and Nairobi. Placements have • a course that concentrates on editing: either Wri t i n g politics of film festival prol i f e r ation and the marketing of been with health centers, immigrant rights organiza- fo r eign films in the U.S. 120, Editing English Pros e ; or Writing 163, tions, newspapers, minority media outlets, city planning Adv anced Wor kshop in Exp o s i t o r y Wri t i n g ; departments, neighborhood organizations, civil rights Le c t u r er and Field Program Coordi n a t o r groups, battered women’s shelters, legal clinics, pro- • four electives, at least three of which must be chosen grams for seniors, tenant unions, government agencies fr om among the following upper-division writing MIC H A E L ROTK I N and the offices of elected officials, trade unions, and courses: 101, 102, 103, 104, 106, 107, 108, 109, Mar xist theory, capitalist system, community organizing, other organizations committed to and working for 110A, 163, 167, 169, and 191A–D. No more than el e c t o r al politics, media, gover nment prog r ams, community po wer struc t u r e, institutional analysis, and affirma t i v e action social justice in communities. one elective may be chosen from a list of courses of f e r ed by other departments (list is available from ◆ ◆ ◆ the program office). Fac i l i t i e s The Community Studies Department maintains several Prof e s s o r unique resources for students. A media laboratory is JOH N G. BOR R E G O (Latin American and Latino Stu d i e s ) available for majors (and others in the social sciences) to Community Studies Global political economy, national development, urban and learn the use of video, radio, film, and graphic media as regional planning, community organizing, social change, research and presentation tools. Two field-study coordi- ethnic minorities, Mexico and the Southwes t nators work with students to develop part- and full- 207 College Eight Academic Bui l d i n g time field studies. (831) 459-2371 DAN A FRA N K (His t o ry ) U.S. social and economic history, women, labor and worki n g - ht t p : / / c o m m u n i t y s t u d i e s . u c s c . e d u class history, contemporar y political economy Major Prog ra m Faculty and Professional Int e re s t s PATR I C I A ZAVE L L A (Latin American and Latino Stu d i e s ) The program for all students in the major includes The relationship between women’s work and domestic labor, preparatory courses, the field study, post-field-study Prof e s s o r po vert y , family, sexuality and social networks, feminist studies, course work, electives chosen to broaden knowledge for et h n o g r aphic res e a r ch methods, and transnational migrat i o n the senior capstone requirement, and the senior cap- WIL L I A M H. FRI E D LA N D , Eme r i t u s of Mexicana/o workers and U.S. capital stone requirement itself. NAN C Y STOL L E R To begin the major and declaration process, a stu- Race and gender aspects of health, the AIDS epidemic, Associate Prof e s s o r dent must be enrolled in one of the Community community organizing, sexualities, and medicine in prisons MON I C A J. CAS PE R (Soc i o l o g y ) Studies 100(A–Z), Theory and Practice, seminars. Medical sociology, science and technology studies, gender/ These seminars are gateways into the community stud- DAVI D T. WEL L M A N feminist theory, cultural studies, qualitative res e a r ch, women’s ies major. Students learn about a distinct area of social Wor king-class culture, American ethnic and racial diver s i t y , health, and environmental health change and social justice theory and practice that will social documentary studies, critical race theory, interrog a t i o n s of whiteness, and qualitative res e a r ch methods become the focus of their academic study plan, field study, and senior project. Several sections of Community Studies 100(A–Z) are offered each fall and COMMUNITY STUDIES 157

winter quarters. Topics vary from year to year and may Community Studies 100[A–Z] instructor when you 100(A–Z), Theory and Practice Seminars include economic justice; health care; race and ethnici- de v elop your academic plan.) Each of these courses explores the relationship ty; immigration, social documentation, sustainability in between theory, practice, and social justice within the agro-food systems; youth empowerment; and resistance 4. Write a three- or four-page essay (typewr i t t e n ) explaining why you want to be a community studies particular subject area of each course. The and social movements. Community Studies 100(A–Z) seminars are designed Students are expected to plan the rest of their pro- ma j o r . Include in this essay a description of the follow i n g : to raise questions about the relationships between gram of study around the two-quarter (six-month) full- different theoretical perspectives and social justice. time field study. Students complete their fieldwork in • the social change/social justice organization with For example, do social psychological, historical, or summer and fall so that they can immediately follow up which you expect to work; literary theories vary in their usefulness in helping us with course 194, Analysis of Field Materials, offered • the classes you have taken and/or plan to take, in understand social justice work around race and only in winter quarter. racism? What is the relationship between activism Knowledge of Spanish or another language is useful addition to Community Studies 100(A–Z), which pre p a r e you to work with this organization; and theory? How do social justice activists select, to many students in their fieldwork. Students are develop, and, sometimes, even seem to reject their required to have appropriate language skills for their • your social location: own theoretical perspectives? field studies. Students may also find media production The primary course objective is demonstrating skills useful in their fieldwork and are encouraged to Social location is the intersection of nationality, im m i g r ation, ethnicity, racial privilege, class, gender, how current issues and problems can be researched visit the Social Sciences Media Laboratory, located in by better understanding the relationship between Social Sciences 2 Building, early in their academic age, and sexuality in your background and current social status; theory and practice—how theory gives rise to certain career. kinds of issues and actions and, in turn, how practice • the ways in which this will influence and be influ- can introduce new ways of thinking about the world. Admission to the Maj o r enced by your six-month field placement. The goal is to expose students to different ways of perceiving and understanding the world and to A general background or course work in politics, sociol- 5. Bef o r e the declaration of major deadline, meet with engage them in an ongoing dialogue about the “prac- ogy, anthropology, and/or community activism is sug- your Community Studies 100(A–Z) seminar prof e s - tical implications of theory” and the “theoretical gested for students considering the community studies sor to discuss your essay, field-study plans, and other implications of practice.” major. Students are required to have enrolled in two application materials. Obtain the faculty signature on community studies courses at the time they declare the the application form. Bring any evaluations or major: one must be one of the 100(A–Z) seminars and pro g r ess rep o r ts from currently enrolled courses to 102, Preparation for Field Study the other may be any of the lower- or upper-division su p p o r t your application to the major. This course is designed to immerse community stud- courses except for the 42 series of student directed sem- ies majors who are planning full-time field study in inars or independent or field studies. 6. Bring your completed Declaration of Major petition, the practical and theoretical work of field study with The process of declaring the community studies draft study plan, signed application form, and essay a focus on activist research—that is, study conducted major properly begins when a student enrolls in a sec- to the Community Studies Dep a r tment Office (202 by and with activists so as to participate in and learn tion of Community Studies 100(A–Z), the Theory and College Eight) for final approval and processing. from their work. A required part-time field study of Practice seminar series. Prospective majors must choose Not e : you cannot begin course 102 without complet- six to eight hours/week with a local community- a seminar that matches their own social justice and ing step 6. Fai l u r e to do so will defer you to the next based social justice organization is a central compo- field-study focus. These seminars are offered during fall year in which course 102 is offered . nent of the course that should ideally approximate the kind of work students intend for their full-time and winter quarters only. Because of their small size, the A student may be directed to another department of field study. Other course assignments are organized 100(A–Z) seminars in which students enroll are by study on campus in those instances where his/her inter- around this core component of the course.? “interview only.” Although they are open to all stu- ests cannot be fulfilled by current department offerings. dents, prospective community studies majors enjoy pri- Community Studies 102 engages students in a range ority enrollment. Community Studies 100(A–Z) Enro l l m e n t of issues common to all field studies and focuses on the To fulfill the declarations of the major process, relationship between theory, field methods, and on-the- prospective majors must prepare a three-page essay out- Proc e d u re s gr ound fieldwork. It gives students the opportunity to lining how their social justice focus matches the empha- All Community Studies 100(A–Z) courses are de v elop interpersonal and organizational skills and to sis of their theory and practice seminar. The essay “Interview Only.” Our goal is to provide access to these learn how to relate issues in the fieldwork within a com- should also describe their academic study plan, includ- courses for those students who plan to become commu- mu n i t y / r egion to those within the global society. ing relevant upper-division electives and their tentative nity studies majors. You must attend the first day of Assignments are designed to rigorously prep a r e students field-study plans. Students then meet with the professor class. Each instructor will ask you to provide informa- for activist res e a r ch in a social justice organization by fos- in charge of their 100(A–Z) seminar to review and dis- tion on which they will base their decision as to who tering specific res e a r ch and organizing skills. cuss the essay and other application materials. gets priority in the class. It is wise to meet with him/her to discuss your plans for the major prior to the begin- Occasionally, a student is not accepted into the major Upper-Division Ele c t i ve s because the student’s social justice and field-study focus ning of course 100(A–Z) to make sure that Community are poorly matched with the department’s theory and Studies Department and the 100(A–Z) course you have Each student in the major must complete three upper- practice areas. chosen is appropriate for your needs. division electives. The purpose of the elective req u i r e- ment is to ensure that students have the necessary sub- Ins t r uctions for Applying to the Maj o r Major Course Req u i re m e n t s st a n t i v e background for their field studies and senior capstone req u i r ement. At least one of these courses 1. Attend a department orientation held at the begin- Summary of Requirements Credits must be from the Community Studies Dep a rt m e n t , ning of each quarter (check the Schedule of Classes fo r but the other two may be from another campus pro- da t e / t i m e / l o c a t i o n ) . 100(A–Z) Theory and Practice 5 (fall or winter) gram as long as their topics are related to the full-time 2. Choose and enroll in the appropriate Community field study. Senior Th e s i s and independent studies do 102 Preparation for Field Studies 5 Studies 100(A–Z) seminar (see enrollment proc e - not fulfill the elective req u i r ement. At least two of the (spring) du r es below) . th r ee electives must be completed prior to the full- 198 Independent Field Study 30 time field study. Ele c t i v es must be approved by the 3. Pick up a Declaration of Major petition from you r (summer/fall) st u d e n t ’s 100(A–Z) seminar prof e s s o r . college; and obtain approval for Par t 1, signed off by 194 Analysis of Field Materials 5 your college academic prec e p t o r . Prep a r e an academic 198, Full-Time Independent Field Study study plan for completing all req u i r ements for the (winter) A distinguishing feature of the community studies major including field study and upper-division elec- Three upper-division electives 15 major is the six-month, full-time field study, an ti v es. (We strongly suggest you consult with you r (all quarters) arrangement facilitated by the student’s Community Studies 100(A–Z) instructor and the field study coor-

*Not offered in 2004–05 158 PROGRAMS AND COURSES

dinators. During the field study, students are enrol l e d Stu d e n t - Di r ected Seminar (SDS): Some students pre-production, production, and post-production skills. at UCSC and rec e i v e full-time university cred i t . may propose to teach a student-directed seminar to fulfill Concurrent enrollment in course 80L required. Enroll- Students in the 100(A–Z) courses are presented with their capstone req u i r ement. Under the direction of a fac- ment limited to 25. The Staff recommended organizations from which to select their ulty adviser, the student develops and teaches a placements. The Field Study Office provides full Community Studies 42 course that relates to the stu- 71. Basic Photography Laboratory placement information and guidelines for setting up de n t ’s field study and social justice focus, accompanied (2 credits). F,S placements, along with logistical and academic sup- by a seminar completion rep o rt . Provides students with photography skills. Through lec- po r t during the field study. The department selects a limited number of student- ture, demonstration, hands-on experience, and field ses- di r ected seminars each quarte r . Selection is based on the sions, students acquire technical and aesthetic training in 194, Analysis of Field Mat e r i a l s quality of the SDS proposal, the rel e v ance of the subject basic darkroom skills, methods of photographing people, an introduction to alternative processes, and presentation This course is designed for community studies seniors matter to the major, the student’s background prep a r a - tion, and the total number of proposals submitted each of finished photographs. Concurrent enrollment in returning from their full-time field study. The course course 80L required. Enrollment limited to 20.The Staff has two related goals: (1) to help students, both indi- qu a rt e r . The Committee on Educational Policy gives the vidually and collectivel y , analyze and gain perspective final approval . 72. Audio Laboratory (2 credits). F,S on their field experiences and (2) to move students For students interested in teaching a student-direc t e d Trains students in the fundamental techniques of docu- th r ough the process of completing the senior proj e c t s . se m i n a r , it is recommended that they meet with their mentary audio production. Through lectures, documen- A central question addressed in the course is how the adviser early on—prior to the full-time field study—to ta r y examples, demonstrations, hands-on instruction, and st u d e n t ’s theory and practice of social justice has been begin the process of obtaining course approval. A short consultation with students re g a rding their work in affected by his/her field experience. Each student has a written work providing the theoretical basis for the proj - progress, students gain the skills they need to produce unique field-study experience; and, collectivel y , stu- ect, giving a brief analysis of the connection between the their own audio documentaries. Concurrent enrollment in dents have been invol v ed with widely var ying types of st u d e n t ’s field work and the project itself, a course syl- course 80L required. Enrollment limited to 20.The Staff organizations with little or no relation to each other. labus, a bibliography, and copies of their evaluations are Yet there is common ground, and students have much req u i r ed, along with a letter from the sponsoring faculty. 76. HIV Prevention (2 credits). S to learn from each other. Thus, a related objective of Students planning on teaching a student-directed sem- Presents fundamental tools of HIV prevention, outreach, this course is to discover and travel the common inar must apply and rec e i v e approval. Students must also and support. Provides students with information and gr ound. For students completing the major with a take course 199, Tut o r i a l , the quarter prior to teaching techniques necessary to do effective community work. senior essay, the essay is completed in course 194. For the SDS to give them time to prep a r e the course materi- Topics include harm reduction, youth outreach, commu- students doing a senior thesis, project, or student- al. A Stu d e n t - D i r ected Seminar Gui d e , giving detailed nication, and global community issues. L. Engelken di r ected seminar, the student completes at least three information about preparing for and teaching an SDS, is av ailable in the department office. 80A. Chicanos and Social Change. W major pieces of writing; some or all of which will be Int r oduction to study of Chicano political experience with incorporated into the completed thesis, project, or stu- selected U.S. institutions, e.g., education and health, be- de n t - d i r ected seminar. Social Documentation Prog ra m ginning with historical overview and ending with consid- Community Studies Dep a r tment is inaugurating a new eration of Chicanos’ political future in the 1990s. Weekly Senior Capstone Requirement Master of Arts degree program in Social Doc u m e n t a t i o n guest lecturers. (General Education Code(s): T3-Social and plans to welcome its first class of students in fall Sciences, E.) L. Trujillo Each student must fulfill a senior capstone req u i r e- 2005. The program combines the development of techni- ment, either through the senior essay, a senior thesis, a cal skill in the production of one or more documentary 80B. Civil Rights Movement: Grassroots senior project, or a student-directed seminar. For a ge n r es with core skills in social science res e a r ch and Change and American Society. F thesis, project, or student-directed seminar, the stu- analysis to produce graphic expressions of people's lives The civil rights movement of the 1950s–60s was one of dent must choose a faculty member to serve as his or and cultures, the conditions in which they work and sus- the most important grassroots social movements in Amer- her adviser. tain themselves, and their efforts to improve their lives ican history. Course examines this movement, focusing especially on the experiences of rank-and-file participants Senior Essay: Students complete a senior essay that and communities. The two-year curriculum is interdi s c i - and on its effects on American society. (General Edu c a t i o n an a l y z es local, global, and theoretical contextualizations pl i n a r y and will invol v e faculty from Community Stu d i e s Code(s): T3-Social Sciences, E.) D. Brundage of field study; the essay should incorporate essays com- and other campus departments along with visiting pro- pleted in other courses, including course 100(A–Z) and fessional documentarians. The new master's program will 80F. Transgressive Sexualities and Genders. F field study, along with essays written in course 194. Th e fu r ther the longstanding social justice aims of the depart- Historical and ethnographic examination of lesbian/gay minimum length is 25 pages, plus bibliography. The sen- ment through its emphasis on documenting prob l e m a t i c subcultures, institutions, and politics in contemporary ior essay is completed entirely in course 194, Analysis of and underrep r esented aspects of social life. Fur ther infor- U.S. Topics include growth of urban gay communities, Field Mat e r i a l s . mation reg a r ding the program, its admissions criteria, lesbian/gay people of color, family, youth, sex/gender the- Senior Thesis: Some students may choose to com- and the application process can be found at ht t p : / / ory, the law, and repression and resistance. General intro- plete a senior thesis, which is comprised of linked essays co m m u n i t y s t u d i e s . u c s c . e d u . duction to “queer studies.” (Formerly Changing Sex u a l i t i e s combining local and global contextualizations of field and Genders. ). (General Education Code(s): T3-Social study and theoretical and historical analysis of social jus- Lower-Division Courses Sciences, E.) N. Stoller tice issues at the heart of the field study. The thesis can 80H. Social Change and Asian Americans. * incorporate essays from other courses (including course 10. Introduction to Community Activism. S Introduction to the study of social change and Asian 194), but must invol v e significant post-field-study Introduces the study of communities in theory and prac- Americans, with an emphasis on community and per- res e a r ch using primary source materials; typical length is tice: forces shaping past and present communities, issues sp e c t i v es. Weekly film or guest lecturers. (General Edu c a - 35–50 pages, including bibliography. Students begin the defining contemporary communities, and ways students tion Code(s): T3-Social Sciences, E.) D. Woo senior thesis during course 194 and generally complete it can become involved in solving community problems. in the following quarte r ( s ) . Field study in the local community is a course require- 80L. Social Documentation. F,S Senior Project: Students may choose to complete a ment. (General Education Code(s): IS.) M. Pudup Examines works from various media recognized as being drawn from “real life.” Through film, photography, oral senior project in other genres of social documentation 42. Student-Directed Seminar. F,W,S including film and video production, photography, hi s t o r y, and other examples, develops critical understand- Seminars taught by upper-division or graduate students ing of social documentation as a process with implicit the- sound production, crea t i v e writing, and other formats under faculty supervision. (See course 192.). The Staff such as grant proposals and organizing pamphlets. Th e ories and conventions. Students create beginning senior project also req u i r es a significant analytical essay of 70. Video Laboratory (2 credits). F,S documentaries in production collectives. (General Edu- 20 pages, plus bibliography, describing the project con- Trains students in the techniques of documentary film cation Code(s): T3-Social Sciences.) R. Tajima-Peñ a , ceptualization, rationale, methodology, and eval u a t i o n . making. Through lectures, demonstrations, hands-on in- D. Wellman Students begin the senior project during course 194 and struction, and review of students’ work in progress, stu- complete it the following quarte r ( s ) . dents learn the fundamentals of film/video COMMUNITY STUDIES 159

80Q. Asian American Health. * 100E. Theory and Practice of Economic tices of social documentation. Students also req u i r ed to Examines social and cultural issues relevant to Asian Justice. * advance skills in a practical aspect of social documen- American health or mental health. Given implicit exclu- Examines how markets operate within the political tation (i.e., video, photography, audio, oral history). si o n a r y biases in conventional health practices, the need is economy of contemporary capitalism to generate myr- Prerequisite(s): course 80L; concurrent enrollment re- to broaden definitions of practice and prevention to en- iad and often chronic forms of economic and social in- quired in lab course 170, 171, or 172; interview only: compass alternative conceptions of health care, as well as equality in the United States. Ex p l o res differe n t decision made after first class meeting. Enrollment re- larger social problems related to social inequality, educa- approaches to addressing inequality within the multi- stricted to sophomores and juniors. Enr ollment limited tion, work, and adjustment to a racially diverse society. faceted economic justice movement. Interview only: to 25. (General Education Code(s): IS.) D. Wellman (General Education Code(s): T3-Social Sciences, E.) admission determined at first class meeting. Enroll- 100T. Theory and Practice of Social Justice D. Woo ment restricted to sophomores and juniors. Enro l l m e n t and Sustainability in Agro-Food Systems. F limited to 25. (General Education Code(s): IS, E.) Explores current arenas of agro-food activism such as 93. Field Study. F,W,S M. Pudup Sup e r vised res e a r ch for lower-division students, conducted organic farming, food aid, eco-labeling, fair trade, and off campus within regular commuting distance of the 100J. Theory and Practice of Immigration relocalization. Assesses both theoretical and practical campus. Petitions may be obtained in the Community and Social Justice. W efforts to link social justice, food quality, and ecologi- Studies Office. Students submit petition to sponsoring Introduction to contemporary U.S. immigration pat- cal sustainability in alternative food and agriculture agency. May be repeated for credit. The Staff terns and policies, to major problems facing immigrant movements. Interview only: admission determined at communities, and to theory and practice of immi- first class meeting. Enrollment limited to 25. (General 93F. Field Study (2 credits). F,W,S grants and their allies in confronting these problems Education Code(s): IS.) J. Guthman Students submit petition to sponsoring agency. May be re- and working for social justice. Interview only: admis- 100Y. Youth and Society. * peated for credit. The Staff sion determined at first class meeting. Enrollment re- Examines principal theories of youth “development” stricted to sophomores and juniors. Enr ollment limited 93G. Field Study (3 credits). F,W,S and role of schooling, pove rt y, and other influences on to 20. (General Education Code(s): IS, E.) well-being and life outcomes of youth. Explores effec- Sup e r vised off-campus study conducted under the imme- D. Brundage diate and direct guidance of a faculty supervisor. For tive strategies for youth-related organizing and social lo wer-division students doing part-time off-campus study. 100M. Health Care Inequalities. F change work. Interview only: admission determined Petition must be obtained from the Community Studies Examines system and non-system that is American after first class meeting. Enr ollment restricted to soph- Department. Students submit petition to sponsoring health care with special attention to inequalities in ac- omores and juniors. Enrollment limited to 25. (Gen- agency. May be repeated for credit. The Staff cess, financing, and quality of care. Covers concepts eral Education Code(s): IS.) P. Perry such as equality, fairness, and need as well as commu- 99. Tutorial. F,W,S nity organizing and community building for health. 102. Preparation for Field Studies. S Individual directed study for lower-division undergradu- Interview only: admission determined at first class A practicum to prepare students for field study. Course ates. Petitions may be obtained in the Community Stud- meeting. Enrollment limited to 25. (General Educa- must be successfully completed prior to the six-month ies Office. Students submit petition to sponsoring agency. tion Code(s): IS.) A. Steiner field study. Prerequisite(s): completion of admissions May be repeated for credit. The Staff process to the major. Enrollment restricted to majors in 100P. Theory and Practice of Resistance and community studies. P. Ortiz, N. Stoller, M. Pudup 99F. Tutorial (2 credits). F,W,S Social Movements. F Students submit petition to sponsoring agency. May be re- Where do ideas for democratic social change come 103. Field Study Practicum (2 credits). S peated for credit. The Staff from? How are new social movements formed? Em- A practicum in social change work in which the students phasis will be placed on subaltern groups including works for a social change organization on a part-time Upper-Division Courses slaves, peasants, workers, utopians, and “second-class basis. Concurrent enrollment in course 102 required. ci t i ze n s ” of the global economy from 1492 to the pres - P. Ortiz, N. Stoller, M. Pudup ent. In t e rv i ew only: admission determined at first class 100. Theory and Practice. 104. Class in the United States. S meeting. Enrollment limited to 25. (General Educa- Introduces students to different ways of perceiving and Exp l o r es politics and culture of class in contemporary U.S. tion Code(s): IS, E.) P. Ortiz understanding social phenomena in an ongoing dialogue from interdisciplinary perspective, drawing on social the- about practical implications of theory and theoretical im- 100Q. Theory and Practice of Feminist ory, political economy, and cultural forms (film, music, plications of practice. Faculty introduce and discuss their Organizing/Global Realities. W and literature) with special emphasis on race, ethnicity, own work in these terms. Topics vary from quarter to Examines sexuality and gender as political forces, in and gender. D. Frank quarter. Enrollment priority given to proposed commu- dominant social orders and oppositional movements. nity studies majors. Permission of instructor required; see Focus on U.S. locates sexual politics in global race/class 111. Ageism and Activism. S enrollment conditions in the Schedule of Classes. relations. Emphasize grassroots organizing on: sexual Introduces students to gerontology, the study of aging. Taking a multidisciplinary approach, critically examines 100A. Theory and Practice of Race and violence, abortion, arts censorship, sex work/public sex, HIV/AIDS, LGBT/queer civil rights. (Formerly The - the theories, stereotypes, and realities of worldwide de- Racism in American Society. * mographic transition and considers the many interesting Exp l o r es four major theoretical framewo r ks which pur- ory and Practice of Sexual Politics. ) Interview only: admission determined at first class meeting. Enrollment implications for organizing social and personal life. En- port to explain the origins and functions of racism in rollment limited to 25. A. Steiner American society in order to assess the practical and restricted to sophomores and juniors. Enrollment lim- political implications that follow from each one. Will ited to 25. (General Education Code(s): IS.) N. Sto l l e r 114. Whiteness, Racism, and Anti-Racism. * be offered in the 2005–06 academic year. Interview 100R. Theory and Practice of Asian Pacific Examines the social, cultural, institutional, and personal only: admission determined at first class meeting. En- American Activism. * ways that white privilege and racial domination are con- rollment restricted to sophomores and juniors. Enro l l - App r oaches activism that is generated through worki n g structed, maintained, and reproduced in U.S. society. ment limited to 25. (General Education Code(s): IS, for change and social justice in Asian and Pacific Amer- Goal is to reveal the “hidden” quality of whiteness and il- E.) D. Wellman ican communities. Examines both the larger socio-po- luminate effective strategies for anti-racist activism. En- 100B. Theory and Practice of Media and litical context in which this occurs and factors that rollment limited to 25. (General Education Code(s): E.) Social Change. F contribute to var ying degrees of success and failure. In- P. Perry Uses case study approach to analyze use of films and terview only: admission determined at first class meeting. Enrollment restricted to sophomores and juniors. 115. Queer Arts and Activism. * videos in relation to social change movements. Stu- Historical exploration of both activist and artistic lesbian, dents produce a video as final project. Interview only: En rollment limited to 25. (General Ed u c a t i o n Code(s): E.) D. Woo gay, bisexual, and transgender (LGBT) communities in admission determined at first class meeting. Enroll- the twentieth century. Some cultures, including 1950s ment restricted to sophomores and juniors. Concur- 100S. Theory and Practice of Social butch-femme, inspired artistic representations and liber- rent enrollment in course 170 is required. Course 80L Documentation. W ations movements. Other communities, such as ACT UP, is recommended. Enrollment limited to 25. (General Provides advanced understanding of history of social Education Code(s): IS.) R Tajima-Peñ a documentation and corresponding theories and prac-

*Not offered in 2004–05 160 PROGRAMS AND COURSES

intentionally synthesized art and activism. Focuses on lit- 142. Introduction to Marxism. W 166. Northern Ireland: Communities in erary and film arts and local activism. Enrollment limited A close study of original texts by Marx and Engels and Conflict. S to 25. R. Hamilton contemporary Marxists, focusing on the basic tenets of Introduction to the so-called “troubles” in Northern Ire- Marxism and their applicability to current community land, from the 1960s to the present. Examination of the 116. Documentary and Social Change. * pr oblems. An interdi s c i p l i n a r y course for students with lit- historical background to the conflict, the patterns of con- Critical analysis of the relationship between documentary tle previous experience in Marxist method. M. Rotkin flict in the 1970s and 1980s, and the emergence of a peace and social change. Explores a wide array of documentary process in the 1990s. D. Brundage methods including film, testimonies, radio, protest novel s , 145. Politics of Obesity. S oral history, and electronic formats. Case studies include Examines various dimensions of so-called epidemic of 168. Globalization and Its Discontents. * an t i - s l a ve r y, farm worke r , and anti-Apa r theid movem e n t s . obesity and assesses different approaches to addressing it Provides an overview of the origins and existing character P. Ortiz as a problem. Exposure to a variety of social science per- of major institutions, structures, and dynamics of the spectives and qualitative research methods in exploring global political economy. Examines some social conse- 121. Health and Human Rights in Prison. F topic. J. Guthman quences of so-called globalization as well as political re- Critical analysis of health and human rights conditions for sponses to it. J. Guthman prisoners. Includes examination of contemporary theory 148. Women’s Health Activism. * and practice of punishment, health care in prison, and Examines concrete aspects of women’s health in social and 170. Video Laboratory (2 credits). F,W community and legal intervention in jail and prison con- political contexts, including such factors as environmen- Trains students in the techniques of documentary film ditions. Previous course work or background in the crim- tal and occupational health, the role of race and national- making. Through lectures, demonstrations, hands-on in- inal justice area preferred. Prerequisite(s): satisfaction of ity, diverse sexualities and health, American medical care struction, and review of work in progress, students learn the Subject A and Composition req u i r ements. Enro l l m e n t systems, and international comparisons and organizing the fundamentals of film-video pre-production, produc- limited to 25. (General Education Code(s): W. ) approaches. The Staff tion, and post-production skills. Prerequisite(s): concur- N. Stoller rent enrollment in course 100S. D. We l l m a n , 149. Political Economy of Food and R. Tajima-Peña 122. Experiments in Community: History of Agriculture. F Communes in California. F Intensive reading course, focusing on key concepts in 171. Photography Laboratory (2 credits). F,W Traces history and flowering of urban and rural commu- agrarian political economy and historical development of Provides students with photography skills. Through lec- nal experiments in postwar California. Critically examines world food system. Enr ollment limited to 25. J. Gut h m a n ture, demonstration, hands-on experience, and field ses- the counterculture—both alternative and revolutionary sions, students acquire technical and aesthetic training, wings—and its legacy of, for example, sexual politics, chil- 161A. Strategic Management and Entre- darkroom skills, methods of photographing people, in- dr earing, art and culture, foodways, environmentalism, ar- preneurship in the Nonprofit (2 credits). F troduction to alternative processes, and learn to present chitecture, and anticapitalism. I. Boal Taught in conjunction with the Professions Training Pro- finished photographs. Prerequisite(s): concurrent enroll- gram to provide students and host organizations with a ment in course 100S. D. Wellman, R. Tajima-Peña 123. Walmart Nation. W meaningful learning experience. Students learn current Examines origins and growth of Walmart stores as pow- cutting edge theory on topics of strategic management 172. Audio Laboratory (2 credits). F,W erful guides to understanding dynamics of contemporary and entrepreneurship in the nonprofit sector. Special in- Trains students in techniques of documentary audio pro- global political economy and, relatedly, the changing for- ternship program sponsored by the Career Center; please duction. T h rough lectures, documentary examples, tunes of global social classes. M. Pudup contact them at 459-3973. Enrollment limited to 25. demonstrations, hands-on instruction, and in consulta- R. Walters tion regarding work in progress, students gain skills re- 126. African American/Latino Communities: q u i red to produce their own audio documentaries. Histories. W 161B. Strategic Management and Entre- Prer equisite(s): concurrent enrollment in course 100S. D. Explores the histories, cultures, and politics of African preneurship in the Nonprofit (2 credits). F Wellman, R. Tajima-Peña Americans and Latinos since the Mexican-American War ; Second part of class taught in conjunction with Profes- racial oppression and civil rights, culture and identity, cit- sions Training Program to provide students and host or- 180. Video Production of the Social izenship, labor, and public policy struggles; and contem- ganizations with a meaningful learning experience. Documentary. W porary politics of black and Latino relationships in the Students learn current cutting edge theory on topics of Intensive overview of the production of social-issue doc- U.S. Enrollment limited to 25. (General Education strategic management and entrepreneurship in the non- umentary videos covering conceptualization, research, Code(s): E.) P. Ortiz profit sector. Prerequisite(s): course 161A. Special intern- tr eatment and proposal writing, intervi e w technique, cam- ship program sponsored by the Career Center; please era, editing, production, and distribution. Prere q u i s i t e ( s ) : 134. Youth Cultures and Identity Politics. F contact them at 459-3973. Enrollment limited to 25. course 80L. Concurrent enrollment in course 180L re- What is “youth culture?” What does it have to do with R. Walters quired. Enrollment limited to 20. R. Tajima-Peñ a race, class, and gender politics? Combining sociology of race with cultural studies, the course addresses these ques- 162. Introduction to Non-Profit Organizations 180L. Video Laboratory (2 credits). W tions and examines the potential of youth cultures to af- and Grantwriting. * Further training in techniques of documentary filmmak- fect social change. (General Education Code(s): E.) This course introduces students to non-profit organiza- ing. Th r ough lectures, demonstrations, hands-on instruc - P. Perry tions and grantwriting. Through hands-on grantwriting tion, and review of students’ work in progress, students experiences, students will learn how to write a successful learn skills in film/video pre- p r oduction, production, and 136. Black Liberation in the African grant. Please bring a potential fundable project idea to the post-production. Concurrent enrollment in course 180 is Diaspora. F first class. The Staff required. R. Tajima-Peñ a Critically examines anti-slaver y, anti-colonial, re vo l u t i o n- ary, and civil rights struggles in the African diaspora from 163. American Cities and Social Change. * 185. Professions Training Program: Internship sl a ve r y to freedom: dynamics of racial oppression, debates Examines the historical development of and contempo- Preparation (2 credits). * within black communities, and the impact of gender, rary conditions within U.S. cities by focusing on social For all students preparing for an internship. Exploration class, and cultural differences in the shaping of contem- and economic restructurings of cities, cultural and politi- of career objectives, tools and res o u r ces to assist in finding po r a r y protest traditions. (General Education Code(s): E.) cal transformations, and spatial reorganizations of the and securing the ideal internship, and techniques for max- P. Ortiz urban landscape. Goal is understanding the changing na- imizing the benefits of the internship experience. Intern- ture of urban experience. Students must also enroll in ships are the ticket to career choices. B. Silverthorne 138. Immigrants in Film: Issues of Media course 164. M. Pudup Production. * 189. Methods of Teaching Community Studies. An a l y z es the relationship between content and prod u c t i o n 164. Urban Field Study (2 credits). * F,W,S pr ocesses in the documentation of immigrants in the U.S. Examines multifaceted processes of urban growth and re- Each student serves as a facilitator for small discussion f rom the perspective of the social documentarian. st r ucturing during two all-day field trips in the greater San groups in connection with core community studies R. Tajima-Peñ a Francisco Bay Area. Goal is making urban theory and his- courses. Facilitators complete course readings and meet to r y come to life. Must be taken concurrently with course with instructor as a group to discuss the teaching process. 163. Enrollment limited to 15. M. Pudup COWELL COLLEGE 161

May not be counted toward upper-division major re- 199. Tutorial. F,W,S 70. Book Arts. F,W quirements. Prerequisite(s): prior course work in the Advanced directed reading and research for the serious Studies in history, theory, and practice of the printer’s major. The Staff student. May be repeated for credit with consent of in- craft. Learn typesetting, manual press operation, aspects of structor. Petitions may be obtained in the Community design, and historical processes with particular emphasis 192. Directed Student Teaching. F,W,S Studies Department Office. Students submit petition to on the book arts. Taught in conjunction with Art 111. Teaching of a lower-division seminar, course 42, under sponsoring agency. May be repeated for credit. The Staff Does not fulfill a requirement for the art major. (Also of- faculty supervision. Students submit petition to sponsor- fered as Art 70. Students cannot receive credit for both ing agency. Approval by the Committee on Educational 199F. Tutorial (2 credits). F,W,S courses.) Enrollment limited to 10. May be repeated for Policy the prior quarter. The Staff Advanced directed reading and research for the serious credit. (General Education Code(s): A.) G. Kane student. Students submit petition to sponsoring agency. 193. Field Study. F,W,S May be repeated for credit. The Staff 80. The Cowell Core Course. F Sup e r vised off-campus study conducted under the imme- Discussion of literary and philosophical texts which de- diate and direct guidance of a faculty supervisor.To be Graduate Courses velop themes of humanistic study. Emphasis on critical in- used primarily by upper-division students doing part- t i m e t e r p retation and expression with frequent writing off-campus study. Petitions may be obtained in the Com- assignments (including at least five essays). Syllabus re- munity Studies Department Office. Students submit pe- 201. Theories of “Whiteness” and Anti-Racist Practice. * vised each yea r . Seminar groups meet together periodically tition to sponsoring agency. May be repeated for credit. for lectures, films, or performances. Enr ollment res t r i c t e d The Staff Examines most current literature on “whiteness” emanat- ing from legal studies, the humanities, and social sciences to first-year college members. Enrollment limited to 25. 193F. Field Study (2 credits). F,W,S and analyzes insights offered for anti-racist public and ed- (General Education Code(s): T4-Humanities and Arts.) The Staff Sup e r vised off-campus study conducted under the imme- ucational policy, particularly, and white anti-racist prac- diate and direct guidance of a faculty supervisor. For tice, generally. Enr ollment restricted to graduate students. 80S. The Cowell Core Course, Honors. F upper-division students doing part-time off-campus Enrollment limited to 15. P. Perry As in course 80, deals with literary, philosophical, and so- st u d y . Students submit petition to sponsoring agency. May ciological texts that contain important themes of human- be repeated for credit. The Staff 297. Independent Study. F,W,S Either study related to a course being taken or a totally in- istic study. Emphasizes critical readings, discussions, and 193G. Field Study (3 credits). F,W,S dependent study. Designed for graduate students. Stu- frequent writing assignments. Uses texts mostly identical Sup e r vised off-campus study conducted under the imme- dents submit petition to sponsoring agency. The Staff to those used in course 80, supplemented with additional diate and direct guidance of a faculty supervisor. For material for deeper understanding of issues. Students ex- upper-division students doing part-time off-campus pected to be active in leading some discussions and in set- study. Petition must be obtained from the Community Computer Engineering ting the agenda for classroom discussions. Int e rv i e w only: Studies Department. Students submit petition to spon- must be part of college Honors Program. Enr ollment lim- soring agency. May be repeated for credit. The Staff See Engineering, page 199. ited to 25. (General Education Code(s): T4-Humanities and Arts.) The Staff 194. Analysis of Field Materials. W A seminar for students who have completed a full-time Computer Science 81. Faculty Conversations (1 credit). F field study. Dev oted to the systematic analysis of field ma- Group tutorial follow-up discussions with the provost, terials, integrating appropriate concepts and relevant lit- based on faculty conversations that constitute the “First See Engineering, page 208. erature, as well as utilizing the experience of other Thursday at Cowell at 4 P.M.” series, to which the Cow- students. Prerequisite(s): satisfaction of the Subject A and ell College student members of the campus Honors Pro- Composition requirements, course 198. Enrollment re- gram are invited. Prer equisite(s): permission of instruc t o r ; stricted to community studies majors. (General Edu c a t i o n membership in campus Honors Program. Enrollment Code(s): W.) D. Wellman, A. Steiner, D. Brundage Cowell College limited to 22. S. Williamson 195A. Senior Thesis. F,W,S 85. Introduction to Chinese Writing Systems. * Individual study with a faculty member to complete the College Off i c e Gateway course illuminating the operation of the writing senior thesis. Petitions may be obtained in the Commu- (831) 459-2253 systems of greater China. Intended for students who are nity Studies Dep a r tment Office. Students submit petition ht t p : / / w w w 2 . u c s c . e d u / c o wel l curious about the world’s longest continually used symbol to sponsoring agency. The Staff set as well as for those who may be considering a serious For college description and list of faculty, see page 75. commitment to learning the language. D. Keenan 195B. Senior Thesis. F,W,S Individual study with a faculty member to complete the 93. Field Study. F,W,S senior thesis. Petitions may be obtained in the Commu- Lower-Division Courses Various topics to be arranged. Students submit petition to nity Studies Dep a r tment Office. Students submit petition sponsoring agency. May be repeated for credit. The Staff to sponsoring agency. The Staff 21. Writing Workshop: Poetry (2 credits). A workshop for beginning writers of poetry. Students gen- 94. Group Tutorial. F,W,S 195C. Senior Thesis. F,W,S erate, revise, and discuss their own work as well as study A program of independent study arranged between a Individual study with a faculty member to complete the modern poems that illustrate issues and choices in con- group of students and a faculty instructor. Students sub- senior thesis. Petitions may be obtained in the Commu- te m p o r a r y poetry writing. Enr ollment restricted to mem- mit petition to sponsoring agency. Enrollment limited to nity Studies Dep a r tment Office. Students submit petition bers of Cowell College. Enr ollment limited to 20. May be 10. The Staff to sponsoring agency. The Staff repeated for credit. (General Education Code(s): A.) 94F. Group Tutorial (2 credits). F,W,S The Staff 198. Independent Field Study. F A program of independent study arranged between a Provides for department-sponsored individual study pro- 22. Writing Workshop: Prose (2 credits). group of students and a faculty instructor. Students sub- grams off campus for which faculty supervision is not in A workshop for novice writers of fiction in which students mit petition to sponsoring agency. The Staff person (e.g., supervision is by correspondence). Commu- generate, revise, and discuss their own work as well as rea d 99. Tutorial. F,W,S nity studies majors are required to take 30 credits of field stories by diverse writers. Enr ollment restricted to members Various topics to be arranged. Students submit petition to study. Students engaging in full-time field study must of Cowell College. Enr ollment limited to 20. May be re- sponsoring agency. The Staff complete all application procedures as described in the peated for credit. (General Education Code(s): A.)The Sta f f Community Studies handbook. Students submit petition 99F. Tutorial (2 credits). F,W,S to sponsoring agency. Prerequisite(s): course 102 must be 42. Student-Directed Seminar. F,W,S Various topics to be arranged. Students submit petition to successfully completed before enrollment in this course. Seminars taught by upper-division students under faculty sponsoring agency. The Staff May be repeated for credit. The Staff, M. Rotkin supervision. (See course 192.). The Staff

*Not offered in 2004–05 162 PROGRAMS AND COURSES

Upper-Division Courses 199. Tutorial. F,W,S and is announced by the college. Preference will be given Various topics to be arranged. Students submit petition to to Crown College students. Enr ollment restricted to first- 105. Radical Italy. S sponsoring agency. The Staff year and sophomore students. Enrollment limited to 20. Overview of radical, oppositional, and utopian thinking (General Education Code(s): T2-Natural Sciences.) The 199F. Tutorial (2 credits). F,W,S Staff in Italy, focusing on literary and social writings spanning Various topics to be arranged. Students submit petition to seven centuries: from St. Francis of Assisi and Dante; sponsoring agency. May be repeated for credit. The Staff 93. Field Study. F,W,S through Machiavelli and Galileo; to Mussolini, Gramsci, Provides for individual programs of study sponsored by and Fo. Enr ollment restricted to sophomores, juniors, and the college and performed off campus. Students should re- seniors. Enrollment limited to 20. D. Shemek view plans with an appropriate fellow of the college. A 118A. American Musical Theater. * Crown College pr oposal should be presented to the college academic pre- An examination of representative works of the American ceptor no later than the seventh week of the preceding musical theater in the nineteenth and twentieth centuries, qu a rt e r . Credit is granted by the sponsor upon approval of with attention to ways in which they illustrate significant College Off i c e the work performed. Students submit petition to spon- aspects of American life and address problems of politics, (831) 459-2665 soring agency. May be repeated for credit. The Staff class, race, and gender. (Also offered as American Studies ht t p : / / w w w 2 . u c s c . e d u / c r own 93F. Field Study (2 credits). F,W,S 118A. Students cannot receive credit for both courses.) For college description and list of faculty, see page 79. Provides for individual field study in the vicinity of the Enrollment limited to 40. The Staff campus under the direct supervision of a faculty sponsor. 136A. La Francophonie (2 credits). Students submit petition to sponsoring agency. May be re- Studies linguistic and cultural variety in the Fren c h - s p e a k - Lower-Division Courses peated for credit. The Staff ing world. Topics range from the linguistic (language de- 99F. Tutorial (2 credits). F,W,S scription) to the sociolinguistic (language use in 10. Becoming a Successful Student (2 credits). W Individual study for lower-division students directed by a multilingual societies), from literature (poetry, fiction, fellow of Crown College. Students submit petition to drama) to history and the arts. Prer equisite(s): Th r ee yea r s An interactive course providing students with the opportunity to assess and revise methods of and purpose in sponsoring agency. Enr ollment restricted to college mem- high school or one year college-level French, or French 3, bers. The Staff 4, 5, 6, 30, 111, 125, or 136A-B-C. Open to all students, studying. Critical, effective approaches to reading, writing, but priority given to Cowell students. Enr ollment limited participating in lectures and sections, taking exams, bal- to 20. May be repeated for credit. The Staff ancing competing responsibilities, and utilizing campus Upper-Division Courses res o u r ces are all explored. Permission of college adviser re- 136B. La Francophonie (2 credits). quired. Enrollment limited to 24. The Staff 123. Science and Human Values. S Studies linguistic and cultural variety in the Fren c h - s p e a k - Study of the impact of the natural sciences and science- ing world. Topics range from the linguistic (language de- 28. Student Developmental Theory and Practicum in Higher Education (2 credits). S based technology on the values of individuals and social scription) to the sociolinguistic (language use in groups, and on the quality of human life. A writing-in- multilingual societies), from literature (poetry, fiction, An overv i e w of theories, methods, applications, skills, and special topics focusing on college student development tensive lecture course with weekly section meetings. Pre- drama) to history and the arts. Prer equisite(s): Th r ee yea r s requisite(s): satisfaction of the Subject A and Composition high school or one year college-level French, or French 3, and support. This course uses a variety of learning modes including lecture, discussion, case studies, small group in- requirements; permission of instructor. Enrollment lim- 4, 5, 6, 30, 111, 125, or 136A-B-C. Open to all students, ited to 110. (General Education Code(s): W.) F. Andrews but priority given to Cowell students. Enr ollment limited teraction and presentations. Prerequisite(s): see Coordi- to 20. The Staff nator during enrollment period. Enr ollment limited to 24. 184A. Leadership and Institution Building (2 Enrollment restricted to Crown residential assistants and credits). F 136C. La Francophonie (2 credits). residential assistant candidates. Enr ollment limited to 24. Through lectures by senior administrators and student Studies linguistic and cultural variety in the Fren c h - s p e a k - May be repeated for credit. The staff consensus-and-recommendation teams, students learn ing world. Topics range from the linguistic (language de- 80. Ethical Issues in Emerging Technologies: how leaders work with constituent groups, build cooper- scription) to the sociolinguistic (language use in ation, and develop implementation plans in an institution multilingual societies), from literature (poetry, fiction, Transgenics, Clones, Cyborgs, and Artificial Intelligence. F such as the Uni v ersity of California, specifically, UC San t a drama) to history and the arts. Prer equisite(s): Th r ee yea r s Cruz. Enr ollment restricted to undergraduates accepted in high school or one year college-level French, or French 3, Exp l o r es emerging issues in science and technology—bioengineering, information systems, artificial intelligence, the Chancellor’s Undergraduate Internship Program. En- 4, 5, 6, 30, 111, 125, or 136A-B-C. Open to all students, rollment limited to 40. W. Ladusaw but priority given to Cowell students. Enr ollment limited and animal rights—and examines ethical challenges faced to 20. The Staff as the world is regularly and cataclysmically transformed 184B. Leadership and Institution Building (2 by the sciences. Prerequisite(s): satisfaction of Subject A credits). W 192. Directed Student Teaching. F,W,S requirements for designated sections. Enrollment re- Through lectures by senior administrators and student Teaching of a lower-division seminar under faculty su- stricted to first-year college members. (General Edu c a t i o n consensus-and-recommendation teams, students learn pervision. (See course 42.) Upper-division standing re- Code(s): T6 - N atural Sciences or Humanities and Arts . ) F. how leaders work with constituent groups, build cooper- quired and a proposal supported by a faculty member Ferguson ation, and develop implementation plans in an institution willing to supervise. The Staff 80H. Ethical Issues in Emerging Technologies: such as the Uni v ersity of California, specifically, UC San t a 194. Group Tutorial. F,W,S Transgenics, Clones, Cyborgs, and A.I. Cruz. Enr ollment restricted to undergraduates accepted in the Chancellor’s Undergraduate Internship Program. En- A program of independent study arranged between a (Honors). * rollment limited to 40. W. Ladusaw group of students and an instructor. The Staff Explores emerging issues in science and technology: bioengineering, information systems, artificial intelligence, 195. Senior Thesis. F,W,S 184C. Leadership and Institution Building (2 and animal rights. Examines ethical challenges faced as the credits). S Students submit petition to sponsoring agency. The Staff world is regularly and cataclysmically transformed by the Through lectures by senior administrators and student 198. Independent Field Study. F,W,S sciences. Req u i r es more advanced readings than course 80. consensus-and-recommendation teams, students learn Provides for college-sponsored individual study programs Interview only. Enrollment restricted to first-year college how leaders work with constituent groups, build cooper- off campus, for which faculty supervision is not in person members. (General Education Code(s): T6-Natural Sci- ation, and develop implementation plans in an institution (e.g., supervision is by correspondence.) Up to three such ences or Humanities and Arts.) F. Ferguson such as the Uni v ersity of California, specifically, UC San t a courses may be taken for credit in any one quarter. Ap- 80S. Undergraduate Seminar in Science, Cruz. Enr ollment restricted to undergraduates accepted in pr oval of student’s adviser, certification of adequate prep a - Technology, and Society. * the Chancellor’s Undergraduate Internship Program. En- ration, and approval by provost req u i r ed. May be rep e a t e d An honors seminar for first year students on selected top- rollment limited to 40. W. Ladusaw for credit. The Staff ics that examine the relationship between science, technology, and society. Precise focus of each seminar varies DIGITAL ARTS AND NEW MEDIA 163

198. Independent Field Study. F,W,S ELI E. HOL LA N D E R , Professor of Film and Dig i t a l and the culture they have helped create. This exploration Provides for college-sponsored individual study programs Med i a is intended to expand the expres s i v e possibilities of the off campus. App r oval of student’s faculty sponsor and col- Film and video directing, editing, cinematograp h y , digital enablers available to us and to create new tools for lege academic provost required. The Staff vi d e o g ra p h y , digital image generation, scree n w r i t i n g use within our program and by others. In effect, we are enlarging our collective imagination to make greater use 199. Tutorial. F,W,S DAVI D EVAN JON E S , Professor of Mus i c Composition and analysis (often computer assisted), timbre of the possibilities made available to us through digital Individual study for upper-division students directed by a means and other advanced media. fellow of Crown College. Students submit petition to and orch e s t r ation, language and music sponsoring agency. The Staff NOR M A N LOC K S , Professor of Art Pho t o g ra p h y Req u i re m e n t s 199F. Tutorial (2 credits). F,W,S The Digital Arts and New Media M.F.A. Program is de- Individual study for upper-division students directed by a SUR E S H K. LOD H A , Professor of Computer Science Scientific visualization, geographic information visualization, signed to be completed in two years of study. Dur i n g fellow of Crown College. Students submit petition to those two years, students will normally take two five- sponsoring agency. The Staff sensor and computer vision, image processing, multi-modal human-computer interac t i o n cr edit courses each term. In addition, most students will take a two-credit colloquium ever y quarter from courses DOM I N I C W. MAS S A R O, Professor of Psyc h o l o g y 204A-B-C. Students will be req u i r ed to complete 72 Understanding language, speech perception and rea d i n g , cr edits of academic course work (of which up to 20 cred - language learning and speech technology, pattern rec o g n i t i o n , Digital Arts and New concept learning, decision making, development of perce p t i o n its may come from upper-division undergraduate and cognition, human-machine interfa c e courses—with program approval ) . Media A student’s program in digital arts and new media will CHA R L E S E. MCDOWE L L , Professor of Computer in vo l v e five kinds of academic courses: seminars, elective Sc i e n c e courses, colloquia, project groups, and thesis proj e c t s . Por ter D-232 Prog r amming languages, parallel computing, operat i n g Seminars. These are required of all students. The sub- (831) 459-1554 systems, compilers jects of the first-year seminars are as follows: ht t p : / / d i g i t a l a rt s . u c s c . e d u MARG A R E T MOR S E , Professor of Film and Dig i t a l • a history of digital arts and new media (fall quarte r ) Med i a • cultural theory and res e a r ch (winter quarte r ) Faculty and Professional Int e re s t s Digital and electronic media theory and criticism, media art, • interface design (spring quarter) media history, technology and culture, film history and theory, ELL I O T W. AND E R S O N , Assistant Professor of Art do c u m e n t a r y and science fiction Ele c t i v e Courses. These are courses on differing topics which are selectively open to all students, not excl u s i ve l y Ele c t r onic media and conceptual art using computer PAUL NAUE R T, Associate Professor of Mus i c te c h n o l o g y those in the Digital Arts and New Media Program. Th e Th e o r y, composition; rhythm and meter; music cognition; choice of electives should be selected in consultation with mathematical and computer models of the compositional LAWR E N C E AND R EW S , Associate Professor of Fil m the student’s graduate program adviser. If rec o m m e n d e d pro c e s s and Digital Med i a by the adviser, students may enroll in undergraduate Film, video, installation and media art ED OSB O R N , Assistant Professor of Art courses for credit in the program. Students will be ex- JAM E S H. BIE R M A N , Professor of Theater Arts Ele c t r onic art pected to accomplish the course work at a higher level Playwriting, theater history and literat u r e, classical and ALE X T. PAN G , Professor of Computer Science than undergraduate students. Renaissance drama, Chicano theater, digital media Computer graphics, scientific visualization, and virtu a l Co l l o q u i a . A time will be set aside each week during which all students and faculty in the Digital Arts and DAVI D H. COP E, Professor of Mus i c reality interfa c e s Composition; 20th-century music history, with focus on the New Media Program will gather for a colloquium. Th e s e WAR R E N SACK , Assistant Professor of Film and meetings will invol v e a res e a r ch presentation by members ava n t - g a r de; 18th- and 19th-century theory; analysis; Digital Med i a experiments in Music Intelligence of the faculty, invited guests, and, occasionally, student So f t w a r e design and media theory pr ojects. Students will be given rel e v ant reading assign- DAVI D CRA N E , Assistant Professor of Film and BAR R Y SIN E R VO, Professor of Ecology and ments to prep a r e them for the colloquia and will be eval u - Digital Med i a Evol u t i o n a r y Bio l o g y ated on their participation. Film and media theory, discourses on technology, digital Animal behavior, evolution, physiological ecology Project Grou p s . These groups will form the center of cu l t u r e, experimental media, critical and psych o a n a l y t i c the program, and all students will participate in a proj e c t th e o r y HAI TAO, Assistant Professor of Computer Eng i n e e r i n g gr oup starting in the third quarter of their first yea r . Stu - DAVI D CUT H B E R T, Assistant Professor of Th e a t e r Image and video processing, computer vision, vision-based dents and faculty are grouped into small clusters based on Art s gr aphics, and human-computer interaction similar interests and combine a variety of skills and back- Lighting design, CADD, projection design, scenic design gr ounds. The students are encouraged to develop furth e r LEWI S WATTS, Assistant Professor of Art skills and strategies that are useful in reaching a certa i n SHA RO N DAN I E L , Associate Professor of Film and Pho t o g ra p h y Digital Med i a ob j e c t i v e defined by the grou p . The composition of the Community-based public art in information and JAN E P. WIL H E L M S , Professor of Computer Science pr oject groups will var y, with collaborations depending communications environments, net art, social and political Computer graphics, computer animation, modeling on the nature of the res e a r ch project and the specific in- aspects of computer networks and databases, human-computer ar ticulated bodies, dynamic simulation, behavioral te r ests of individual res e a r chers. Each group will have one in t e r face design animation, human and animal modeling, scientific or more faculty members and approximately six students. visualization The projects will be selected, in part, for the blend of PET E R Q. ELS E A , Le c t u r er of Mus i c ar tistic, technical, and theoretical components. All thesis Ele c t r onic music and music technology Prog r am Des c r i p t i o n pr ojects will be generated under the umbrella of the var i - SHE L L Y ERR I N G TO N , Professor of Anthrop o l o g y ous project groups and will grow out of the work done in Globalization of folk art, visual and social semiotics, This program serves as a center for innovation and explo- the project group during the three quarters prior to the ph o t o g ra p h y , film, the Int e r net and digital media, Southeast ration in the study of and application of digital technolo- thesis quarte r . Asia, and Latin Ame r i c a gies in the arts. With its concentration on digital tools Thesis Proj e c t s . All second-year students will complete a and enablers and also digital venues for the arts, the pro- JEN N I F E R A. GON Z Á L E Z , Associate Professor of thesis or thesis project. They will work throughout the gram is designed to fall at the points of intersection of a year on the thesis or project. Projects could be individual His t o r y of Art and Visual Cul t u r e variety of established disciplines which include the Co n t e m p o ra r y theories of visual culture, semiotics, critical or collaborative and would combine writing about, de- graphic arts, three-dimensional and environmental arts , museum studies, photograp h y , public and activist art in the U.S. signing, and building a project. The thesis project will be music and sound design, film, video, and theater. Wh i l e placed under the umbrella of the student’s project grou p . our focus is on the practice of these arts, it is rei n f o rc e d While students may be working largely independently of with the study and exploration of their history and theory their project grou p , they will be expected to make and of the history and theory of the new digital media pro g r ess presentations to their project group at least three 164 PROGRAMS AND COURSES

times during their thesis quarte r . All students will submit 204A. Digital Arts and New Media: 250B. Project Group in Digital Arts and New a thesis project at the time of the completion of their de- Colloquium Series (2 credits). F Media. * gr ee program. In most cases, the thesis will be an arts Weekly colloquia include presentations by invited outside A three-quarter project group, starting in spring of first pr oject submitted in some digital form accompanied by a guests, by UCSC faculty in DA/NM and in related fields, year of study and continuing through winter of second paper discussing the student’s prep a r a t o r y res e a r ch as wel l and by advanced students preparing thesis projects. Stu- year of study for first-year students; or starting at other as the theoretical significance of the project. In some dents required to read materials specific to each presenta- times during year for second-year students. Students col- cases, the project will consist entirely of a written res e a rc h tion. Enrollment restricted to graduate students. May be laborate to develop projects and thesis ideas. Examples in- pro j e c t . repeated for credit. D. Massaro clude music and robotics, morphing, networks and systems, interactive game design, privacy and identity, and 204B. Digital Arts and New Media: App l i c a t i o n s interactivity and performance. Enrollment restricted to Colloquium Series (2 credits). W graduate students. May be repeated for cred i t . P. Elsea, W. Pros p e c t i v e students in the Digital Arts and New Med i a Weekly colloquia include presentations by invited outside Sack Program will have a foundation in the arts with some guests, by UCSC faculty in DA/NM and in related fields, demonstrated interest in technology or a foundation in and by advanced students preparing thesis projects. Stu- 250C. Project Group in Digital Arts and New technology with demonstrated background in the arts . dents required to read materials specific to each presenta- Media. * Man y , but not all, entering students will have completed tion. Enrollment restricted to graduate students. May be A three-quarter project group, starting in spring of first a bachelor of arts program in one or more of the arts dis- repeated for credit. D. Massaro year of study and continuing through winter of second ciplines (art or art history, film, multimedia, music, the- year of study for first-year students; or starting at other at e r , video, etc.) or a bachelor of science program in 204C. Digital Arts and New Media: times during year for second-year students. Students col- computer science or computer or electrical engineering. Colloquium Series (2 credits). S laborate to develop projects and thesis ideas. Examples in- Other successful applicants will have a B.A. or B.S. in an- Weekly colloquia include presentations by invited outside clude music and robotics, morphing, networks and other field, but will be able to show substantial achieve- guests, by UCSC faculty in DA/NM and in related fields, systems, interactive game design, privacy and identity, and ment in the arts, in technology, or in digital arts. and by advanced students preparing thesis projects. Stu- interactivity and performance. Enrollment restricted to In certain cases, students who demonstrate exce l l e n t dents required to read materials specific to each presenta- graduate students. May be repeated for credit. P. Elsea, potential for the program but lack proficiency in a “cro s s tion. Enrollment restricted to graduate students. May be W. Sack di s c i p l i n e ” will be admitted to the program with the un- repeated for credit. D. Massaro derstanding that they will take courses during their first 290. Interactivity in Performance. W 219. Introduction to Electronics for Examines use of interactive technologies to bring about two quarters of study to make up that deficiency. An arts Artmaking. F student lacking sufficient programming experience, for collaboration among visual, performance, and sound art. Intensive introduction to electronic devices for use in art- Goal is to collaboratively produce an interactive live-per- example, will be expected to take one or two prog r a m - making. Provides hands-on experience working with sen- ming courses as electives in his or her first two quarte r s . formance work. Exp l o r es methodologies and technologies sors, motors, switches, gears, lights, simple circuits, of interactivity, space, and time and addresses aesthetic Sim i l a r l y , a student lacking sufficient background in the microprocessors, and hardware-store devices to create ki- ar ts may be req u i r ed to take courses in an arts discipline. and compositional concerns that arise when using inter- netic and interactive works of art. Students produce sculp- active digital tools, including critical discussions about Students will apply online through the Division of tural or installation-based projects. Prov i d e s Graduate Studies web site between September 1 and Feb - how technology itself shapes form and content of an art- demonstrations, lectures, and critical discussion of work to work. Meets 3 1/2 hours/week for combination lab and rua r y 1 for the following fall quarte r . In addition to sub- de v elop concepts and technical skills. Presents history and mitting an online application, students will be expected l e c t u re. En rollment restricted to graduate students. theories of electronic art in lectures. Students required to E. Anderson to submit a nonreturnable rep re s e n t a t i v e sample of their have basic programming skills. Enrollment restricted to wo r k, i.e., portfolio on a CD, CD-ROM, or DVD. Fur - graduate students. E. Anderson ther information can be found at ht t p : / / g ra d d i v. u c s c . e d u . 220. Introduction to Programming for the Dual-Degree Engineering Arts. F Graduate Courses Learn about digital representation of text, sound, images, See Engineering, page 217. and movies and how to create and manipulate these rep- 201. Digital Arts/New Media: History. F resentations under program control. Also learn about how Focuses on history of visual, aural, kinetic, and computa- computers share information over the network with view tional media and technologies central to the field of digi- of “the web ” as a potential medium for artists. Projects are tal arts/new media today. Explores how digital and new Earth Sciences completed using conventional programming languages media art has critically engaged with this history. Enroll- such as Python, Java, or C. Assumes basic computer lit- ment restricted to graduate students. M. Morse eracy and programming experience comparable to one- A232 Earth and Marine Sciences Bui l d i n g 202. Digital Arts/New Media: Cultural Theory q u a rter intro d u c t o ry programming course such as (831) 459-4089 and Research. W Computer Science 60G or Art 21. This course does not ht t p : / / w w w. e s . u c s c . e d u Examination of key theories concerning digital media and teach how to use existing applications to manipulate the cultures, especially the interaction between digital tech- various media. Enr ollment restricted to graduate students. Fac u l t y , Res e a r chers, and Prof e s s i o n a l E. Anderson, C. McDowell nologies and sociocultural formations. Emp h a s i z es digital Int e re s t s media’s connections to social networks, identity (gender, 250A. Project Group in Digital Arts and New race, ethnicity, and sexuality), ownership and access, and Media. S ERI K ASPH AU G , Associate Prof e s s o r globalization. Enrollment restricted to graduate students. A three-quarter project group, starting in spring of first Ast e r oids and comets, impact modeling, spacecraft explorat i o n Enrollment limited to 15. S.Errington year of study and continuing through winter of second KEN N E T H L. CAM E RO N , Eme r i t u s 203. Digital Arts / N ew Media: Int e r face Design. S year of study for first-year students; or starting at other PATR I C K Y. CHUA N G , Assistant Prof e s s o r Examination of the way digital content creates context times during year for second-year students. Students collaborate to develop projects and thesis ideas. Examples in- Atmospheric aerosols, cloud physics, climate change, th r ough which it is accessed by audience. In parti c u l a r , ex- atmospheric chemistry, air quality plores choice of metaphors through which content is de- clude music and robotics, morphing, networks and signed to be accessed and variety of interactive strategies systems, interactive game design, privacy and identity, and ROB E R T S. COE , Prof e s s o r made possible as result of choices. Explores rich variety of interactivity and performance. Enrollment restricted to Geophysics, paleomagnetism, tectonics graduate students. May be repeated for cred i t . P. Elsea, W. software interfaces including web browsers, traditional AND R E W FIS H E R , Prof e s s o r software, computer games, CD-ROMs, and various dis- Sack Hydro g e o l o g y, crustal studies, heat flow, modeling tr i b u t i v e art venues. Enr ollment restricted to graduate students. S. Daniel ROB E R T E. GAR R I S O N , Eme r i t u s JAM E S B. GIL L , Prof e s s o r Igneous petrol o g y, geochemistry of island arcs EARTH SCIENCES 165

GAR Y A. GLATZ M A I E R , Prof e s s o r A. RUS S E L L FLE G A L , (Professor of Env i ro n m e n t a l dents can develop a focus in any of a wide variety of Computer simulation of geodynamics and planetary dynamics Toxi c o l o g y ) ar eas, emphasizing, for example, environmental issues, Ant h r opogenic perturbations of biogeochemical cycl e s geologic hazards, water res o u r ces, global change, or tradi- GAR Y B. GRI G G S , Prof e s s o r tional areas such as geology, geophysics, or geochemistry. Coastal processes, hazards and engineering A. CHR I S T I N A RAVE L O, (Associate Professor of Ocean Sciences) Some of the many course combinations that can be con- ELI S E KNI TT L E , Prof e s s o r st r ucted to prep a r e for various career directions are illus- Min e r al physics, experimental geophysics Stable isotope geochemistry and chemical oceanograp h y , pa l e o c l i m a t o l o g y trated below. PAUL L. KOC H , Prof e s s o r Faculty and res e a r ch staff cover many Earth sciences Isotope biogeochemistry, vert e b r ate paleontology subdisciplines, including igneous and sedimentary petrol - Prog r am Des c r i p t i o n og y , trace element and isotope geochemistry, paleontol- LÉO F. LAP O RT E , Eme r i t u s The study of Earth sciences encompasses a broad explo- ogy and paleoecology, mineral physics, geomorphology, THO R N E LAY, Prof e s s o r ration and understanding of the origin and evolution of hyd ro l o g y , geologic hazards, plate tectonics, earth q u a k e Sei s m o l o g y, geophysics Ea r th and its life forms. These endeavors have been uni- and global seismology, crustal seismology, paleomagnetism, paleoceanography, paleoclimatology, planetary sci- KAR E N C. MCNAL L Y, Eme r i t a fied by the theory of plate tectonics, which considers Ea rt h ’s surface to be broken into a number of interlock- ences, and global climate modeling. Many related courses MARC I A MCNUT T, Prof e s s o r ing plates. Plate movements result in ocean basin forma- ar e offered by the Ocean Sciences Dep a r tment. The large Tectonic marine geophysics tion, mountain building, and plate translation along res e a r ch staffs of the IGPP and the Institute of Mar i n e J. CAS E Y MOO R E , Prof e s s o r gr eat faults such as the San Andreas, only 15 kilometers Sciences further augment the res e a r ch and teaching pro- Geofluids, struc t u r al geology, tectonic hydro g e o l o g y, marine east of Santa Cruz. Most earthquakes and volcanic activi- gram. Weekly seminars by visiting lecturers provide an ge o l o g y ty occur at modern plate boundaries. Ene r g y , mineral, op p o r tunity for undergraduates to gain exposure to lead- and water res o u r ces, geologic hazards, pollution of natu- ing res e a r chers and res e a r ch topics in Earth sciences. An HIL D E SCH WA RT Z , Le c t u re r ral waters, climate change, and earthquake hazard red u c - internship program provides opportunities for under- Vert e b r ate paleontology, sedimentology, paleoecology tion and prediction comprise some pressing societal con- graduate (and graduate) students to gain practical work SUS A N Y. SCH WA RT Z , Prof e s s o r cerns of Earth sciences. experience, which may prove beneficial in the industrial Sei s m o l o g y, geophysics, active tectonics Ea r th sciences thus presents a broad range of caree r and governmental Earth sciences job market. Earth sci- ELI A. SILV E R , Prof e s s o r op p o r tunities. Students obtaining a good background in ences also offers a mentorship course (course 190, 1 cred - Marine geology and geophysics, active tectonics, remote sensing geology and related disciplines will be prep a r ed for a it) which introduces students to res e a r ch programs and wide variety of employment opportunities in teaching, analytical facilities in the department. The small class for- LIS A C. SLOAN , Prof e s s o r res e a r ch, government, consulting, and industry. mat allows students close interaction with three faculty Pal e o c l i m a t o l o g y, climate change, Ear th system science, On-campus res e a r ch facilities at UCSC include labora- members during each offering. su r ficial proc e s s e s tories in seismology (the W. M. Keck Sei s m o l o g i c a l The Earth Sciences Dep a r tment offers both bachelor OTH M A R T. TOB I S C H , Eme r i t u s La b o r a t o r y and the Crustal Imaging Laboratory); paleo- of arts (when combined or doubled with another major) magnetism; high-pres s u r e and high-temperature mineral and bachelor of science degrees. Combined majors lead- SLAWE K TUL ACZ Y K , Associate Prof e s s o r ing to a B.A. degree in Earth sciences/anthropology or Gla c i o l o g y and glacial geology, geomorphology, soil mechanics physics; surface processes; isotope geochemistry; electron mi c r oscopy; and XRF, ICP, and XRD spectrom e t r y. en v i r onmental studies/Earth sciences are also offered; for STEV E N N. WAR D , Res e a r ch Geophysicist, IGPP Many laboratory activities are associated with UCSC’s the latter program description, see page 229. A minor in Sei s m o l o g y, geophysics Institute of Geophysics and Pla n e t a r y Physics (IGPP), a Ea r th sciences is also available. Students planning to GER A L D E. WEB E R , Le c t u re r Eme r i t u s multicampus res e a r ch unit. Res e a r ch scientists associated transfer into the program are strongly encouraged to sat- with IGPP greatly intensify tectonic investigation, adding isfy prer equisites to upper-division courses for the B.S. or QUE N T I N C. WIL L I A M S , Prof e s s o r significantly to the intellectual and teaching res o u rc e s B.A. degree before transferring to UCSC. Min e r al physics, tectonophysics, experimental geochemistry av ailable in Earth sciences at UCSC. For more informa- Those interested in the M.S. or Ph.D. degree should RU-S HA N WU, Res e a r ch Geophysicist, IGPP tion on IGPP activities, see page 65 or the web site at see the description below and request further information Sei s m o l o g y, geophysics; wave propagation and subsurfa c e ht t p : / / i g pp.ucsc.edu/. and applications through the Division of Gra d u a t e im a g i n g Ea r th sciences at UC Santa Cruz is also associated Studies. The Earth Sciences Dep a r tment web site offers with the Institute of Marine Sciences, a group of physi- valuable information about the graduate prog r a m : XIA O-BI XIE , Res e a r ch Geophysicist, IGPP Sei s m o l o g y, geophysics cal, biological, and chemical oceanographers, with a grad- ht t p : / / w w w. e s . u c s c . e d u / g ra d / g ra d p ro g . h t m l uate program of its own. Students often have opportu n i - JAM E S C. ZACH O S , Prof e s s o r ties to engage in seagoing res e a r ch aboard a coastal Academic Adv i s i n g Pal e o c e a n o g ra p h y , marine strat i g ra p h y , geochemisty res e a r ch vessel and occasionally on the larger res e a r ch ves - A student who wants to become an Earth sciences XIX I ZHA O, As s o c i a t e Res e a r ch Geophysicist, IGPP sels of the nearby U.S. Geological Sur vey , Mon t e r ey Bay Paleomagnetism applied to tectonics, paleogeograp h y , Aquarium Res e a r ch Institute, or other oceanographic major should contact the De p a rtment of Eart h st ra t i g ra p h y , paleoclimatology in s t i t u t i o n s . Sciences undergraduate degree adviser as soon as possi- Ea r th sciences instruction at UC Santa Cruz encom- ble. After developing a formal study plan on a declara- ◆ ◆ ◆ passes geology, geochemistry, and geophysics, as applied tion of major petition, students are re q u i red to meet to surficial and internal processes and to geological with a faculty adviser who can help the student plan NEI L BAL M F O RT H , (Professor of Eng i n e e r i n g ) oc e a n o g r a p h y . Undergraduate courses integrate these sub- his or her program in detail and provide information Ast r ophysics, dynamical systems, fluid dynamics, about independent study, thesis re s e a rch, adva n c e d mathematical biology, non-Newtonian fluids, plasma physics disciplines and applications, with a focus on modern fr ontiers and career opportunities in the field. A core set s t u d y, career options, and other educational opport u- KEN N E T H W. BRULA N D , (Professor of Oce a n of three foundation courses is available to all majors; nities. For the combined major with enviro n m e n t a l Sc i e n c e s ) these provide rigorous development of the central con- studies, students begin the advising process with the Chemical oceanograp h y , biogeochemistry of trace metals and cepts in Earth sciences. All upper-division Earth sciences De p a rtment of En v i ronmental Studies; after which radionuclides, aquatic chemistry, geochemistry courses invol v e intensive written work, which most stu- they meet with the De p a rtment of Earth Sciences for dual advising. Re l e vant courses taken at UCSC or WEI X I N CHE N G , (Associate Professor of dents find helpful in developing skills useful in the job Env i r onmental Stu d i e s ) ma r ket. In addition, there is a req u i r ement to take two other institutions may be substituted for re q u i red elec- Soil ecology, agroe c o l o g y, biogeochemistry, global change ecology upper-division courses that provide hands-on experience t i ves by approved petition. Please see the undergradu- with data acquisition and analysis, which is also val u a b l e ate adviser for the substitution petition form and more MARG A R E T L. DELA N E Y, (Professor of Oce a n training for the job market and for graduate res e a r ch. information on this pro c e s s . Sc i e n c e s ) The remaining req u i r ements for the major are Pal e o c e a n o g ra p h y , marine geochemistry designed with sufficient flexibility to tailor each degree to Transfer Stu d e n t s pa r ticular student interests and career intentions. Those planning to major in Earth sciences are encour- Th r ough appropriate selection of elective courses, stu- aged to call for advice on courses they should complete 166 PROGRAMS AND COURSES

be f o r e arrival at UC Santa Cruz. It is important that stu- in t e r ests. The following are examples of elective distribu- Ear th Sciences Sta n d a r d B.S. dents have completed as many as possible of the chem- tions that develop expertise in important areas (* indi- is t r y, mathematics, and calculus-based physics courses cates that the course satisfies the lab or field data acquisi- Major Planner req u i r ed. Having this course work completed elsewh e r e tion/analysis req u i re m e n t ) . Students planning a professional career in the Earth sci- al l o ws students greater flexibility in scheduling and com- Ear th system sciences. Focuses on terrestrial, marine, and ences should take more than the minimum number of pleting their UCSC Earth sciences courses. Junior trans- atmospheric processes and their relations through time; courses req u i r ed for the major if possible. Fou r - y ear stu- fer Earth sciences majors and pros p e c t i v e majors should may include paleoclimatic and paleoenviron m e n t a l dents have ample flexibility to take additional electives if meet with department advisers during summer orienta- dynamics, global change issues, and surface geological they begin with the req u i r ed courses in their second yea r . tion or shortly after their arrival on campus in order to pr ocesses such as weathering, erosion, and hydro l o g y : Junior transfers also have flexibility if they have taken plan their next two yea r s ’ schedule of courses. 100/L, 101/L, 102, 107, 109/L*, 116*, 119*, 120/L*, most of their prep a r a t o r y courses in calculus, chemistry, 121, 122, 128, 148, 208, Ocean Sciences 200 and physics before entry. Fur ther advice can be obtained fr om the undergraduate adviser and from faculty Bachelor of Science Deg re e Ear thquake and faulting studies. Focuses on crus t a l me m b e r s . The B.S. program is designed for students who intend deformation and faulting processes and related phenome- Not e : Ch e m i s t r y 1B/M and 1C/N are offered fall- to pursue professional careers in Earth sciences, engi- na such as plate motions, earthquakes, and stress in the winter and winter-spring. Physics 6A/L and 6B/M and neering, policy, law, teaching, or business or who other- li t h o s p h e r e: 109/L*, 117/L*, 119*, 150/L*, 162, 170 6C/N are offered fall-winter and winter-spring and wise desire the broad, quantitative training available at Geologic hazards . Focuses on Earth processes that impact spring-fall, and Mathematics 11A-B and 19A-B and 22 UCSC. In addition to providing comprehensive prepa- so c i e t y , including earthquakes, volcanoes, coastal eros i o n , ar e offered ever y quarte r . ration in the basic physical sciences, and particular and landslides: 104, 105, 107, 109/L*, 142*, 170 breadth and depth in Earth sciences, the curriculum is Yea r Fa l l Win t e r Sp r i n g structured to prepare students for the competitive grad- Geo l o g y. Emp h a s i z es a traditional broad background with field skills, rock genesis and interpretation, and struc t u r a l Yr 1 gen ed. gen ed Ea r t 10/L uate school and career marketplace. college core Chem 1B/M Chem 1C/N The core of the major includes calculus, physics, relations: 109/L*, 117/L*, 120/L*, 130/L*, 150/L* Geo p h y s i c s . Dev elops breadth in geophysical techniques, Yr 2 PMath 11A or 19A Math 11B or 19B Math 22 or 23A chemistry, and a group of comprehensive Earth sciences 10 9 / L * El e c t i v e El e c t i v e courses. For the standard B.S., students then select at composition and struc t u r e of Earth ’s deep interior, and least four additional courses from a diverse list of gravitational and magnetic fields: 117/L*, 119*, 150/L*, Yr 3 Ea r t 110A/L* Ea r t 110B/M* Ea r t 110C/N El e c t i v e Physics 6A/L Physics 6B/M upper-division electives, with at least two that involve 162, 165, 166, 168*, 170, 172 Yr 4 Physics 6C/N or El e c t i v e 18 8 A - B significant laboratory or field data acquisition and Marine geophysics. Emp h a s i z es a breadth of geological analysis. These electives, often in combination with Chem 108A/L OR and geophysical background for continuing study of the senior thesis† senior thesis† senior thesis† additional upper-division courses from this and related pr ocesses invol v ed in the growth, evolution, and destruc - departments, provide the student with expertise in one * Eart 109/L, 110A/L, and 110B/M are req u i r ed for participation in Eart tion of the ocean floor and margins: 107, 117/L*, 146*, 18 8 A - B . or more subdisciplines within Earth sciences. 150/L*, 152*, 168*, 170 Elective distributions can be designed to emphasize † Students expecting to write a senior thesis for their comprehensive earthquake and faulting studies, Earth surface processes, Sur face proc e s s e s . Emp h a s i z es understanding the fluxes of requirement are encouraged to contact the department approximately Earth system sciences, geologic hazards, geology, crustal en e r g y , water, mass, and chemicals within and acros s three quarters before graduation to identify the intended project and fac- Ea rt h ’s surface and the relations to climatic and tectonic ulty adviser. Senior theses usually require two or three quarters for com- and deep-Earth geophysics, marine geophysics, and pletion. water resources. Three formal concentrations, all with fo r cing processes: 107, 109/L*, 116*, 119*, 120/L*, 122, specific course requirements and leading to an Earth 128, 134, 142*, 146*, 148, 166, Env i ro n m e n t a l sciences B.S., are available: environmental geology, Toxicology 144. Ear th Sciences Major with Concentrat i o n ocean sciences, and planetary sciences. A senior com- Water resources. Focuses on water resources quality and in Env i r onmental Geo l o g y (B.S.) prehensive experience (senior thesis, geologic field quantity and relations between climate and water in The environmental geology concentration is designed to camp, or exemplary performance in a graduate course) and on the crust: 105, 109/L*, 116*, 119*, 121, 142*, pr ovide quantitative preparation for career pathways is required. 146*, 148, Environmental Toxicology 144, Ocean Sciences 120 in v olving interdi s c i p l i n a r y study of the environment with a geological emphasis. Additional biology and environ - Preparation for the Sta n d a r d Major (B.S.) Students are not constrained to any specific focus and mental studies courses are req u i r ed for this concentration Ch e m i s t r y 1B/M and 1C/N may develop a unique program based on combinations of along with other distributions of upper-division req u i r e- various electives. Obtaining advice from the departm e n t Mathematics 11A-B or 19A-B, 22 or 23A ments and electives . in order to enhance career opportunities is strongly rec - Physics 6A/L and 6B/M, or 5A/L and 5B/M, and 6C/N om m e n d e d . Req u i r ed Lower - D ivision Courses or 5C/N or Chemistry 108A/L or 112A/L Co m p re h e n s i v e Req u i r ement (B.S.) Ea r th Sciences 20/L (recommended) or 10/L or 5/L Req u i r ements for the Sta n d a r d Major (B.S.) Students complete one of the following three options: Env i r onmental Studies 25 Courses 5/L, 10/L, or 20/L; 110A/L, 110B/M, and Biology 20A, 20B, 20C 11 0 C / N • Sat i s f a c t o r y completion of courses 188A-B, Sen i o r Ch e m i s t r y 1B/M and 1C/N At least four elective courses from upper-division Field Int e rn s h i p Earth sciences offerings must be completed, with not • Sat i s f a c t o r y completion of a senior thesis, which must Mathematics 11A-B or 19A-B more than one of either course 104 or 105. Two of the include a significant element of independent res e a rc h Physics 6A/L and 6B/M, or 5A/L and 5B/M four upper-division electives must be selected from this or original work and can only be undertaken after subset of courses, which involve significant laboratory ag r eement is obtained from a faculty member to Req u i r ed Upp e r - D ivision Courses or field data acquisition/analysis: 109/L, 116, 117/L, su p e r vise it (approximately three quarters in advan c e Courses 110A/L, 110B/M, Biology 150 119, 120/L, 130/L, 142, 146, 150/L; 168. Five (5) of completion) credits of internship (course 198) or independent study At least four of the following Earth sciences courses: (199) may be substituted for up to 5 credits of upper- • Exem p l a r y performance, including a major written 101/L, 102, either 104 or 105, 107, 109/L, 110C/N, division elective. rep o r t, in a 5-credit graduate course or seminar (which 116, 120/L, 121, 142, 146, 148 Students also complete the compreh e n s i v e req u i r e- req u i r es permission from the instructor in order to Two additional upper-division electives from biology, ment described below. en ro l l ) ch e m i s t r y, Earth sciences, environmental studies, or Students are encouraged to take more than the mini- ocean sciences mum number of elective courses and to combine addi- Students also complete an Earth sciences compreh e n s i v e tional electives from the general list of offerings to fit req u i r ement from the list described above. individual needs. Students may craft an elective distribution in any of many areas of specific res e a r ch and caree r EARTH SCIENCES 167

Ear th Sciences (Env i r onmental Geo l o gy ) Req u i r ed Lower - D ivision Courses Req u i r ements for the Sta n d a r d Major (B.A.) B.S. Major Pla n n e r Ea r th Sciences 10/L (pref e r r ed) or 5/L or 20/L Courses 5/L, 10/L or 20/L; 110A/L, 110B/M, 110C/N, As t r onomy 14 or 16 or 18 plus two additional upper-division Earth sciences Yea r Fa l l Win t e r Sp r i n g co u r s e s 1s t Chem 1B/M Chem 1C/N Ch e m i s t r y 1B/M, 1C/N (f r s h ) college core Ea r t 20/L Math 11A Mathematics 19A-B (pref e r r ed) or 11A-B Co m p re h e n s i v e Req u i r ement for the Sta n d a r d 2n d Math 11B Biol 20A Biol 20B Mathematics 22 or 23A Major (B.A.) Envs 25 (s o p h ) Ea r t 110A/L Ea r t 110B/M el e c t i v e Physics 5A/L, 5B/M, 5C/N (pref e r r ed), 5D rec o m m e n d - Students complete one of the following two options: ed; or 6A/L, 6B/M, 6C/N 3r d Biol 20C Phys 6A/L Phys 6B/M • Sat i s f a c t o r y completion of courses 188A-B, Sen i o r (j r ) el e c t i v e Biol 150 el e c t i v e Field Int e rn s h i p Req u i r ed Upp e r - D ivision Courses 4t h el e c t i v e el e c t i v e el e c t i v e Courses 110A/L, 110B/M, 110C/N, 119, 162, and 165 • Sat i s f a c t o r y completion of a senior thesis, which must (s r ) senior thesis senior thesis senior thesis or include a significant element of independent res e a rc h Ea r t 188A-B or 166 or Astronomy 118 or original work and can only be undertaken after Th r ee electives from the following: courses 107, 116, ag r eement is obtained from a faculty member to Ear th Sciences Major with Concentrat i o n 117/L, 121, 134, 165, 166, 172, 209; Astronomy 112, su p e r vise it (approximately three quarters in advan c e in Ocean Sciences (B.S.) 118; Mathematics 130 of completion). Students also complete the compreh e n s i v e req u i re m e n t The ocean sciences concentration is intended to provi d e fr om the list described above. qu a n t i t a t i v e preparation for career pathways that include Combined Major in Ear th Sciences/ ocean biogeochemistry. Additional biology and chemistry Ant h ro p o l o g y (B.A.) courses are req u i r ed for this concentration, along with Ear th Sciences (Pla n e t a r y Sciences) B.S. other distributions of upper-division req u i r ements and Major Pla n n e r The Earth sciences/anthropology combined major is el e c t i ve s . intended for students with interests in Earth sciences and Yea r Fa l l Win t e r Sp r i n g the laboratory-based aspect of anthrop o l o g y . Th e s e include anthropology students interested in arch a e o l o g y Req u i r ed Lower - D ivision Courses 1s t Math 19A Math 19B Ea r t 10/L (f r s h ) college core Chem 1B/M Chem 1C/N or paleoanthropology who desire more intensive training Ea r th Sciences 5/L, 10/L, or 20/L in natural sciences and Earth sciences students with inter- Biology 20A and 20B 2n d Ea r t 110A/L Ea r t 110B/M Ea r t 110C/N ests in paleobiology or arch a e o l o g y . The combined major (s o p h ) Phys 5A/L Phys 5B/M Phys 5C/N pr ovides a rigorous training in both anthropology and Ch e m i s t r y 1B/M and 1C/N Math 22 or 23A el e c t i v e el e c t i v e Ea r th sciences and will permit students to enter graduate Mathematics 11A-B or 19A-B 3r d Ea r t 165 or 166 el e c t i v e Astr 14 or 16 or 18 pr ograms in Earth sciences, arch a e o l o g y , or paleoanthro- (j r ) Phys 5D (2 cred i t s ) Ea r t 119 Ea r t 162 Physics 6A/L and 6B/M, or 5A/L and 5B/M po l o g y . The combined major has a significantly differen t 4t h senior thesis senior thesis senior thesis or set of cognate science and req u i r ed lower- and upper- Req u i r ed Upp e r - D ivision Courses (s r ) Ea r t 188A-B division courses than the standard major; theref o r e, stu- Courses 110A/L, 110B/M, 110C/N; Chemistry 108A/L dents are advised to plan carefully and to contact aca- and 108B/M or 112A/L and 112B/M and 112C/N; Bachelor of Arts Deg re e demic advisers in the Earth Sciences or Anthrop o l o g y Ocean Sciences 101 or 102 The B.A. program encourages connections between the Dep a r tments early if they have questions. Ea r th sciences and other disciplines, and the degree is Four electives from the following list: granted only as part of a double major or for the com- Req u i r ed Lower - D ivision Courses Courses 101, 102, 105, 120/L, 122, 128, 172; bined major with anthropology or environmental studies. Ch e m i s t r y 122; Ocean Sciences 101, 102, 118, 120, An t h r opology 1, 2, and 3 Students can prep a r e for careers in environmental engi- 130, 142, 156, 200, 220, 238 Ea r th Sciences 5/L, 10/L, or 20/L neering, management, remediation, and policy; educa- Students also complete the compreh e n s i v e req u i re m e n t tion; law; medicine; and interdi s c i p l i n a r y science fields. Mathematics 11A-B fr om the list described above. A topic emphasizing ocean The B.A. can be granted together with any major field. Fiv e lower-division cognate science courses (plus labora- sciences is rec o m m e n d e d . The prep a r a t o r y courses in chemistry, mathematics, tories) chosen from the followi n g : and physics and four of the six basic courses req u i r ed for Biology 20A, 20B, 20C (or 21A, 21B, 21C) Ear th Sciences (Ocean Sciences) B.S. the standard B.S. degree are req u i r ed for the Earth sciences B.A.; but only two additional electives, which can Ch e m i s t r y 1B/M and 1C/N Major Pla n n e r be chosen from the entire list of upper-division courses, Physics 6A/L and 6B/M (or 5A/L and 5B/M) Yea r Fa l l Win t e r Sp r i n g ar e req u i re d . The combined major in environmental studies and 1s t Math 11A Math 11B Ea r t 10/L Req u i r ed Upp e r - D ivision Courses Ea r th sciences is designed to provide enhanced exposure (f r s h ) college core Chem 1B/M Chem 1C/N An t h r opology 101 or 180/L or 185 to geological concepts and processes for students empha- 2n d Ea r t 110A/L Ea r t 110B/M Ea r t 110C/N sizing environmental policy and social science topics. For Ea r th Sciences 110A/L (s o p h ) Phys 6A/L Phys 6B/M Biol 20A the req u i r ements of the combined environmental stud- 3r d Biol 20B Ocea 101 el e c t i v e ie s / E a r th sciences B.A., see page 229. Th r ee upper-division electives in (j r ) Chem 108A/L Chem 108B/M el e c t i v e Note that B.A. students who want to take courses an t h r opology from the followi n g : 4t h el e c t i v e el e c t i v e el e c t i v e 188A-B, Senior Field Int e r nship, must first complete Any three upper-division electives listed under the (s r ) senior thesis senior thesis senior thesis or courses 109/L, 110A/L, and 110B/M. Ea r t 188A-B An t h r opology Dep a rt m e n t ’s Physical Anthropology and Ar chaeology Courses subdivision (see page 111). Preparation for the Sta n d a r d Major (B.A.) Ear th Sciences Major with Concentrat i o n Ch e m i s t r y 1B/M and 1C/N Th r ee upper-division electives in Earth in Pla n e t a r y Sciences (B.S.) Mathematics 11A-B or 19A-B sciences from the following: The planetary sciences concentration is designed to pro- Physics 6A/L and 6B/M, or 5A/L and 5B/M Ea r th Sciences 100/L, 101/L, 102, 105, 107, 109/L, vide students with a quantitative background approp r i a t e 110B/M, 117/L, 119, 120/L, 122, 128, 130/L, 142, for career pathways in the interdi s c i p l i n a r y study of plan- 148, 150/L, 152 ets. The upper-division elective courses can be tailored for students interested in planetary interiors, atmos- Co m p re h e n s i v e Req u i re m e n t ph e r es, and/or surfa c e s . One of the followi n g : 168 PROGRAMS AND COURSES

An t h r opology 194A or UC Santa Cruz awards both the M.S. and the Ph. D . Th e r e is no foreign language req u i r ement for either Ea r th Sciences 188A-B* or de g r ees. The M.S. degree may be the terminal degree for the M.S. or Ph.D. degree. Howeve r , many students in some of those seeking careers in industry, gover n m e n t , the Earth sciences find knowledge of one or more forei g n Ea r th Sciences 195 an d a senior thesis with faculty rea d - and teaching at the secondary level. It may also be an ini- languages necessary in their particular res e a r ch and there- ers from both departments or tial step towa r d the Ph.D. degree, in which the student fo r e study the appropriate language. Any approved anthropology or Earth sciences field gains knowledge and confidence in carrying out and Details reg a r ding admission to graduate standing, pro g r a m completing a scientific project. The master’s degree is financial aid, examinations, and the req u i r ements for the * Earth Sciences 188A-B has as prer equisites courses aw a r ded on the basis of a thesis, course work, or an master of science and doctor of philosophy degrees are 109/L, 110A/L, and 110B/M. ex a m i n a t i o n . av ailable from the Division of Graduate Studies. For Thesis Tra c k . In their first yea r , all thesis-track graduate mo r e information see Graduate Studies, page 45. Ear th Sciences/Ant h ro p o l o g y Combined students register for courses 203, Int ro d u c t o r y Tea c h i n g Sem i n a r ; 205, Int ro d u c t o r y Graduate Sem i n a r ; 20 6 , Lower-Division Courses Major Pla n n e r Great Papers in the Ear th Sciences; and, in consultation Yea r Fa l l Win t e r Sp r i n g with the graduate prel i m i n a r y intervi e w committee, 1. Oceanography. F,W choose at least one from among courses 207, Tec t o n i c s ; An introduction to the physical environment of the ocean. 1s t Anth 1 Anth 2 Anth 3 208, Methods in Pal e o c l i m a t o l o gy ; 20 9 , Solid Eart h (f r s h ) college core Ea r t 10/L Origin and evolution of ocean basins; sea-floor morphol- Geo c h e m i s t r y; or 220, Groundwater Mod e l i n g . In subse- ogy; origin, distribution, historical record, and economic 2n d Math 11A Math 11B cog sci quent years, all students participate in course 293, significance of marine sediments; ocean currents, waves, (s o p h ) cog sci cog sci cog sci Graduate Res e a r ch Sem i n a r . Other course req u i re m e n t s tides, and changing sea level; beaches, shorelines, and 3r d Ea r t 110A/L el e c t i v e cog sci ar e tailored to the individual student’s academic back- coastal processes; marine res o u r ces, pollution, and human (jr) Anth 101 or 185 el e c t i v e el e c t i v e gr ound, professional experience, and plans for res e a rc h . impacts on the oceans. Students may also enroll in and re- 4t h el e c t i v e el e c t i v e el e c t i v e No specific number of course credits is req u i r ed for the ceive credit for Ocean Sciences 1. Laboratory/discussion- (s r ) sr comp sr comp sr comp Ph.D., but, ordi n a r i l y , students put more of their effort 1.5 hours. (General Education Code(s): IN, Q.) J. Zac h o s , into course work during at least the first year of graduate G. Griggs st u d y . It is recommended that all thesis-track graduate Double Majors (B.A. or B.S.) students attain some teaching experience while at UCSC. 3. Geology of National Parks. * Each Earth sciences double major is req u i r ed to complete Late in the fall quarte r , each first-yea r , thesis-track stu- Geologic concepts and processes responsible for shaping the full req u i r ements of another UCSC major. If a student has an intervi e w with a rep re s e n t a t i v e committee of our national parks including mountain building, vol c a n i c dent elects to major in the environmental geology con- the faculty. The intervi e w topics are drawn from the and earthquake activity, sedimentation, weathering, ero- centration and the environmental biology (biological sci- br oad field of Earth sciences and can include elementary sion, and glaciation. An understanding of how geology ences) or environmental chemistry (chemistry) concen- mathematics, physics, chemistry, or biology. The meeting impacts our lives is emphasized. Appropriate for both sci- trations, the lower-division prep a r a t o r y courses will count is used to determine the student’s understanding of basic ence and non-science majors who wish to enhance their tow a r d both majors since they are identical. All other scientific principles and ability to apply these principles knowledge, enjoyment, and appreciation of our national double majors in Earth sciences prohibit counting any to specific problems. The following fall, students meet parks. Will be offered in the 2005–06 academic year. upper-division course towa r d both majors. again with this committee to assess prog r ess on rec o m - (General Education Code(s): IN.) S. Schwartz mendations made the previous fall. 5. California Geology. F Minor Req u i re m e n t s In order to qualify for candidacy in the doctoral pro- An introduction to physical geology emphasizing the min- gram, each student must pass an oral examination in his Students can earn a minor in Earth sciences by taking erals, rocks, volcanoes, mountains, faults, and earth q u a k e s or her area of specialization for the Ph.D. The exam is of California. In-class field trips to study the caves, rocks, courses 5/L or 10/L or 20/L and five upper-division based on one or more res e a r ch proposals, presenting a Ea r th sciences courses. Two of the five upper-division and landforms of the campus and the Monterey Bay area. scientific question defined by the student, within the Discussion-1 hour. Concurrent enrollment in 5L req u i re d courses may be substituted by up to two of courses 1, 6, scope of a Ph.D. thesis. Students are expected to have in- 7, 65, any of the 80 series, or Env i r onmental Toxi c o l o g y for majors and minors. (General Education Code(s): IN.) depth knowledge of fields rel e v ant to the prop o s a l , J. Moore 80E. Courses offering less than 5 credits may not be including familiarity with the current prof e s s i o n a l counted towa r d the minor. Courses such as Earth li t e r a t u re . 5L. California Geology Laboratory (1 credit). F Sciences 190 or laboratories (under 5 credits) cannot be The Ph.D. dissertation is a scholarly contribution to Laboratory sequence illustrating topics covered in course used to fill any of the minor req u i r ements although addi- kn o wledge which embodies the results of original and 5 with particular emphasis on rock and mineral identifi- tional course work is encouraged. Courses taken for any cre a t i v e effort by the student. Students are urged to pre- cation and map interpretation. Field trip. Laboratory three major may not be double-counted towa r d meeting the pa r e their dissertations, or certain chapters of them, in a hours. Students are billed a materials fee. J. Moore minor req u i re m e n t s . form suitable for publication. A defense of the disserta - tion is req u i re d . 6. Concepts in Environmentalism. S Graduate Prog ra m Learn scientific concepts required to be an informed en- Course Wor k Tra c k . The course work master’s track is vironmentalist. Topics include urban smog; water re- The graduate program in Earth sciences is designed to designed to allow students to increase their brea d t h , sources and pollution; waste treatment; acid rain; global pre p a r e students for careers in res e a r ch and teaching. Th e qu a n t i t a t i v e depth, or emphasis on a particular specialty; climate change; fossil fuel, nuclear, and ren e wable energy; aim is to develop habits of critical analysis and thorou g h to provide the student with a stronger backgrou n d overpopulation; and how an individual can minimize his documentation, skill in both field and laboratory tow a r d competition for jobs or an enhancement of skills or her environmental impact. (General Ed u c a t i o n res e a r ch, and proficiency in some particular field of for current employment (e.g., K–14 teaching); and to Code(s): IN.) P. Chuang res e a r ch. The fundamental req u i r ement for admission to al l o w students from other disciplines (e.g., biology, the program is substantial evidence of superior scholar- physics, chemistry, mathematics, environmental studies) 7. The History of Life. * ship and aptitude for original res e a r ch. Preparation in the to acquire advanced training in Earth sciences. Dur i n g An examination of the major events in the history of life, basic sciences and in geology or Earth sciences equival e n t the first quarter of study, students have a meeting with from the origin of life approximately four billion years to the req u i r ements for the Earth sciences bachelor’s their faculty adviser in which they develop a study plan ago, to the wave of extinctions that has decimated plants de g r ee at UC Santa Cruz is expected, but graduates in of at least nine courses, no more than one of which may and animals around the globe over the past 30,000 years. ch e m i s t r y, physics, engineering, biology, or other disci- be 297 or 298, and a statement of objectives. The plan Will be offered in the 2005–06 academic year. Offered in plines who meet the req u i r ement of superior scholarship must be approved by the graduate rep re s e n t a t i ve . alternate academic years. (General Education Code(s): ar e eligible and encouraged to apply. Deficiencies can be Students are also limited to one Earth Sciences 290 pro- IN.) The Staff made up by additional course work. Pros p e c t i v e students seminar course. should take the Graduate Rec o r d Examination (GRE) Course work master’s students are req u i r ed to fulfill 10. Geologic Principles. S General Test and have the scores sent to the UCSC one of the following capstone options: a substantial Introduction to the scientific study of Earth, the materi- Division of Graduate Stu d i e s . rev i ew / re s e a r ch manuscript or a compreh e n s i v e oral als composing it, and the processes shaping it. Topics in- examination based on their course work. clude minerals and rocks, Earth’s internal structure, plate EARTH SCIENCES 169

tectonics, earthquakes and volcanoes, oceans and the at- Climate is the sum of weather over long periods and is one 1-day field trip. Concurrent enrollment in course 100 mo s p h e r e, the formation of landscapes and global change. changing (e.g., greenhouse warming, ozone depletion, is req u i r ed. Will be offered in the 2005–06 academic yea r . A one-day, optional field trip is included. Concurrent en- urban smog) due to mankind’s activities. Conceptual un- Offered in alternate academic years. The Staff rollment in 10L req u i r ed for majors and minors. (Gen e r a l derstanding of how and why the present-day atmosphere Education Code(s): IN, Q.) P. Koch behaves as it does and how this may change in the future 101. The Fossil Record. W is the primary goal of this course. Will be offered in the An introduction to paleobiology; the use of fossil evidence 10L. Geologic Principles Laborator 2005–06 academic yea r . (General Education Code(s): T2 - to pose and solve evolutionary and geologic questions. (1 credit). S Natural Sciences, Q.) P. Chuang Prer equisite(s): course 10 or 5 or 20; Biology 20C; or An- Laboratory sequence illustrating topics covered in course thropology 1. Concurrent enrollment in course 101L is 10, with particular emphasis on rock and mineral identi- 80D. Earth Sciences and the Cinema. W required. Offered in alternate academic years. P. Koch fication and map interpretation. Laboratory 3 hours. In- Exploration of cinema’s role in defining societal awaren e s s lab field trips. Students are billed a materials fee. P. Koch of Earth sciences (underlying concepts and factual basis) 101L. The Fossil Record Laboratory for disaster and adventure movies and in more subtle pre- (1 credit). W 20. Environmental Geology. W sentations. Topics include evolution of life, surface envi- Systematics, ecology, and evolutionary history of the Int r oduction to aspects of geology which affect and are af- ronment and the planet’s deep interior, natural hazards, major groups of fossil-forming animals. Laboratory 3 fected by humans. Addresses a broad range of topics in- global warming, and meteorite impacts. (General Educa- hours and one 1-day field trip. Concurrent enrollment in cluding resource management, geologic hazards, air and tion Code(s): T2-Natural Sciences, Q.) T. Lay, L. Sloan course 101 is required. Offered in alternate academic water issues, population and land use, energy costs and ef- years. P. Koch fectiveness, and global change, all from a unique geolog- 80F. Earth History and Global Change. * ic a l / e n v i r onmental perspective. Lectures include strategies Ov er the past 4.5 billion years, planet Earth has evol ve d , 102. Marine Geology. F for mitigating these issues. Includes a one-day field trip. and environments, climates, and life forms on the planet Geology of the marine environment. Topics include con- Concurrent enrollment in 20L required for majors and ha v e come and gone. Examines changing surface conditions trols on the types, origin, and distribution of marine sed- minors. (General Education Code(s): IN.) S. Tulaczyk th r ough geologic time, beginning with evolution of the iments; geology of oceanic crust; evolution of continental ea r th, through changes leading to the current state of the margins and plate boundaries; introduction to paleo- 20L. Environmental Geology Laboratory (1 planet, and considers prospects for the future of Earth. Wh y ceanography. Discussion: 1 hour. Students cannot receive credit). W and how the surface Earth has evol v ed are major themes. credit for this course and Ocean Sciences 280. Prerequi- Laboratory sequence illustrating topics covered in course Optional laboratory. Will be offered in the 2005–06 aca- site(s): course 5 or 10 or 20 or Biology 20C. M. Delaney 20, with emphasis on rock and mineral identification, ge- demic yea r . Off e r ed in alternate academic years. (Gen e r a l 104. Geologic Hazards. F ologic hazard assessment, geologic resource management, Education Code(s): T2 - N atural Sciences.) L. Slo a n and land use planning. In-lab field trip. Laboratory 3 The recognition, evaluation, and mitigation of geologic hours. Students are billed a materials fee. S. Tulaczyk 80G. Planetary Discovery. S hazards: earthquakes and faulting, tsunamis, volcanism, An introd u c t o r y look at modern solar system exploration, landslides and mass movements, flooding, subsidence, and 65. Natural History of Dinosaurs. S focusing on spacecraft missions presently underway. We coastal erosion. Students are billed a materials fee. Pre- Origin, evolution, and extinction of dinosaurs with em- will examine the scientific context of each mission, the in- requisite(s): course 10/L or 5/L or 20/L. Offered in alter- phasis on paleobiology and paleoecology. Covers funda- strumentation and dynamics of each voyage, and the im- nate academic years. S. Schwartz mental paleontological and evo l u t i o n a ry principles, portance of their discoveries. Open to all students. dinosaur anatomy and behavior, the hot-blooded/cold- 105. Coastal Geology. S (G eneral Education Code(s): T2 - N atural Sciences.) E. As - An investigation of the evolution, morphology, and blooded debate, dinosaur-bird relationships, diver s i t y , ex- phaug ploits of the great dinosaur hunters, and dinosaurs’ pr ocesses in the coastal zone including the terrestrial (ma- prospects. One and a half hour of discussion each week. 98. Earth Sciences Internship. F,W,S rine terraces, dunes, estuaries, sea cliffs) and marine Offered in alternate academic years. (General Education A supervised learning experience involving practical appli- (beaches, continental shelves, sea level changes, shoreline Code(s): IN.) H. Schwartz, P. Koch cation of lower division Earth sciences knowledge while erosion and protection, waves, tides) components and wo r king with approved companies, governmental agencies, their interaction. Laboratory: 3 hours. Students are billed 80A. Earth Catastrophes. F or res e a r ch organizations. Students consult weekly with su- a materials fee. Prerequisite(s): course 10 or 5 or 20. The role of catastrophic processes in shaping Earth and pe r vising faculty and prep a r e a final rep o r t of their work, to Course 10L or 5L or 20L is suggested as an optional the environment in which we live. The physical processes be evaluated both by the sponsoring agency and the faculty preparation for non-Earth sciences majors. G. Griggs causing earthquakes, volcanic eruptions, tsunamis, floods, su p e rv i s o r . Consult sponsoring agency for enrollment cri- 107. Remote Sensing of the Environment. W windstorms, landslides, and meteorite impacts will be de- teria; after instruction on resume preparation and intervi e w scribed, along with the role played by these rapid proc e s s e s Introduction to geographic information systems (GIS) skills, student must intervi e w and be selected for internship and remote sensing (RS) as valuable tools in the study of in the geological and biological evolution of the planet. In- by approved sponsoring organizations. J. Moo r e terdisciplinary approaches to understanding these phe- ge o l o g y . Covers application of GIS/RS to study of surfa c e nomena will be discussed. The entire time scale from 99. Tutorial. F,W,S processes, including landslides, hydrologic basins, coastal formation of the universe to the present Earth system will Students submit petition to sponsoring agency. The Staff erosion, modern floods, volcanic activity and surface de- be considered. (General Education Code(s): T2-Natural formation. (Formerly GIS and Remote Sensing: Applica - Sciences, Q.) T. Lay tions in the Geo s c i e n c e s . ). Prer equisite(s): course 5 or 10 or Upper-Division Courses 20. Enrollment limited to 36. E. Silver 80B. Earthquakes: You, the Earth, and Society. W 100. Vertebrate Paleontology. * 109. Elements of Field Geology. F,S Interdisciplinary course on earthquakes, including scien- Introduction to vertebrate history, with an emphasis on Basic tools and techniques used in geologic fieldwork. tific, public-policy, planning, and societal response per- ver tebrate relationships and the co-evolution of organisms Preparation, analysis, and interpretation of geologic s p e c t i ves. When is the next earthquake? Causes, and environments. Specific topics include vertebrate ori- maps. Nine days of weekend field trips required, includ- prediction, human psychology, law, personal safety, re- gins, systematics and classification, adaptive revolutions, ing a six-day geologic mapping exercise. Laboratory: 2 sponse planning, problems for special populations. Exp e r t mass extinctions, and the rise and fall of dinosaurs. Will hours. Recommended for courses 120, 130, 150, and re- lectures, films. Laboratory/discussion-2 hours. Portion of be offered in the 2005–06 academic year. Prerequisite(s): quired for 188A-B. May not be taken concurrently with requirements may or may not entail additional cost. Stu- course 10, 20, 5, Biology 20C, or Anthropology 1. Con- course 120. Students are billed a materials fee. Prerequi- dents are expected to complete either a course in first aid current enrollment in course 100L is required. Offered in site(s): course 10 or 5 or 20, and 10L or 5L or 20L. Con- or cardio-pulmonary resuscitation (CPR). Advanced al- alternate academic years. The Staff current enrollment in 109L is required. Enrollment limited to 25. K. Cameron, H. Schwartz gebra and geometry courses (high school level) are rec- 100L. Vertebrate Paleontology Laboratory (2 ommended. (General Education Code(s): T2-Natural credits). * 109L. Field Geology Laboratory (2 credits). F,S Sciences, Q.) The Staff Co m p a r a t i v e anatomy and functional morphology of ver - La b o r a t o r y exer cises essential to the successful completion 80C. Introduction to Weather and Climate. * tebrates, and preservation of vertebrate hard parts, using of fieldwork required in course 109. Topics include topo- Many meteorological phenomena are familiar to us: modern and fossil specimens. Laboratory three hours and graphic maps, Brunton compass, rock identification and clouds, fog, rain, snow, wind, lightning, and sever e storms.

*Not offered in 2004–05 170 PROGRAMS AND COURSES

description, structure sections, and landslide recognition. 117. Paleomagnetism. F 130. Magmas and Volcanoes. S Concurrent enrollment in course 109 required. Enroll- How the fossil magnetism of rocks is used to decipher Introduction to the relationship between tectonic envi- ment limited to 25. K. Cameron, H. Schwartz Earth’s history: applications to tectonics, geochronology, ronments and the genesis of rock assemblages, primarily st r a t i g r a p h y , structural geology, geomagnetism, and arch e - igneous and metamorphic. Examples from California and 110A. Evolution of the Earth. F ology. Includes an overnight field trip to collect samples elsewhere are used to illustrate petrogenetic processes and Investigation of the processes and mechanisms that have for a class research project. Students are billed a materials characteristic petrologic features of rocks from all major produced the present Earth system, with an emphasis on fee. Prerequisite(s): course 5, 10 or 20; Mathematics 11A tectonic settings. Students are billed a materials fee. Pre- the temporal evolution of the earth from the Archean to or 19A; course 117L must be taken concurrently. R. Coe requisite(s): course 110B. Concurrent enrollment in the present. Specific topics covered include cyclicity in course 130L is required. J. Gill Earth processes and the evolution of, and interplay be- 117L. Paleomagnetism Laboratory tween the planet’s crust, atmosphere, hydrosphere, and (2 credits). F 130L. Magmas and Volcanoes Laboratory (2 biosphere. Prerequisite(s): course 10 or 5 or 20, and 10L A hands-on research project in the Paleomagnetic Labo- credits). S or 5L or 20L, and Mathematics 11A. Enrollment is per- ra t o r y. Students collectively drill oriented cores in the field An introduction to optical mineralogy and the petrogra- mitted by permission code with equivalent or exceptional (one–two days), prep a r e and measure the samples, and an- phy of igneous rocks. Concurrent enrollment in course background, or if enrolled concurrently in course 10 and alyze and interpret the data. Each student writes an indi- 130 required. Prerequisite(s): course 110B. J. Gill Mathematics 11A. Q. Williams vidual final re p o rt based on the class re s u l t s . Prer equisite(s): concurrent enrollment in course 117 is re- 134. Thermochemistry of Geologic Systems. * 110B. Earth as a Chemical System. W quired. R. Coe Int r oduction to the thermodynamic and kinetic principles The chemical prop e r ties of Earth materials and the chem- with a strong emphasis on applications to Earth materials. ical processes by which the planet has evolved to its pres- 119. Introduction to Scientific Computing. W Implications for phase equilibria, geothermometry/geo- ent state. Specific topics covered include properties of Introduction to solving scientific problems using com- barometry, element partitioning, and physical properties minerals; the genesis of igneous, metamorphic, and sedi- puters. A series of simple problems from Earth sciences, of minerals, magmas, and solutions. Will be offered in the mentary rocks; and the linkage between the solid Earth physics, and astronomy are solved using a user-friendly 2005–06 academic yea r . Prer equisite(s): course 110B. Of- and the hydrosphere. Enrollment is permitted by permis- scientific programming language (IDL). Prerequisite(s): fered in alternate academic years. Q. Williams sion code with equivalent or exceptional background, or Mathematics 11A or 19A. (General Education Code(s): if enrolled concurrently in Chemistry 1B or 4A. Prereq- IN.) G. Glatzmaier 142. Soil Properties and Mechanics. W uisite(s): courses 10 or 5 or 20, and 10L or 5L or 20L, and Introduction to the formation, composition, and classifi- Chemistry 1B or 4A; Mathematics 11B recommended as 120. Sedimentology and Stratigraphy. S cation of soils; the chemical interaction of soil and preparation. E. Knittle Stratigraphic principles used in classifying sedimentary groundwater; and basic soil mechanics: stress-strain be- rocks. Fundamentals of sedimentary mechanics. Analysis havior, effective stress concept, consolidation, soil testing 110C. The Dynamic Earth. S and interpretation of facies and depositional systems. In- methods. Applications to problems including slope sta- Physical processes occurring in the interior of the earth, at tr oduction to seismic facies and basin analysis. Course in- bility, landslides, liquefaction, subsidence, soil creep, de- its surface and in the oceans and atmospheres including cludes four Saturday field exercises. Students are billed a bris flows. Laboratory: 3 hours. Students are billed a plate tectonics, structural deformation of rocks, and ma- materials fee. Prerequisite(s): course 110A, satisfaction of materials fee. Prerequisite(s): course 110C. Offered in al- terial and heat transport. Prerequisite(s): courses 5/L or the Subject A and Composition requirements. Course ternate academic years. S. Tulaczyk 10/L or 20/L; Mathematics 11A or 19A; and Physics 6A 110B is recommended as preparation. May not be taken or 5A. R. Coe c o n c u r rently with course 109. (General Ed u c a t i o n 146. Groundwater. * Code(s): W.) J. Zachos An ove rv i ew of groundwater studies with emphasis on the 110L. Evolution of the Earth Laboratory (2 basic principles of fluid flow through porous media. Pre- credits). F 120L. Sedimentology and Stratigraphy sents current methods used in hydrogeologic investiga- Laboratory sequence illustrating topics covered in course Laboratory (2 credits). S tions of water resources, solute transport, and saturated 110A. Emphasis is on quantifying and evaluating differ- La b o r a t o r y sequence illustrating topics in course 120, in- and unsaturated flow. Laboratory: 3 hours. Students are ent phenomena related to thermal, tectonic, climatic, and cluding sedimentary petrol o g y , sedimentary struc t u r es, se- billed a materials fee. Will be offered in the 2005–06 ac- e vo l u t i o n a ry processes. Prer equisite(s): concurrent enrol l - quence stratigraphy, and geohistory analysis. Prere q u i s i t e ( s ) : ademic year. Prerequisite(s): course 5 or 10 or 20, and ment in course 110A. Q. Williams co n c u r r ent enrollment in course 120. J. Zac h o s Mathematics 11A or 19A. Offered in alternate academic years. A. Fisher 110M. Earth as a Chemical System Laboratory 121. The Atmosphere. W (2 credits). W Course focuses on understanding basic atmospheric 148. Glaciology. * Laboratory sequence illustrating topics covered in course weather and climate phenomena starting from the funda- Introduction to the role of snow and ice in the dynamics 110B. Emphasizes identification of the major rock-form- mentals of physics and chemistry. Using this approach, of the earth surface system. Snow deposition and meta- ing minerals and common rock types; principles of basic covers topics such as atmospheric circulation, precipita- morphosis. Heat and mass balance at snow and ice sur- crystallography. Prerequisite(s): concurrent enrollment in tion, clouds, storms, urban and regional air quality, at- faces. Flow of glaciers, ice sheets, and sea ice. Methods of course 110B. E. Knittle mospheric aerosols, and climate and global change. climate rec o n s t r uction. Ice age theories. Will be offered in Prerequisite(s): Mathematics 11B or 19B, and Chemistry the 2005–06 academic year. Prerequisite(s): course 110C 110N. The Dynamic Earth Laboratory (2 1C. P. Chuang or 116 or 140; Mathematics 11B or 19B. S. Tulaczyk credits). S Laboratory sequence illustrating topics covered in course 122. Paleoceanography. * 150. Structural Geology. W 110C. Prerequisite(s): concurrent enrollment in course Rec o n s t r uction of the chemistry, biology, circulation, and Principles and methods of analysis of brittly and ductily 110C. R. Coe te m p e r a t u r e of the ocean and of climate systems throu g h - deformed rocks. Includes descriptions of structures, field out geologic time. Emphasis on interpretation of the ma- analysis of structures, and mechanics of deformation. 116. Hydrology. F rine sedimentary re c o rd and geochemical cyc l i n g . Three day-long field trips on weekends. Students are An analysis of the surface portion of the hydr ologic cycl e , Discussion-1 hour.Will be offered in the 2005–06 aca- billed a materials fee. Prerequisite(s): course 110A or including precipitation, stream flow and watersheds, demic yea r . Prer equisite(s): course 102 or 110A, or Oce a n 110B; course 109 recommended. The Staff floods and flood control, hillside processes, erosion and Sciences 101 (may be taken concurrently) or 102. M. De - sediment yield, and human impacts on this system. Also laney 150L. Structural Geology Laboratory (1 co vers water law, management and policies in California. credit). W La b o r a t o r y/field: 3 hours. Course 10L is suggested as an 128. Stable Isotope Geochemistry: Applications Str uctural analysis of faults, folds, and maps. Use of stere- optional preparation for non-Earth sciences majors. Stu - in Earth and Marine Sciences. * ographic projections. Cross section construction and bal- dents are billed a materials fee. Prer equisite(s): course 10 or Explores theory and concepts of classical stable isotope ancing from field data. Concurrent enrollment in course 5 or 20, and Mathematics 11A or 19A. Course 10L is sug- ch e m i s t r y (H/D, C, N, O, S) with applications rel e v ant to 150 is required. The Staff gested as an optional preparation for non-Earth sciences Earth, marine, and biological sciences. Will be offered in majors. Off e r ed in alternate academic yea r s . A. Fis h e r 2005–06. Prerequisite(s): course 110B; Ocean Sciences 152. Active Tectonics. S 120 recommended as preparation. Will be offered in The processes, techniques, and interpretations invol v ed in 2005-06. J. Zachos the study of active crustal movements; constraints from EARTH SCIENCES 171

plate tectonics; horizontal and vertical motions and rates; 110A/L, 110B/M, and 109/L. Enrollment restricted to must intervi e w and be selected for internship by approved geodesy, including GPS; stress measurement; image in- Earth sciences majors. Concurrent enrollment in course sponsoring organizations. Enrollment restricted to Earth terpretation; fault system analysis; paleoseismicity; fluid 188B is required. H. Schwartz sciences majors. J. Moore effects. Examples from the circum-Pacific. Laboratory-2 hours. Students cannot receive credit for this course and 188B. Summer Field Internship, Part B (2 198F. Earth Sciences Internship course 207. Prerequisite(s): course 10 or 5 or 20 and 10L credits). S (2 credits). F,W,S or 5L or 20L, and Physics 6A; course 110C recom- One week of res e a r ch and lab and office work in order to A supervised learning experience involving practical ap- mended. E. Silver pre p a r e a formal written rep o r t, maps, and analyses for plication of Earth sciences through working with ap- course 188A field sites. Activities include library res e a rc h , proved companies, governmental agencies, or research 162. Planetary Interiors. S drafting of maps and cross sections, stereonet plotting, and organizations. Students consult weekly with supervising The chemical and mineral structure and evolution of the scientific writing. A fee is req u i r ed for participation. Con- faculty and prepare a final report of their work. May not earth’s interior.Topics include equation of state of mantle tact sponsoring agency for details. (Formerly Senior Fie l d be counted toward upper-division major requirements. and core materials, thermal history of the mantle and core, Int e rn s h i p . ). Prer equisite(s): courses 110A/L, 110B/M, and Consult sponsoring agency for enrollment criteria. After dynamics of mantle convection, geophysical aspects of 109/L. Enr ollment restricted to Earth sciences majors. Con- instruction on resume preparation and interview skills, plate tectonics. Prerequisite(s): course 110C, 111, or cu r r ent enrollment in course 188A is req u i re d . H. Schwartz student must interview and be selected for internship by Mathematics 22 or 23A-B; and course 113 or Physics 6C ap p r oved sponsoring organizations. Enr ollment res t r i c t e d or 5C. E. Knittle 190. Earth Sciences Mentorship (1 credit). F to Earth sciences and environmental studies/Earth sci- Faculty research activity, analytic facilities, and career ences majors. May be repeated for credit. J. Moore 165. Formation of the Solar System. F counseling in three separate Earth sciences laboratories are Physics and chemistry of planetary accretion and the early offered with varied formats including field trips, discus- 199. Tutorial. F,W,S morphological and dynamical evolution of the solar sys- sions, and equipment demonstrations. Th r ee different fac- Int r oduction to res e a r ch in laboratory, field, or theoret i c a l tem. Meteorites and the nebula; impacts large and small; ulty participate in each offering. Enrollment restricted to subjects. Students submit petition to sponsoring agency. formation of cores and lithospheres; atmospheric evolu- majors in Earth sciences and Earth sciences/environmen- The Staff tion and loss; resonances and planet migration; satellites, tal studies and Earth sciences/anthropology combined asteroids, and comets. Prerequisite(s): Mathematics 11B majors. Enrollment limited to 24. May be repeated for 199F. Tutorial (2 credits). F,W,S or 19B; and Physics 5A or 6A. Offered in alternate aca- credit. The Staff Int r oduction to res e a r ch in laboratory, field, or theoret i c a l demic years. The Staff subjects. May not be counted toward upper-division 195. Senior Thesis. F,W,S major requirements. Students submit petition to spon- 166. Planetary Surfaces. * Students submit petition to sponsoring agency. Enroll- soring agency. May be repeated for credit. The Staff Comparative study of surfaces and atmospheres of plane- ment restricted to seniors. The Staff ta r y bodies in solar system, focusing on comparative plan- Graduate Courses etology and geophysical processes at work, including 196A. Introductory Teaching Seminar (2 credits). F on-impact cratering, atmospheric evolution, and exob i o l - 203. Introductory Teaching Seminar ogy. Explores terrestrial planets, giant planets and their Training for undergraduates in practical teaching skills. Focus on preparation, assessment, and feedback. Class- (3 credits). F moons, and trans-Neptunian objects, focusing on modern Intended for new Earth sciences graduate students. Focus exploration. Will be offered in the 2005–06 academic room techniques, organizational and time management strategies, practice teaching sessions. Students cannot re- on preparation, assessment, and feedback. Classroom ye a r. Pre requisite(s): Mathematics 11B or 19B and techniques, organizational and time management strate- Physics 5B or 6B; course 165, Astronomy 118, or previ- ceive credit for this course and course 203. Future participation in 196B is encouraged. Course may not be gies, practice teaching sessions specific to laboratory ous background in planet formation strongly recom- and/or science instruction. Required follow-up meetings mended. Offered in alternate academic years. E. Asphaug counted toward upper-division major requirements. En- rollment restricted to Earth sciences majors. The Staff to discuss practical teaching experience. Students cannot 168. Reflection Seismology. * rec e i v e credit for this course and course 196A. Enro l l m e n t In t roduction to reflection seismology, presenting an 196B. Teaching Earth Sciences in the restricted to graduate students. Q. Williams University. F,W,S overview of data acquisition, processing, and interpreta- 205. Introductory Graduate Seminar. F tion; common depth point method; velocity determina- Students facilitate laboratory and field exercises in conjunction with faculty and teaching assistants in various Each week a different faculty member conducts a seminar tions; filtering; migration; display. Applications to seismic or a field trip concerned with one of his or her specialties. stratigraphy and structure of the crust and of continental Earth sciences courses. May not count toward upper-division major re q u i rements. Ap p roval of sponsoring Students will write weekly abstracts and select one of these margins. Laboratory: 3 hours. Will be offered in the topics for a major written rep o r t. Two weekend field trips. 2005–06 academic year. Prerequisite(s): course 111 or agency; interview and selection by primary instructor of specific courses required. Participation in course 196A is Students are billed a materials fee. Enr ollment restricted to Mathematics 11A-B or 19A-B. Offered in alternate aca- Earth sciences graduate students. P. Koch demic years. E. Silver, J. Moore expected. Enrollment restricted to Earth sciences majors. The Staff 206. Great Papers in the Earth Sciences. W 172. Geophysical Fluid Dynamics. * 196C. Teaching Earth Sciences in the Exposure to the most important ideas in the Earth sci- Study of fluid flow: physical concepts, governing equa- ences through exploration of the primary literature. Sem- tions. Focuses on thermal convection and global circula- University (2 credits). F,W,S Students facilitate laboratory and field exercises in con- inal papers in different subdisciplines of the Eart h tion Earth ’s atmosphere, ocean, mantle, and core. Stu d e n t s sciences are read and analyzed to provide breadth and im- develop a computer program for modeling thermal conjunction with faculty and teaching assistants in various Earth sciences courses. May not count toward upper-di- prove students’ ability to think critically. Enrollment re- vection. Computer programming experience re c o m- stricted to Earth sciences graduate students. The Staff mended. Students cannot rec e i v e credit for this course and vision major re q u i rements. Ap p roval of sponsoring course 272. Will be offered in the 2005–06 academic yea r . agency; interview and selection by primary instructor of 207. Tectonics. S Prerequisite(s): courses 110C and 119 and Mathematics specific courses required. Participation in course 196A is An overview of tectonic theory and processes for applica- 22 or 23A and Physics 5B or 6B. Offered in alternate ac- expected. Enrollment restricted to Earth sciences and ention to the Earth sciences. The course explores the primary ademic years. G. Glatzmaier vironmental studies/Earth sciences majors. The Staff tools of tectonic interpretation including plate kinematics, 198. Earth Sciences Internship. F,S rheology, plate boundary dynamics, and the behavior of 188A. Summer Field Internship, Part A. S ac t i v e fault systems. Students cannot rec e i v e credit for this Three weeks of summer field study in geologically com- A supervised learning experience involving practical application of Earth sciences through working with ap- course and course 152. Prerequisite(s): graduate standing plex regions in the W h i t e - In yo Mountains of eastern Cal- or permission of instructor. E. Silver ifornia. Activities include geologic field mapping on proved companies, governmental agencies, or research topographic and photographic base maps, stratigraphy, organizations. Students consult weekly with supervising 208. Methods in Paleoclimatology. * p e t ro l o g y, and struc t u r e analysis. A fee is req u i r ed for par- faculty and prepare a final report of their work. Consult Addresses methods used to reconstruct aspects of paleo- ticipation. Contact sponsoring agency for details. (For- sponsoring agency for enrollment criteria. After instruc- climates and paleoenvironments from the geologic rec o rd , merly Senior Field Internship. ). Prerequisite(s): courses tion on resume preparation and interview skills, students focusing primarily on terrestrial rec o r ds. Topics to be covered include dendrochronology and dendroclimatology,

*Not offered in 2004–05 172 PROGRAMS AND COURSES

pa l e o p a l y n o l o g y , paleobotany, ice cores, and paleosol stud- source complexity, and an introduction to seismotecton- Physics 110B and 114B are recommended as prep a r a t i o n . ies. Lectures, discussions, and laboratory work. Will be of- ics. Laboratory: 3 hours. Offered in alternative academic Enrollment restricted to graduate students. May be re- fe r ed in the 2005–06 academic yea r . Enr ollment res t r i c t e d years. Students cannot receive credit for this course and peated for credit. The Staff to graduate students. Offered in alternate academic years. course 170. Prer equisite(s): course 111 or Mathematics 22 L. Sloan and course 113 or Physics 5C, 6C, or 114A. Enrollment 278C. Advanced Seismology. * restricted to graduate students. T. Lay Special topics of interest in current research by the seis- 209. Solid Earth Geochemistry. W mology group. Discussion of new developments in earth- Origin and distribution of the elements in the earth and 271. Current Research Topics in Deep Earth quake mechanics, wave propagation, tectonics, earth q u a k e meteorites; bulk and isotopic composition and differenti- Processes. * prediction. Course designed for graduate students but ation of terrestrial planets, core, mantle, and crust; Sr- N d - Students and instructor lead discussions of recent and sig- available to qualified Earth sciences majors. Physics 110B Pb-Hf-U isotopic tracers. Course designed for graduate nificant publications in geophysics and chemistry of deep and 114B are recommended as preparation. Enrollment students, but available to qualified earth sciences majors Earth. Articles structured around current theme of inter- restricted to graduate students. May be repeated for cred i t . per instructor permission. Enrollment restricted to grad- est are selected by participants and approved by instruc t o r . The Staff uate students. Q. Williams Emphasis on defining multidisciplinary significance of each article and its relationship to fundamental processes 290. Proseminar. 220. Groundwater Modeling. F in deep Earth, including core and mantle. Designed for Special topics offered from time to time by visiting pro- Int r oduction to the role and application of models to solv- graduate students but available to qualified Earth sciences fessors or staff members. May be repeated for credit. ing hydrologic problems. Discussion of modeling meth- majors. Will be offered in the 2005–06 academic year. 290A. Tectonic Hydrogeology. * ods include analytical, finite-difference, finite-element, May be repeated for credit. T. Lay Analysis of tectonics and hydrogeology of modern and analytical element. Emphasis on using models rather plate boundaries and continental margins. Discussion than the details of their functioning. Some comfort with 272. Geophysical Fluid Dynamics. * of structural styles, physical and chemical processes mathematical methods and computers expected. Course Study of fluid flow: concepts, governing equations. Fo- fr om modern environments as a basis for interpret a t i o n designed for graduate students, but available to qualified cuses on thermal convection and global circulation in the of ancient equivalents. Topics vary from year to year. Ea r th science majors. Prer equisite(s): graduate standing or Ea rt h ’s atmosphere, ocean, mantle, and core. Students de- May be repeated for credit with consent of instructor. permission of instructor required. One year of calculus is velop a computer program for modeling convection. Course designed for graduate students but available to recommended as preparation. Offered in alternate aca- Computer programming experience recommended. Stu- qualified Earth sciences majors. Will be offered in the demic years. A. Fisher dents cannot rec e i v e credit for this course and course 172. 2005–06 academic yea r . Off e r ed in alternate academic Will be offered in the 2005–06 academic yea r . Enro l l m e n t years. J. Moore 231. Igneous Petrology. S restricted to graduate students. Offered in alternate aca- Systematic study of the major igneous rock suites, com- demic years. G. Glatzmaier 290B. Topics in Glaciology. F bining petrography, experimental petrology, major and Advanced review of the physics and chemistry of ice trace elements, volatiles, and isotopic characteristics. Lab- 275. Magnetohydrodynamics. F and snow. Mass and heat balance of ice masses. Mot i o n oratory: three hours. Course designed for graduate stu- Study of fluid dynamics and magnetic fields with a focus of glaciers and ice sheets. Subglacial and englacial hy- dents but available to qualified earth sciences majors. on convection and magnetic field generation in planets drology. Thermodynamics of ice masses and the link- Course 130 is recommended as preparation. J. Gill and stars. Students develop a computer program for mod- age to climate. Enrollment restricted to graduate eling magneto-convection. Computer programming ex- students. May be repeated for credit. S. Tulaczyk 248. Sedimentology Field Studies (3 credits). * perience recommended. Enr ollment restricted to graduate Alternates between lectures, seminars, discussions, and students. Offered in alternate academic years. G. Glatz - 290C. Topics in Geophysics. * field trips to dune fields, beaches, and other coastal, ma- maier Different problems and approaches will be stressed rine, and fluvial environments. Class time focuses on se- from year to year such as geotectonics, paleomagnet- lected processes and structures in sedimentology; field 276. Geology of the Peopling of the ism, or prop e r ties and processes in the mantle and core. trips emphasize observational techniques. Enrollment re- Americas. * Course designed for graduate students but available to stricted to graduate students. D. Rubin Using a multidisciplinary approach, examines physical ge- qualified Earth sciences majors. Will be offered in the ol o g y , paleoenvironment, human biology, linguistics, and 2005–06 academic year. R. Coe 256. Paleoclimate Modeling: Methods and culture history of Americas at end of last Ice Age. Partic- Applications. * 290D. Petrology and Plate Tectonics. * ular emphasis is placed on reconstructing timing, routes, Selected topics illustrating relationships between ig- Addresses methods of paleoclimate modeling on global and context of first peopling of the American continents. and regional scales, from both surface and atmospheric neous and metamorphic rocks and plate tectonics are Also offered as Anthropology 277. Students cannot rec e i v e explored in detail. Designed for graduate students but pe r s p e c t i v es. Applications of models to current significant cr edit for both courses. Will be offered in the 2005–06 ac- paleoclimate problems will be examined. Includes both av ailable to qualified Earth sciences majors. Will be of- ademic year. Enrollment restricted to graduate students. fered in the 2005–06 academic year. Offered in alter- lecture and seminar formats. Will be offered in the Enrollment limited to 15. P. Koch 2005–06 academic yea r . Enr ollment restricted to graduate nate academic years. May be repeated for cred i t . J. Gil l students; undergraduates by permission of instructor only. 278A. Advanced Seismology. * 290E. Topics in Planetary Science. W The Staff Elastic wave propagation. Advanced topics in ray theor y, We examine one well-defined topic in planetary sci- WKBJ solutions in seismology, singularities and nonlin- 269. Advanced Marine Stratigraphy: ence, beginning with a summary of current knowl e d g e earities, surface wave theory, propagating matrices, normal and concluding with the latest res e a r ch literature. Top - Techniques and Applications. * modes, and inversion theory. Selected topics in time series Exp l o r es concepts and methods of correlating marine sed- ics will vary from year to year and may include plan- analysis and seismic signal processing, seismic wave dis- etary collisions, terrestrial planets, origin of planetary i m e n t a ry sequences. Emphasis on the integration of tech- persion. Course designed for graduate students but avail- niques and development of the Cenozoic stratigraphic systems, small bodies, the New Mars, and satellites of able to qualified Earth sciences majors. Physics 110B and Jupiter. Achievement will be evaluated based on class rec o r d. One 2-hour laboratory each week. Upp e r - d i v i s i o n 114B are recommended as preparation. Enrollment re- students who have completed course 160 may enroll in participation, exams, and a research project. Open to stricted to graduate students. Offered in alternate aca- undergraduate majors with permission of instructor. this course. Will be offered in the 2005–06 academic yea r . demic years. May be repeated for credit. The Staff Enrollment restricted to graduate students. J. Zachos Enr ollment restricted to graduate students. May be re- 278B. Advanced Seismology. * peated for credit. E. Asphaug 270. Global Seismology. S Special topics in wave propagation in heterogeneous, 290F. Topics in Coastal Processes Introduction to quantitative earthquake and global Earth three-dimensional media, applications for determination (2 credits). F,W,S structure seismology.Topics include basic elasticity, wave of Earth’s structure, kinematics and dynamics of the seis- Ins t r uctor and students lead discussions and make pre- characteristics, seismic ray theory, wave reflection, surfa c e mic source, near field phenomena, engineering applica- sentations on current res e a r ch, problems, and publica- waves, normal modes, seismic instrumentation, applications, current problems. Course designed for graduate tions in coastal processes. These topics include littoral tion of seismic waves to reveal Earth structure and result- students but available to qualified Earth sciences majors. drift, sediment transport and storage on the inner shelf, ing models, representation of earthquake sources such as explosions and faulting, earthquake ru p t u re scaling, modern methods of modeling seismic rec o r dings to study EAST ASIAN STUDIES 173

shoreline erosion/change and its documentation, and 290R. Topics in the Chemistry and Physics RAOU L BIR N B AU M , Professor of His t o r y of Art and related issues. Enrollment restricted to graduate stu- of the Earth. * Visual Cul t u r e dents. May be repeated for credit. G. Griggs Explores problems and current research developments Buddhist studies, especially Chinese practices from medieval in the application of physics and chemistry to planetary times to the present; religion and visual culture in China; 290G. Topics in Global Tectonics. * Patricia and Rowland Rebele End o wed Chair Exp l o r es different problems of special interest in global interiors. Topics differ from year to year and include, tectonics with the approach of integrating marine and but are not limited to, res e a r ch related to the accret i o n , NAN C Y N. CHE N , Associate Professor of t e r restrial geologic and geophysical information. differentiation, evolution, and structure of the terres- An t h ro p o l o g y Course designed for graduate students but available to trial planets. Course designed for graduate students but Medical anthrop o l o g y, visual anthrop o l o g y, urban qualified Earth sciences majors. Will be offered in the av ailable to qualified Earth sciences majors. Will be of- an t h ro p o l o g y, Asian American identity, mental health, food, 2005–06 academic yea r . May be repeated for cred i t . E. fered in the 2005–06 academic year. Offered in alter- Ch i n a Silver nate academic years. May be repeated for credit. Q. Williams ALAN S. CHR I S T Y, Associate Professor of His t o r y 290H. Topics in Hydrogeology. * Ear ly modern and modern Japan; history of social sciences, Selected topics in grou n d w a t e r , hydr othermal systems, 290T. Current Research Topics in colonialism, nationalism Paleoceanography and Paleoclimatology. * and related subjects. Discussion of theoretical models, CHR I S TO PH E R CON N E R Y, Associate Professor of field and laboratory approaches, and recent research. Students and instructor lead discussions of recent and Chinese Literature Topics vary from year to year. Course designed for significant problems in paleoceanography and paleo- Wor ld literat u r e and cultural studies, globalism and graduate students but available to qualified Earth sci- cl i m a t o l o g y . Articles struc t u r ed around current themes ge o g r aphical thought, the 1960s, Mar xism, pre- m o d e r n and ences majors. Will be offered in the 2005–06 academic of interest are selected by the instructor. Emphasis on mo d e r n Chinese cultural studies, cultural revo l u t i o n year. May be repeated for credit. A. Fisher major climatic transitions or events which noticeably influenced evolution of biota. Course designed for SAK A E FUJ I T A, Le c t u r er in Japanese Language 290K. Paleontology Seminar (3 credits). W graduate students but available to qualified Earth sci- For eign language methodology, dram a / t h e a t e r / i m p r ovi s a t i o n Seminar discussion based on current readings in the lit- ences majors. Will be offered in the 2005–06 academic use in language learning, language and identity, forei g n er a t u r e around some topic in the history and evol u t i o n year. J. Zachos language literac y , literacy through literat u r e of life. Course designed for graduate students but avai l - K. C. FUN G , Professor of Eco n o m i c s able to qualified upper-division science students. Of- 292. Seminar (no credit). F,W,S Int e r national trade, foreign direct investment, interna t i o n a l fered in alternate academic years. May be repeated for Weekly seminar attended by faculty, graduate students, en v i r onmental economics, and economies of the Asi a - Pa c i f i c credit. P. Koch and upper-division undergraduate students. May be repeated for credit. The Staff JOH N HAY, Professor of His t o r y of Art and Vis u a l 290L. Topics in Climate Change. * Cul t u r e Exp l o r es current issues and recent developments in the 293. Graduate Research Seminar (1 credit). W Visual and conceptual rep r esentation in pre- m o d e r n China, field of past, present, and future climate change. Topic Weekly seminar series covering a broad spectrum of top- especially landscape painting; Asian art history is different each yea r , but focuses on the interaction be- ics in the Earth sciences. Graduate students give 15- to 20- GAI L B. HER S H A TTE R , Distinguished Professor of tween different components of Earth’s environment minute oral presentations on current or anticipated His t o r y and the effect of that interaction on climate change. res e a r ch. Enr ollment restricted to graduate students. May Mod e r n Chinese social and cultural history; labor history; Designed for graduate students but open to qualified be repeated for credit. The Staff gender history; history of sexuality; feminist theory; history, undergraduates. Will be offered in 2005–06. Enroll- me m o r y, and nostalgia ment restricted to graduate students. Enrollment lim- 296. Special Student Seminar. F,W,S ited to 20. May be repeated for credit. L. Sloan Permission of instructor required. The Staff EMI L Y HON I G , Professor of Wom e n ’s Studies and His t o r y 290M. Topics in Atmospheric Chemistry. S 297. Independent Study. F,W,S Gen d e r , sexuality, and ethnicity in modern Chinese history; Fundamentals of chemical processes determining the Permission of instructor required. The Staff co m p a ra t i v e labor history; Chicana history, nationalism, and composition of the atmosphere on scales from urban sexuality in the Th i r d Wor ld; oral history smog to climate change. Topics include carbon, nitro- 298. Earth Sciences Internship. F,W,S A supervised learning experience involving practical, CHI YO K O ISH I B A S H I , Le c t u r er in Japanese Language gen, sulfur biogeochemical cycles; atmospheric Mod e r n Japanese literat u r e and film ae r osols; urban air pollution; greenhouse effect; stratos- g r a d u a t e - l e vel application of Earth sciences thro u g h pheric ozone depletion; impacts on humankind and working with approved companies, governmental agen- JUN K O ITÔ , Professor of Linguistics ecosystems. Enr ollment restricted to graduate students, cies, or research organizations. Students consult weekly Pho n o l o g y, morphology, Scandinavian languages, Jap a n e s e with supervising faculty and prep a r e a final rep o r t of their undergraduates with permission of instructor. May be EAR L JACK S O N JR., Associate Professor of Literature repeated for credit. P. Chuang work. Consult sponsoring agency for enrollment criteria. After instruction on resume preparation and interview Japanese intellectual history, medieval Japanese literat u re , 290N. Topics in Mineral Physics. * skills, students must interview and be selected for intern- mo d e r n Japanese literat u r e, Japanese cinema, semiotics, ps y choanalysis, Kor ean cinema, Kor ean language and culture, Selected topics encompassing the physics and chem- ship by approved sponsoring organizations. A. Fisher is t r y of Earth ’s interior, planetary physics, high-pres s u r e Buddhist philosophy, and film theory experimental geophysics and material properties at 299. Thesis Research. F,W,S DAVI D KEE N A N , Le c t u r er in Chinese Language high pressure and temperature. Topics vary from year Permission of instructor required. The Staff Chinese language, fiction, and history to yea r . Designed for graduate students but available to JACQU E L I N E KU, Le c t u r er in Chinese Language qualified Earth sciences majors. Will be offered in the Chinese language pedagogy, modern Chinese drama, dram a 2005–06 academic yea r . May be repeated for cred i t . E. as pedagogical tool Knittle East Asian Studies BRUC E D. LAR K I N , Professor of Pol i t i c s 290P. Interdisciplinary Topics in the Earth Global politics, disarmament, theory of war, Chinese politics Sciences. * and society An understanding of the chemical and physical prop- 239 Cowell College erties and processes in the earth is sought by integrat- (831) 459-2054 LIS A ROF E L , Associate Professor of Anthrop o l o g y ing information from several subdisciplines in the ht t p : / / l a n g 2 . u c s c . e d u / l a n g u a g e _ p ro g ra m / i n d e x 2 . h t m l Critical theory, anthrop o l o g y of moderni t y , popular/public cu l t u r e, gender and sexuality, cultures of capitalism, Earth sciences. Topics vary from year to year, focusing postcolonial feminist anthrop o l o g y, China on areas of active research. Course designed for gradu- Faculty and Professional Int e re s t s ate student but available to qualified Earth sciences ma- NEF E RT I TAD I A R , Associate Professor of His t o r y of jors. Will be offered in the 2005–06 academic year. DIL I P K. BAS U , Associate Professor of His t o r y Co n s c i o u s n e s s Prerequisite(s): graduate standing or permission of in- Mod e r n South Asia, modern China, world history: colonial Th i r d Wor ld feminisms, postcolonial theory, critical theories of structor. Course designed for graduate student but and postcolonial, film and visual culture race and racism, literar y and social theory, cultural studies of av ailable to qualified Earth sciences majors. May be re- the Asia Pacific reg i o n peated for credit. S. Schwartz

*Not offered in 2004–05 174 PROGRAMS AND COURSES

DAN A Y. TAK AG I , Professor of Soc i o l o g y •Fiv e courses in twen t i e t h - c e n t u r y subject matter His t o r y of Art and Visual Cul t u r e 190G, Wor d and Social inequality and identity, res e a r ch methods, rac e (U pper-division language courses in modern Chinese Image in Chinese Cul t u r e relations, nationalism, and social movem e n t s may be counted in this category.) World Literature and Cultural Studies 123, The 1960s ALI C E YAN G MUR R A Y, Associate Professor of His t o r y • One explicitly comparative course Wom e n ’s Studies 154, Revo l u t i o n a r y Tales: Women in Historical memory, Asian American history, gender history, Co m p a r a t i v e is defined as a course that fulfills one or Mod e r n China race and ethnicity, 20th-century U.S., oral history mo r e of the following conditions: treats China as one among two or more cultures or treats the Asian JUD Y YUN G , Professor Emerita of American Stu d i e s Japanese Stu d i e s American experience or treats the student’s primary His t o r y 159A, Ancient Jap a n thematic area of interest in a cultural context other His t o r y 159B, Tokugawa Jap a n than that of China or of China alone. Other Asian Prog r am Des c r i p t i o n History 159C, Mod e r n Jap a n ar ea courses would fulfill this req u i r ement, as would Students of East Asian studies at UC Santa Cruz may His t o r y 194J, Co m p a ra t i v e Studies in Mod e r n Asi a n select from among the following prog r a m s : some courses in literary theory, women’s studies, or other disciplines. His t o r y • A minor in Chinese or Japanese studies, with a major in any discipline in any division. The student is expect- Many courses satisfy the requirement for eight upper- ed to acquire a speaking and reading ability in division courses. Check with the East Asian studies Ecology and Evolution Chinese or Japanese sufficient to pursue advan c e d adviser if you are unsure about the categories as studies in China or Japan and use Chinese or described above. See Biological Sciences, page 134. Japanese source material for res e a r ch. A student who wishes to complete the East Asian studies prog r a m Study Abro a d Ecology and Evolutionary should enroll in beginning Japanese or Chinese no Study abroad, though not a req u i r ement, is stron g l y later than the sophomore yea r . Req u i r ements for the encouraged. At present there are UC Education Abro a d Bi o l o g y minor are outlined below. Students seeking furth e r Programs in China, Japan, Hong Kong, and Tai w a n . information about the minor should call the Prior to beginning study abroad, students should pres e n t See Biological Sciences, page 133. Language Program Off i c e . a plan showing how they propose to complete the major • A major or minor in the Chinese or Japanese concentra - req u i re m e n t s . tion of language studies. Req u i r ements for this major Students may apply to the Volunteers in Asia prog r a m ar e found on page 275. to teach English in China; contact the Kresge College Office for more information on this prog r a m . Ec o n o m i c s • An individual major in East Asian studies is curren t l y av ailable in Chinese studies only. It is designed for students who want to center their study of China on Senior Th e s i s 417 Engineering 2 in t e n s i v e study of the Chinese language, if possible Students who elect to write a senior thesis normally do so (831) 459-2743 including study abroad, with accompanying courses as part of an independent study course (195 or 199) ht t p : / / e c o n . u c s c . e d u to provide historical and cultural context. under supervision of their major adviser. Faculty and Professional Int e re s t s Major Req u i re m e n t s Req u i r ements for the Min o r 1. Permission from the chair of the East Asian studies Language: nine courses of Chinese or Japanese language Prof e s s o r faculty when declaring the major. The chair and the or equival e n t . ROB E R T F. ADA M S , Eme r i t u s st u d e n t ’s major adviser will verify a study plan of Req u i r ed course: His t o r y 40, The Making of Mod e r n Eas t courses intended to satisfy major req u i re m e n t s . Asi a (East Asian studies core course). His t o r y 80G, JOS H U A AIZ E N M A N Int e r national economics, economic devel o p m e n t 2. Courses as specified below (a Chinese area course is Popular Movements in China, may be substituted for defined as one in which half or more of the time is His t o r y 40 by those minoring in Chinese studies. YIN -W ON G CHE U N G spent on China). Th r ee additional upper-division courses in the chosen Econometrics, applied econometrics, exchange rate dynamics, 3. Either a senior thesis (translations with critical ar ea of China or Japan, one of which may be an indi- financial price behavior, aggregate output dynamics in t r oduction and interpretation are encouraged) vidual study (course 199). These three courses must FRA N K C. CHI L D , Eme r i t u s culminating in a one-hour exam on the subject of the be in fields outside the student’s major. thesis or an oral examination on an agreed panel of MEN Z I E CHI N N topics in fulfillment of the campus compreh e n s i v e The following are among the courses that meet the Int e r national finance, macroe c o n o m i c s req u i re m e n t . upper-division course req u i r ement. (Check the Sc h e d u l e of Classes or consult with the program coordinator for MIC H A E L P. DOO L E Y Int e r national finance, monetary theory and policy Lower-Division Courses courses added during the academic year that meet the req u i re m e n t . ) DAN I E L FRI E D M A N Chinese language through Chinese 50 (or equivalent, to Mic r oeconomic theory, experimental economics, evolution and be certified by Chinese language or literature faculty) and Chinese Stu d i e s le a r ning, behavioral economics, financial marke t s a lower-division survey course in East Asian history, liter- Chinese, all upper-division courses at u r e, or history of art and visual culture. K.C. FUN G His t o r y 150B-C, His t o r y of China Int e r national trade, foreign direct investment, interna t i o n a l en v i r onmental economics, and economies of the Asi a - Pa c i f i c Upper-Division Courses His t o r y 151, Classical Chinese Cul t u r e and Lit e ra t u re , Ten t h - Ce n t u r y B.C.E. th r ough Six t h - Ce n t u r y C.E. RON A L D E. GRI E S O N A minimum of eight upper-division courses meeting His t o r y 152, Classical Chinese Cul t u r e and Lit e ra t u re , Mic r oeconomics, urban economics, public finance, energy br eadth req u i r ements below. Note that a single course Sixth Cen t u r y C.E. th r ough Sixteenth Cen t u r y economics, industrial organization, regulation, antitrust, and may fulfill more than one breadth req u i re m e n t . His t o r y 194J, Co m p a ra t i v e Studies in Mod e r n Asi a n real estate • Two courses in Chinese history His t o r y MIC H A E L M. HUTC H I S O N • Two courses in Chinese language (three stron g l y His t o r y of Art and Visual Cul t u r e 114, Buddhist Vis u a l Int e r national finance, macroeconomics, Japanese financial en c o u r a g e d ) Worl d s system, Eur opean monetary integrat i o n • Th r ee courses in pre- t we n t i e t h - c e n t u r y subject matter His t o r y of Art and Visual Cul t u r e 121C, Later Chinese JOH N W. ISB I S T E R (U pper-division language courses in classical Chinese His t o r y Ethics, immigration, economic devel o p m e n t may be counted in this category.) His t o r y of Art and Visual Cul t u r e 190D, The Wor ld of the Lotus Sut r a ECONOMICS 175

DAVI D E. KAUN Le c t u re r and quantitative methods. Highly qualified seniors may Political economy of capitalism (and the impact of the take appropriate graduate courses and earn an M.S. as ROB E R T J. SHE PH E R D co n s e r vat i v e think tanks on public dialogue and policy), labor well as a B.A. degree in five yea r s . economics, economics of art and culture Financial, managerial, cost accounting, intermediate and ad v anced accounting, and certified public accounting KEN N E T H KLE T Z E R ex a m i n a t i o n s Gen e r al Req u i re m e n t s Int e r national economics, economic theory, economic de ve l o p m e n t ◆ ◆ ◆ Admission into an Economics Major and Min o r LOR I G. KLE T Z E R Emp l o yment and wage determination, impact of DAVI D GOO D M A N , Professor of Env i ro n m e n t a l The Economics Dep a r tment administers three undergrad- globalization on the domestic labor market, industrial Stu d i e s uate majors: economics, business management economics relations, gover nment labor market policies, higher education, Political economy of international environmental issues, and global economics. The admission req u i r ements are and the labor marke t global agri-food systems, technology, Nor th-South rel a t i o n s the same for the three . and sustainable development, Brazilian economy and society Students must take two courses prior to petitioning JACO B B. MIC H A E L S E N , Eme r i t u s PAUL M. LUB E C K , Professor of Soc i o l o g y for entry to an economics major: course 1 (principles PEG G Y B. MUS G R AV E , Eme r i t a Political sociology, political economy of devel o p m e n t , of microeconomics) and course 2 (principles of macro- globalization, labor and work, logics of methodology, rel i g i o n ec o n o m i c s ) . TIB O R SCI T OVS K Y , Eme r i t u s and social movements, Islamic society and identities, Requests for entry into the major will be rev i e wed NIRV I K A R SIN G H in f o r mation and networks within two weeks of receipt. Equ i v alent courses may be Industrial organization, political economy, economic MAN U E L PAS TO R JR., Professor of Latin American taken at other universities or at community colleges. de v elopment, technology and innovation, South Asi a n Transfer students may have these requests rev i e wed by im m i g r ants in the U.S. and Latino Stu d i e s Urban pover ty and regional development, Latinos in the the department prior to matriculation at UCSC. CAR L E. WAL S H urban U.S., macroeconomic stabilization in Latin Ame r i c a ; All students with a combined grade point aver a g e Mon e t a r y theory and policy, macroeconomics, political distribution, democrac y , and growth in the developing world ; (G P A) of 2.8 in courses 1 and 2 will be allowed to ec o n o m y Cuban economic ref o r m; Mexican economic ref o r m de c l a r e the major. Students with a GPA below 2.8 in these courses may be allowed to declare at the discret i o n DON A L D A. WITT M A N HEL E N SHA PI R O, Associate Professor of Soc i o l o g y of the departm e n t . Economic theory, politics, law Political economy, Latin American economic history and de v elopment (with an emphasis on Brazil), industrial policy, Students should take courses 1 and 2 for letter grades. Adjunct Prof e s s o r the auto industry, the state and transnational corporat i o n s In the case of courses taken on a Pas s / N o Pass basis, the de p a r tment will use “sh a d o w grades,” assigned by the RIC H A R D A. MUS G R AV E in s t r uctor but not rep o r ted to the Office of the Reg i s t r a r , Public finance, macroe c o n o m i c s Prog r am Des c r i p t i o n in its assessment of eligibility for the major. JUR G NIE H A N S An understanding of economics is a vital component of a Courses for which the grade of W is given are not Int e r national trade, monetary economics, economic history liberal arts education and a necessity for anyone interes t - counted in the computation of the GPA. If courses 1 or ed in such areas as business, environmental policy, wel - 2 are repeated, the department will evaluate the grades Associate Prof e s s o r fa r e reform, unemployment, international competitive- fr om the first attempt in determining whether students ness and trade, or transformations in the global economy. qualify for admittance into the major. BER N A R D L. ELB AU M The programs offered by the UCSC Eco n o m i c s Students may petition for admission to the major by Economic history Dep a r tment are designed to acquaint students with the filling out the campus’s Declaration of Major form and by ROB E R T W. FAI R L I E br oad range of issues studied by economists and with the supplying evidence of their performance in the two pre- Labor economics, public policy, entrep r eneurship, applied tools they use. The department offers four majors: major courses. ec o n o m e t r i c s For purposes of advising, students who are interested in Economics B.A. pursuing an economics major are encouraged to declare the Assistant Prof e s s o r Business management economics B.A. pr e-economics major with the understanding that this does EIL E E N BROO K S Global economics B.A. not automatically provide entry to the economics major. Int e r national trade, international political economy, Information systems management B.S. (a major spon- Appeal of Negative Decisions industrial organization so r ed by the Economics and Computer Science AI-R U CHE N G Dep a rt m e n t s ) Appeals of negative decisions must be submitted to the Economics Dep a r tment in writing within 30 days of Finance (asset pricing) and econometrics A minor in economics is also available, as well as the fol- notification that entrance into the major was denied. lo wing combined majors: CARLOS E. DOBKIN Letters of appeal should describe any extenuating circu m - Public health, public policy, and econometrics Eco n o m i c s / e n v i r onmental studies B.A. stances that might affect the student’s rec o rd . DOIREANN FITZGERALD Global economics/Latin American and Latino studies B.A. International finance, international trade, macroeconomics Co r e Req u i r ements for all Economics Maj o r s Students majoring in other subjects will find that eco- RIC A R D GIL nomics courses help them understand current affairs and Courses 1 and 2, 11A, 11B, 100A, 100B, and 113 are Industrial organization, organizational economics, applied satisfy their curiosity about the ways society allocates req u i r ed for all economics majors and are prere q u i s i t e s mi c r oeconomics, and political economy res o u r ces. The department provides topical courses in the for most upper-division courses. Students are stron g l y urged to complete these courses as soon as possible. XENIA MATSCHKE 80 series for students who are interested in economics or International trade, applied microeconomic theory business but do not plan to become majors. Students who are committed to the major early in their The economics curriculum begins at the introd u c t o r y academic career or who are considering the combined PHI L L I P MCCAL M A N le v el; no specific high school preparation is req u i r ed. All B.A./M.S. program should plan to complete at least Int e r national trade, intellectual prop e r ty rights, industrial economics majors study a substantial core of economic courses 1, 2, 11A, and 11B by the end of their sopho- or g a n i z a t i o n th e o r y and mathematical and statistical methods, and mo r e yea r . FED E R I C O RAVE N N A then choose among a wide variety of upper-division Open economy macroeconomics, international finance, el e c t i v es. Economics majors may combine their upper- Mathematics Content Req u i re m e n t mo n e t a r y economics division elective choices in a variety of ways to achieve Successful completion of Economics 11A and 11B (or HUI B I N YAN specialization in a number of possible areas, including eq u i v alent) is req u i r ed of all economics majors and is Economic theory, game theory, applied microeconomic theory, en v i r onmental economics, public policy, political econo- pre r equisite to courses 100A, 100B, and 113. (Course industrial organization my , international economics, economic devel o p m e n t , 11B can be taken concurrently with courses 100A and 100B.) Th e re f o r e, students are advised to take courses 11A and 11B or their equivalent as early as possible in 176 PROGRAMS AND COURSES

their undergraduate caree r . Mathematics 11A-B and 22, Int e r ested students should make an appointment or emphasizing areas such as applied economics, environ - or 19A-B and 22, are acceptable equivalents to stop by the Economics Field Study Office at 217A, Soc i a l mental economics, public policy, political economy, Economics 11A and 11B. Students should not attempt Sciences 1; or call (831) 459-2028; or e-mail international economics, third world issues and economic to meet the req u i r ement by combining courses from the ec o n i n t e r [email protected]. Web address: ht t p : / / e c o n . u c s c . e d u . de v elopment, and quantitative methods. economics and math sequences. Students must complete wh i c h e v er sequence they begin. Students planning to do Transfer Stu d e n t s Economics Major Req u i re m e n t s graduate work in economics or business should seriously A student transferring to UCSC may fulfill some of the Students who major in economics are req u i r ed to take consider more intensive mathematical training (consult the following courses: ad v i s e r ) . req u i r ements for the major by completing equival e n t courses, with a grade of C or better, at another rec o g - 1 Int ro d u c t o r y Mic r oeconomics: Res o u r ce ni z ed institution. Transfer students must present their Allocation and Mar ket Stru c t u r e Co m p re h e n s i v e Req u i re m e n t Transfer Credit Sum m a r y (available from college offices) 2 Int ro d u c t o r y Mac r oeconomics: Agg r egate The compreh e n s i v e req u i r ement may be satisfied in one and course syllabi or descriptions to an Eco n o m i c s Economic Act i v i t y of the following ways: (1) by passing a compreh e n s i v e Dep a r tment adviser. The department approves courses 11 A Mathematical Methods for Economists (or examination, administered by the Eco n o m i c s applicable for economics prer equisites and major req u i r e- eq u i va l e n t ) Dep a r tment several times during the academic year; (2) ments. All transfer students must complete the compre- 11 B Mathematical Methods for Economists (o r in exceptional cases and with consent of an instruc t o r , by he n s i v e req u i r ement at UCSC. Economics and global eq u i va l e n t ) completion of a senior thesis. economics majors must take at least three of their upper- 10 0 A Int e r mediate Mic ro e c o n o m i c s division economics electives at UCSC. Business manage- 10 0 B Int e r mediate Mac ro e c o n o m i c s Minor Req u i re m e n t s ment economics majors must take at least four of their 11 3 Int r oduction to Eco n o m e t r i c s upper-division economics electives at UCSC, one of and five additional upper-division economics courses, at Students earn a minor in economics by completing all which must be 101, 133, or 135. Courses taken for cred - least three of which must be selected from the followi n g : of the requirements for the major with the following it elsewh e r e may not be repeated for credit here. differences: 104 Is Th e r e Truth in Numbers: The Role of Sta t i s t i c s in Eco n o m i c s • The number of additional upper-division courses is Combined Maj o r s 10 6 Evol u t i o n a r y Thought in the Social Sciences reduced from five to three . 10 7 Economic Jus t i c e • Th e r e is no compreh e n s i v e req u i re m e n t . The Economics Dep a r tment offers a combined major in en v i r onmental studies/economics (see page 229). Glo b a l 11 4 Adv anced Qua n t i t a t i v e Met h o d s • Courses 191, 192, 193, 193F, 198, and 198F may economics is offered in a combined major with Latin 120 Economic Deve l o p m e n t not be used to meet minor req u i r ements. (As for the American and Latino studies (see page 279). Inf o r m a t i o n 12 5 Economic His t o r y of the U.S. ma j o r , course 199 may be counted only once towa r d systems management, a stand-alone major combining 126 Why Economies Succeed or Fai l the upper-division minor req u i re m e n t s . ) elements of business management economics and com- 12 8 Pover ty and Public Pol i c y puter science, is administered by the Computer Science 130 Money and Ban k i n g Independent Stu d y Dep a r tment and leads to a bachelor of science degree (see 131 Int e r national Financial Mark e t s 137 Pe rf o rming Arts in the Public and Pri va t e Students are encouraged to petition for independent page 223). Req u i r ements for these majors may be rev i e wed under their separate entries in this catalog. Eco n o m y study on topics of special interest to them. Eco n o m i c s 14 0 Int e r national Trad e 199, Tut o r i a l , may be used as only one of the upper- 14 1 Int e r national Fin a n c e division courses req u i r ed for the major. The departm e n t Major Disqualification Pol i c y 14 2 Adv anced Topics in Int e r national Fin a n c e encourages group tutorial study in which a small number Students are expected to maintain good academic stand- 148 Latin American Eco n o m i e s of students join together in a seminar to pursue a coming in the major. Only courses with a grade of P or a 149 The Economies of East and Southeast Asi a mon interest with faculty assistance. Such enterprises minimum letter grade of C or better will satisfy the 150 Public Fin a n c e make economical use of faculty res o u r ces, and they also major req u i r ements. Students who fail any of the upper- 152 Setting Domestic Pri o r i t i e s make it possible for students to learn from each other. division core courses (courses 100A, 100B, and 113) 153 Co s t - B enefit Ana l y s i s twice will be disqualified from the major. Students who 160A Industrial Org a n i z a t i o n Fie l d - S tudy Prog ra m ar e disqualified will be notified by the first day of instruc - 165 Economics as an Experimental Science The Economics Dep a r tment offers its majors the oppor- tion in the subsequent quarter following the disqualifying 169 Economic Analysis of the Law tunity to integrate their academic knowledge with caree r - fa i l u r e. The Office of the Registrar and the student’s col- 170 Env i r onmental Eco n o m i c s related work. The field-study program places students in lege will be notified of the disqualification. 171 Nat u r al Res o u r ce Eco n o m i c s internships under the supervision of a faculty sponsor Students may appeal their disqualification within the 175 Ene r g y Eco n o m i c s and a professional at the workplace. Students can select appeal period by submitting a letter to the economics 183 Women in the Eco n o m y fr om a wide variety of field placements such as account- undergraduate programs coordi n a t o r . This appeal must 184 Labor Wars in Th e o r y and Fil m ing firms, community non-profits, government agencies, be filed no later than 15 days after the disqualification 189 Political Economy of Cap i t a l i s m br okerage firms, marketing agencies, banks, and business- notification was mailed, or the 10th day of classes in the Courses 191, 192, 193, 193F, 198, and 198F may not be es in Santa Cruz and beyond. Students apply and prep a r e qu a r ter of their disqualification, whichever is later. used to meet major req u i r ements. Either course 195 or for field study a quarter in advance. Acceptance into the 199 may be used to fill one of the five upper-division field-study program is determined by academic standing, major req u i re m e n t s . class level, and successful completion of courses 100A, Economics Prog r am Des c r i p t i o n 100B, and 113. Students may earn a maximum of 10 Economics is the study of a vast range of human behavior academic credits and complete up to two quarters in a and its social implications, ranging from how individuals Business Management Eco n o m i c s field placement. make (or should make) personal financial and consump- Prog r am Des c r i p t i o n Along with the training and supervision by a prof e s - tion decisions to how the business of organizing society’s sional at the workplace, students rec e i v e guidance from a pr oduction and trade changes with time and place. The business management economics major provides stu- faculty sponsor who directs their academic proj e c t . Economists are at the foref r ont of understanding and dents who are interested in careers in business or man- Students earn credit through the completion of this proj - tr ying to grapple with some of the most important issues agement with a foundation in economics and a selection ect and the job supervi s o r ’s evaluation of perfo r m a n c e . faced by the world. Economics majors study a substantial of applied fields related to business management. Economics field-study courses (193 and 198) do not satis- co r e of economic theory and mathematical and statistical Par ticular areas of strength of the program are account- fy any upper-division req u i r ements for the major and are methods. The req u i r ed core courses may be combined ing, finance, and technology management. This course of av ailable as Pas s / N o Pass only. with electives in a general economics major prog r a m study prep a r es students for entrance into the business especially suitable for students who plan either to enter world or admission to graduate programs—either the law school or to go into more specialized prog r a m s ma s t e r ’s program in applied economics and finance at ECONOMICS 177

UCSC or graduate programs in business and manage- Computer Science 12A, Int r oduction to Prog ra m m i n g Global Economics Major Req u i re m e n t s ment at other universities. Computer Science 60G, Beginning Prog ra m m i n g : Int ro d u c t o r y and core req u i re m e n t s . Students who The program provides a business and management Social Sciences and Hum a n i t i e s major in global economics are req u i r ed to take the fol- education embedded within a broader economics and Computer Science 60N, Beginning Prog ra m m i n g : lo wing courses: liberal arts context and is closely tied to the economics Nat u r al Sciences and global economics majors and the information sys- Computer Science 80B, Systems and Sim u l a t i o n 1 Int ro d u c t o r y Mic r oeconomics: Res o u r ce All o c a t i o n tems management major (page 223). Information Systems Management 50, Bus i n e s s and Mar ket Stru c t u r e The UCSC business management economics curricu- Inf o r mation Sys t e m s 2 Int ro d u c t o r y Mac r oeconomics: Agg re g a t e lum begins at the introd u c t o r y level; no specific high Information Systems Management 58, Sys t e m s Economic Act i v i t y school preparation is req u i r ed. All majors study a substan- Analysis and Des i g n 11 A Mathematical Methods for Economists tial core of economic theory and mathematical and statis- Linguistics 80G, Nat u r e and Language of Computers (or equivalent, see below) tical methods, and they are then able to choose among a Economics 216, Applied Econometric Analysis I (w i t h 11 B Mathematical Methods for Economists wide range of business and management electives . permission of instruc t o r ) (or equivalent, see below) 10 0 A Int e r mediate Mic ro e c o n o m i c s This major has several important elements. First, it Upper-division electives . Students are req u i r ed to take combines the strong analytic approach of economics with 10 0 B Int e r mediate Mac ro e c o n o m i c s six additional courses: four in business management and 11 3 Int r oduction to Eco n o m e t r i c s the technical aspects of management. Second, it rec o g - two other economics electives. Students must choose ni z es that computing is intrinsic to business and is an four courses from the following list; at least one of these Students are strongly urged to complete courses 100A, essential skill for those who wish to enter this field. four must be a course designated with an asterisk (*). 100B, and 113 prior to study abroad. In addition, majors Students in this major gain knowledge about using com- must have language study, area study, and overseas study, puting as a tool of analysis for economic, statistical, and *10 1 Managerial Eco n o m i c s as described below. Courses 191, 192, 193, and 198 may financial data. Th i r d, the major offers field placements 10 2 Fore c a s t i n g not be used to meet major req u i r ements. Either course (arranged with the economics field-study program coor- 11 0 Managerial Cost Accounting and Control 195 or 199 may be used to fill one of the five upper-divi- dinator) which provide an excellent way to apply aca- 11 1 A Int e r mediate Accounting I sion major req u i re m e n t s . 11 1 B Int e r mediate Accounting II demic economics, business, and management to issues Upper-division req u i re m e n t s . Fiv e additional upper-divi- and problems in the real world; they provide marke t a b l e 11 5 Int r oduction to Management Sciences 11 7 Tax Factors of Business and Inve s t m e n t sion courses are req u i r ed. These may include approved skills as well as important job contacts. And fourth, stu- courses offered by other departments. dents gain written and verbal communication skills, 11 9 Adv anced Acc o u n t i n g *13 3 Security Mar kets and Financial Ins t i t u t i o n s At least one of the five courses must be selected from which are vitally important in business. the following three : In cooperation with the UC Education Abro a d *13 5 Co r p o r ate Fin a n c e Program (EAP), opportunities are available for students 13 6 Business Stra t e g y 12 0 Economic Deve l o p m e n t to take some business courses (taught in English) in 13 8 The Economics and Management of Tec h n o l o g y 14 0 Int e r national Trad e Eur ope, Mexico, and Hong Kong. Students should ask and Inn o vat i o n 14 1 Int e r national Fin a n c e the Economics Dep a r tment for additional information 13 9 A Economics of Ele c t r onic Commerce In addition, at least one course must be chosen from about these prog r a m s . 13 9 B E- C o m m e r ce Stra t e g y one of the following lists: 16 1 Mark e t i n g Students who are committed to the major early in Economics their academic career or who are considering the com- 16 2 Legal Env i r onment of Bus i n e s s 12 0 Economic Deve l o p m e n t bined B.A./M.S. program should plan to complete cours- 16 4 Economics and the Telecommunications Ind u s t r y 12 6 Why Economies Succeed or Fail: Lessons from es 1, 2, 10A, 10B, 11A, and 11B no later than the end of 18 0 Labor Eco n o m i c s Wes t e r n and Japanese His t o r y their sophomore yea r . 18 1 Economics of Real Est a t e 18 8 Management in the Global Eco n o m y 13 1 Int e r national Financial Mark e t s 14 0 Int e r national Trad e Students must choose the remaining two courses from Business Management Economics 14 1 Int e r national Fin a n c e the upper-division economics electives listed for the eco- Major Req u i re m e n t s 14 2 Adv anced Topics in Int e r national Eco n o m i c s nomics major (see page 176). Int ro d u c t o r y and core req u i re m e n t s . Students who 14 8 Latin American Eco n o m i e s major in business managements economics are req u i re d Courses 191, 192, 193, 193F, 198, and 198F may not be 14 9 The Economies of East and Southeast Asi a to take the following courses: used to meet major req u i r ements. Either course 195 or 18 8 Management in the Global Eco n o m y 199 may be used to fill one of the six upper- 1 Int ro d u c t o r y Mic r oeconomics: Res o u r ce All o c a t i o n division major req u i re m e n t s . and Mar ket Stru c t u r e Latin American and Latino Studies 2 Int ro d u c t o r y Mac r oeconomics: Agg re g a t e Field study. One quarter of field study is strongly rec o m - 14 0 Rur al Mexico in Cri s i s Economic Act i v i t y mended. Placements and credit for course 193 or 198 are 16 5 Political Economy of Crisis and Transition in 10 A Economics of Accounting (or equivalent, see arranged through the economics field-study coordi n a t o r . Latin Ame r i c a under General Req u i re m e n t s ) See above under Fie l d - S tudy Program description. 16 8 Economic His t o r y of Latin Ame r i c a 10 B Economics of Accounting (or equivalent, see 16 9 Latin American Industrialization in a Glo b a l under General Req u i re m e n t s ) Global Economics Prog r am Des c r i p t i o n Per s p e c t i ve : Past, Present, Fut u r e 11 A Mathematical Methods for Economists (or equival e n t ) Global economics is an interdi s c i p l i n a r y major designed Politics 11 B Mathematical Methods for Economists to prep a r e students to participate in the global economy; 14 0 B Co m p a ra t i v e Post-Communist Pol i t i c s (or equival e n t ) the program aims to deepen the student’s knowledge of 17 5 The New Euro p e 10 0 A Int e r mediate Mic ro e c o n o m i c s economics within a culturally and linguistically diver s e 17 6 Int e r national Political Eco n o m y 10 0 B Int e r mediate Mac ro e c o n o m i c s world. The major is particularly useful to students con- 11 3 Int r oduction to Eco n o m e t r i c s templating careers at home or overseas in international Sociology relations, in international business, or with international Computer literacy req u i re m e n t . Students must com- 16 3 Global Corporations and National Sta t e s organizations. Hence the major req u i r es overseas study, 16 7 Dev elopment and Und e rd e ve l o p m e n t plete a minimum of two courses from the following list regional area study, and second-language proficiency in (with department approval, a student may substitute addition to the basic economics req u i re m e n t s . The other three req u i r ed upper-division electives are other computing courses): The UCSC global economics curriculum begins at the determined by the student’s interes t s . Computer Engineering 12C/L, Co m p u t e r in t ro d u c t o r y level; no specific high school preparation is The global economics major has three additional Org a n i z a t i o n req u i r ed. The global economics major program is closely e l e m e n t s : Computer Engineering 80N, Int r oduction to tied to the economics major program. See above under 1. For eign Language Stu d y : The global economics Net w o r king and the Int e rn e t the general economics program description for more major req u i r es a foreign language since students who Computer Science 10, Intr oduction to Computer in f o r m a t i o n . plan to work in the larger world must have fluency in Sc i e n c e a language other than English. This language should 178 PROGRAMS AND COURSES

be rel e v ant to their regional area of interest. Stu d e n t s Students normally complete the master’s program in tial, and interested students should consult with a faculty can meet this req u i r ement by completing two yea r s two years. All students must complete 12 courses (60 adviser well in advance of applying to the dual-degree of univer s i t y - l e v el language courses or by demonstrat- cr edits) of graduate study, including the following core pro g r a m . ing an equivalent level of competence through a rec - courses which are taken in the first three quarte r s : A student in the program begins the first-year M.S. courses og n i z ed language test. 200 Mic r oeconomic Ana l y s i s in the senior year while continuing to maintain undergraduate 20 1 Applications in Mic ro e c o n o m i c s status. In the fifth yea r , the student is officially enrolled as a 2. Ar ea Stu d y : The major req u i r es students to take two graduate student and completes the remaining graduate additional courses selected from the offerings of 20 2 Mac r oeconomic Ana l y s i s 21 6 Applied Econometric Analysis I course work, culminating in the M.S. degree. de p a r tments other than economics in order to learn Admission to the dual-degree program is by formal about the history, political economy, or culture of 21 7 Applied Econometric Analysis II 23 3 Fin a n c e application directly to the Dep a r tment of Economics; the some other part of the world. These can be lower- or application deadline is Feb ru a r y 15 of the junior yea r . upper-division courses; the courses should focus on In addition, a student enrolls in a 2-credit works h o p Undergraduates who plan to apply to quantitative- o r i e n t - the area of the student’s language study and over s e a s (course 294A or 294B): first-year students take 294A in ed Ph.D. programs at other institutions may take some st u d y . The Economics Dep a r tment provides a list of fall and 294B in winter; second-year students take 294B of the first-year M.S. classes with the permission of the ap p r oved courses, and substitute courses are wel - in winter. The number of credits considered a full load in s t ru c t o r . comed when they are part of the student’s over s e a s for a master’s student at UCSC is 12. In quarters when pr ogram or from other UCSC departments, but sub- they are not enrolled in 294A or 294B, students take Ph.D. Program in Int e r national Eco n o m i c s stitute courses must be approved by the adviser for another economics course or a course in another disci- the global economics major. pline. Courses that have already been approved include The Ph.D. program in international economics provi d e s the following: Economics 110, 119, 138, 149, 169, 170, students with training in modern microe c o n o m i c s , 3. Study Abro a d : All students are req u i r ed to spend at ma c r oeconomics, and econometrics, combined with spe- least one term abroad in an approved course of study 183, Field Stu d y , and Ph.D. courses. In the fourth and fifth quarters, students must take four elective courses; at ci a l i z ed training in the fields of international finance and in their regional area of concentration; students may international trade. Students learn to bring an interna- also choose a year-long program. Typ i c a l l y , a student least two must be numbered 200 or higher. Students may choose from among the following courses: finance tional perspective to all areas of economics and to con- will do this through the UC Education Abro a d duct res e a r ch on current and emerging international eco- Program (EAP). Num e r ous overseas study sites are (courses 234, 235, 236, and 239), international economics (courses 249A, 249B), and public economics (courses nomic issues. The program offers more intensive course av ailable through EAP. Students desiring to fulfill wo r k in international trade and finance, as well as grea t e r their req u i r ed study abroad through EAP must apply 259A, 259B). Note that not all of these courses will be of f e r ed ever y year; elective courses var y from year to yea r faculty depth in various aspects of international econom- di r ectly to the EAP Office for the selected prog r a m ics, than do traditional Ph.D. programs in economics and are subject to the admission req u i r ements deter- and are dependent on the staffing capabilities of the Economics Dep a rt m e n t . that offer international economics as a single subfield. mined by UC EAP. In countries and at univer s i t i e s The large number of internationally rec o g n i z ed faculty in wh e r e EAP programs are not available, students may Second year master’s students may count one or two upper-division undergraduate economics courses towa r d the department who are actively engaged in res e a r ch in make their own arrangements for study with the per- international economics provides a unique focus to the mission of the director of the program. Students may the four elective req u i r ements with the proviso that the in s t r uctor will req u i r e extra work from students who pr ogram and the department. While the core emphasis is use the time abroad to further their language study, on international trade and finance, the program also to meet the area study course req u i r ements, to meet rec e i v e master’s credit for such courses. Also note that some undergraduate courses have a graduate-level course offers courses in economic development and in special some of the upper-division economics course req u i r e- topics, and students in the program have conducted ments, or to take courses unrelated to the major. that is taught concurren t l y . Students may also satisfy elective req u i r ements by tak- res e a r ch on a wide variety of topics in other areas; exam- Students who are not accepted to an overseas pro- ples include monetary economics, experimental econom- gram or who cannot meet the language or area course ing rel e v ant courses from another discipline. In both of these cases, students will need to file a departmental ics, environmental economics, and economic growth and req u i r ements are advised to complete the general eco- de v elopment. This makes graduates of the program par- nomics major as an alternative. petition for rev i e w and approval of either their upper- division undergraduate economics courses and/or courses ticularly well prep a r ed for academic careers and for fr om a related discipline. Students should begin the res e a r ch careers in both domestic and international policy Graduate Prog ra m s ap p r oval process at least a quarter in advan c e . in s t i t u t i o n s . In the final quarte r , each candidate completes a major Master’s Program in Applied Economics pr oject in conjunction with course 291, Wor kshop in Deg r ee Req u i re m e n t s and Finance Applied Eco n o m i c s , and course 297, Independent Stu d y . Students are normally expected to complete the Ph. D . The master of science program in applied economics and Students with graduate credit from other institutions pr ogram within five years, although a full-time student finance is designed for students who wish to supplement may submit a written request for course substitution with normal preparation should be able to finish in four their undergraduate work in economics with analytical and/or credit to the graduate committee for rev i e w. years. Students are req u i r ed to pass four written examina- graduate training that prep a r es them for careers in busi- tions: two on microeconomic and macroeconomic theory ness, government, international and domestic banking, Applied Economics and Finance B.A./M.S. at the end of the first yea r , and two covering internation- consulting firms, and nonprofit organizations. The pro- Dual-Degree Program for Undergraduates al trade and international finance at the end of the second yea r . Also req u i r ed are two courses in econometrics gram is unique in its focus on graduate-level economics Students entering UCSC as undergraduates may com- during the first year and a second-year econometrics training for practical application and its emphasis on plete a combined B.A./M.S. in applied economics and pr oject demonstrating independent, original res e a r ch and communication skills. The curriculum stresses the appli- finance in five years. To qualify for this program, students a command of modern techniques in empirical economic cation of micro and macro concepts, statistical techniques, must complete all of the core courses for their specific res e a r ch. Also req u i r ed is a course in the history of the finding and using data sources, working out substantial major (courses 1, 2, 10A, 10B for business management international economy. practical applications, developing writing and rep o rt i n g economics majors only, 11A, 11B, 100A, 100B, and Early in the third yea r , students, working with a facul- skills, and presenting material orally before an audience. 113) and are strongly advised to complete a minimum of ty adviser, prep a r e a dissertation proposal. An oral exami- The program differs from typical M.B.A. programs by th r ee upper-division economics electives (business man- nation is req u i r ed for advancement to candidacy for the pr eparing students to meet the increasing technical agement economics majors must complete four) as wel l Ph.D. degree. This is taken after the dissertation pros p e c - demands of private and public sector employers throu g h as the general education req u i r ements before the end of tus has been written and covers the student’s area of co m p re h e n s i v e course work in economic analysis. their junior yea r . Students are also advised to take a res e a r ch specialization. The degree is awared upon suc- Req u i r ements for admission include an undergraduate course in linear algebra (Mathematics 21). Stu d e n t s cessful completion of the disserta t i o n . de g r ee in economics or successful completion of under- majoring in business management economics or global graduate courses in intermediate microe c o n o m i c s , economics should refer to those sections for the res p e c - ma c r oeconomics, and statistics and adequate prep a r a t i o n ti v e dual-degree req u i re m e n t s . in mathematics. At least two quarters of calculus and one Students must also take the Graduate Rec o r d of linear algebra are strongly recommended. Students are Examination General Test during the fall quarter of their also expected to have basic computer skills. junior yea r . Adv ance planning for the program is essen- ECONOMICS 179

Lower-Division Courses pr esent. Students cannot rec e i v e credit for this course and ory. For specific topics, see course 100A. Prerequisite(s): course 189. (General Education Code(s): T3-Social Sci- courses 1, 2, and 11A or Mathematics 11A or 19A or Ap- 1. Introductory Microeconomics: Resource ences.) D. Kaun plied Mathematics and Statistics 11A. The Staff Allocation and Market Structure. F,W,S 80G. Money and the Arts: Two All-Consuming 100N. Intermediate Macroeconomics, Math For all interested students as well as pro s p e c t i ve eco- Passions. S Intensive. * nomics majors. Examines how markets allocate re s o u rc e s Analysis of the performing arts: a commodity providing a Provides rigorous, mathematical-intensive treatment of in different kinds of economies. Topics include compet- rich and varied source of satisfaction, an occupation for topics covered in course 100B. Core is devoted to model- i t i ve markets, monopoly, financial markets, income dis- thousands of talented and creative individuals, and an ac- based analysis of questions in macroeconomics. Use of tribution, market failures, the environment, and the ro l e tivity whose funding (public versus private) is the source mathematical tools allows study of advanced topics and of government. (General Education Code(s): IS.) of significant controversy. Students cannot receive credit data-intensive applications. See course 100B for specific The St a f f for this course and course 137. (General Education topics. Prerequisite(s): courses 1, 2, and 11A or Engi- 2. Introductory Macroeconomics: Aggregate Code(s): T3-Social Sciences.) D. Kaun neering 11A or Mathematics 11A or 19A. The Staff Economic Activity. F,W,S 80H. Wall Street and the Money Game. W 101. Managerial Economics. F,W For all interested students and pros p e c t i v e economics ma- Provides a demystifying introduction to financial marke t s . Analysis of the theory and practice of decision making in jors. Examines how the overall level of national economic Examines the theory of stock market investment, the business firms, applying the concepts and techniques of activity is determined, including output, employment, workings of the international money market, the impli- microeconomics. Topics may include pricing schemes, and inflation. Explores the roles of monetary and fiscal cations of corporate takeovers, and the regulation of the non-price competition, internal organization of firms, in- policies in stabilizing the economy and pro m o t i n g economy by the Federal Reserve Board. (General Educa- ce n t i v e contracts, asymmetric information, and game the- growth, with a focus on contemporary policy debates. tion Code(s): T3-Social Sciences.) The Staff ory. Case studies are used to illustrate some topics. (General Education Code(s): IS.) The Staff Prerequisite(s): courses 100A and 113. The Staff 80J. Value and Support of the Arts: Challenges 10A. Economics of Accounting. F,W and Opportunities in American Society. F 102. Forecasting. In t roduction to accounting principles and practice; Considers the value of the arts in an era of increasing Th e o r y and analysis of long-run and short- r un forecasts of preparation and analysis of financial statements; study of budgetary duress, along with focus on specific funding economic activity. Emphasis is on empirical applications. internal control procedures. Courses 10A and 10B satisfy concerns arising in such an environment. Students cannot Applications of forecasting techniques in organizational the Accounting 1A-B re q u i rement at UC Be rk e l e y. rec e i v e credit for this course and course 185. (General Ed- settings. Prerequisite(s): courses 100B and 113.The Staff The Staff ucation Code(s): T5-Humanities and Arts or Social Sci- ences.) D. Kaun 104. Is There Truth in Numbers: The Role of 10B. Economics of Accounting. W,S Statistics in Economics. S Managerial accounting emphasizing analysis and control; 93. Field Study. F,W,S Applies the techniques of econometrics and experimental accounting for corporations; introduction to taxation, Supervised fieldwork experience, off campus, in an area economics to the understanding of economics. A “hands- budgeting, and equity/debt financing; management deci- connected with economics or business. Students submit on” course where real economic data is used in an inter- sion making. Courses 10A and 10B satisfy the Account- petition to sponsoring agency. May be repeated for cred i t . active way so that students develop the art of empirical ing 1A-B requirement at UC Berkeley. Prerequisite(s): The Staff analysis. Prerequisite(s): courses 100A, 100B, and 113. course 10A. The Staff The Staff 93F. Field Study (2 credits). F,W,S 11A. Mathematical Methods for Supervised off-campus fieldwork experience in an area 105. Topics in Macroeconomic Theory. Economists. F,W,S connected with economics or business. Prerequisite(s): A seminar in advanced macroeconomics focusing on a se- An introduction to mathematical tools and reasoning, permission of instructor; students submit petition to lection of theoretical issues. Emphasis is on detailed mod- with applications to economics. Topics are drawn from sponsoring agency. The Staff eling and analysis of macroeconomic processes. Course precalculus and calculus and include functions and 100B is strongly recommended as preparation. The Staff graphs, techniques of differentiation, rel a t i v e extrema, log- 99. Tutorial. F,W,S arithms and exponents, and differentials. Students who The Staff 106. Evolutionary Thought in the Social ha v e already taken Mathematics 11A and 19A should not Sciences. * take this course. (Also offered as Applied Math and Sta- Upper-Division Courses Emp h a s i z es class discussion and term papers for social sci- tistics 11A. Students cannot receive credit for both ence, philosophy, and biology majors. Covers the devel- courses.) Prerequisite(s): score of 31 or higher on Math 100A. Intermediate Microeconomics. F,W,S opment and recent trends of evolutionary thought in Placement Exam. Students who do not place into precal- Covers major theoretical issues arising in the study of re- biology and social sciences including social Darwinism, culus should enroll in Mathematics 1. (General Edu c a t i o n source allocation, the function of markets, consumer be- sociobiology, evolutionary psychology, and evolutionary Code(s): Q.) The Staff ha v i o r , and the determination of price, output, and prof i t s game theory. Prerequisite(s): satisfaction of the Subject A in competitive, monopolistic, and oligopolistic market and Composition re q u i rements. (General Ed u c a t i o n 11B. Mathematical Methods for Code(s): W.) D. Friedman Economists. F,W,S st ru c t u r es. Also considers issues of wel f a r e and public pol- Mathematical tools and reasoning, with applications to icy. Prerequisite(s): courses 1, 2 and 11A or Applied 107. Economic Justice. F economics. Topics are drawn from integral calculus, mul- Mathematics and Statistics 11A or Mathematics 11A or Theories of justice, equity, and rights in economics and ti v ariable calculus, and linear algebra and include definite 19A; Course 11B is strongly recommended. The Staff their applications to such issues as wages, taxation, prop- integrals, partial derivatives, Lagrange multipliers, matrix 100B. Intermediate Macroeconomics. F,W,S erty rights, welfare programs, and globalization. Students algebra, and solving systems of linear equations. Prereq- Covers major theoretical issues arising in the study of in- get extensive practice in writing persuasive, argumentative uisite(s): course 11A or Applied Mathematics and Statis- come, employment, interest rates, and the price level. Ex- essays. Prer equisite(s): course 1, satisfaction of the Sub j e c t tics 11A. (General Education Code(s): Q.) The Staff amines the role of monetary and fiscal policy in economic A and Composition requirements. (General Education Code(s): W.) J. Isbister 42. Student-Directed Seminar. F,W,S stabilization. Also considers these issues as they relate to Seminars taught by upper-division students under faculty the global economy. Prer equisite(s): courses 1, 2, and 11A 110. Managerial Cost Accounting and supervision. (See course 192.). The Staff or Applied Mathematics and Statistics 11A or Mathe- Control. S matics 11A or 19A. The Staff Focuses on how cost data are used by managers in the 80A. The Theory, Hope, and Crisis of 100M. Intermediate Microeconomics, Math planning and control of both private- and public-sector Capitalism. S organizations. Specific topics include organization of the Assessment of modern-day capitalism from the three Intensive. * Mathematically sophisticated version of course 100A. Pro- management and control function, use of cost data for the major economic paradigms-liberal, conservative, radical. pricing of goods and services, the effect of cost systems on Theories of Smith, Mar x, and Keynes are explored in con- vides analytically rigorous treatment of the subject using a calculus-intensive presentation of microeconomic the- management performance, and capital budgeting. Pre- te m p o r a r y writing, with focus on the U.S. from WW II to requisite(s): course 10B. R. Shepherd

*Not offered in 2004–05 180 PROGRAMS AND COURSES

111A. Intermediate Accounting I. F Topics include the economics of slavery, the rise of big 136L. Laboratory Business Strategy Principles, control, and theory of accounting for assets; ac- business, and the causes of the Great Depression. Prereq- (2 credits). F,W counting as an information system; measurement and de- uisite(s): courses 1 and 2. Related course work in histor y La b o r a t o r y sequence discussing business simulation game termination of income. Projects involving spreadsheet also helpful. B. Elbaum associated with course 136. One three-hour session in mi- so f t w a r e req u i r ed. Prer equisite(s): course 10B. R. She p h e r d cr ocomputer lab. Prer equisite(s): concurrent enrollment in 126. Why Economies Succeed or Fail: Lessons course 136. The Staff 111B. Intermediate Accounting II. W from Western and Japanese History. W Principles, control, and theory of accounting for liabilities Examines the emergence of capitalism and the world’s first 137. Performing Arts in the Public and Private and equities; preparation and analysis of cash flow state- industrial revolution in Britain, continental Europe in- Economy. S ments and earnings per share computation. Projects industrialization, Soviet economic growth and collapse, and Analysis of the performing arts: a commodity satisfying a volving spreadsheet software required. Prerequisite(s): the Japanese economic miracle. Asks about the historical rich and varied source of satisfaction, an occupation for course 10B. R. Shepherd sources of long-run economic development, stagnation, thousands of talented and creative individuals, and an ac- and decline. Draws lessons for current debates over free tivity whose funding (public versus private) is the source 113. Introduction to Econometrics. F,W,S market versus more interventionist policies, economic re- of significant controversy. Economics 1 is strongly rec- Practical methods for organizing and analyzing economic form in the former Communist nations, and economic ri- ommended as a preparation. Students cannot receive data, testing economic hypotheses, and measuring eco- valry between the U.S. and Japan. Prerequisite(s): courses credit for this course and course 80G. D. Kaun nomic relationships. Regression analysis is the main em- 1 and 2. Related course work in history also helpful. B. El - pirical method, and basic statistical and probability theory baum 138. The Economics and Management of is included. Students gain hands-on computer experience Technology and Innovation. with an econometric software package. Students cannot 128. Poverty and Public Policy. W Examines the analytics of issues in technology and inno- receive credit for this course and Engineering 113. Pre- Studies the causes, consequences, and governmental re- vation, including cooperation in research and develop- requisite(s): courses 1, 2, and either course 11B or Math- sponse to urban poverty in the U.S. Topics include how ment (R&D), standardization and compatibility, patents ematics 22. Courses 100A or 100B stro n g l y public policy, the macroeconomy, race, gender, discrimi- and intellectual property rights, and strategic manage- recommended as preparation. (General Ed u c a t i o n nation, marriage, fertility, child support, and crime affect ment, using economic models and firm case studies. Pre- Code(s): Q.) The Staff and are affected by urban poverty. Emphasizes class dis- requisite(s): course 100A or permission of instructor. cussion and research. (Also offered as Legal Studies 128. The Staff 114. Advanced Quantitative Methods. F Students cannot receive credit for both courses.) Prereq- Application of statistical methods to estimating and test- uisite(s): satisfaction of the Subject A and Composition re- 139A. The Economics of Electronic ing economic relationships, i.e., econometric techniques. q u i rements; courses 100A and 113 or consent of Commerce. W Topics include the effects of misspecification, choice of instructor. Enrollment restricted to economics, business An analysis of the broad spectrum of issues affecting com- functional form, serial correlation, heteros c e d a s t i c i t y , lim- management economics, global economics, legal studies, mercial uses of the Internet and the next-generation in- ited dependent variables, and simultaneous equations. In- or economics combined majors. Enr ollment limited to 35. formation infrastructure. Uses economics to examine cludes discussion of existing empirical work and (General Education Code(s): W, E.) The Staff market structure, pricing quality, intellectual property econometric projects by students. Prerequisite(s): courses rights, security, electronic payments and currencies, and 100A and 113. The Staff 130. Money and Banking. W public policy implications. Prerequisite(s): course 100A, The institutional struc t u r e of central banking and of bank or permission of instructor. N. Singh 115. Introduction to Management Sciences. S and nonbank financial intermediation in the U.S.; theo- The scientific study of management decision making. retical and empirical investigations of the role of monetary 139B. E-Commerce Strategy. * Topics include linear, integer, and non-linear program- policy in macroeconomic stabilization and economic Introduction and review of economic principles for e- ming. Special emphasis on a wide variety of practical ap- growth. Prerequisite(s): courses 100B and 113. The Staff co m m e r ce. Ove rv i ew of trends in e-commerce. Online re- plications, including production scheduling, optimal tailing of physical products; digital products; financial tr a n s p o r tation assignments, and optimal inven t o r y policy. 131. International Financial Markets. F se r vices; housing and related markets. Online business-to- Prerequisite(s): course 100A. The Staff International financial management analyzes the key fi- business transactions. Internet infrastructure industry. nancial markets and instruments that facilitate trade and Government regulation of e-commerce and business strat- 117. Tax Factors of Business and investment activity on a global scale. Inquiry spans two egy responses. Prerequisite(s): course 139A. N. Singh Investment. W ar eas: (1) economic determinants of prices in international Focuses on various tax subjects providing a strong foun- financial markets; and (2) decisions facing private indi- 140. International Trade. F,W dation in tax concepts and preparation for work in either viduals and enterprises, with topics including capital fi- The theory of international production and trade. The ef- public or corporate accounting. Topics include historical nancing, investment, and risk management. fects of tariffs and quantitative trade restrictions; the na- perspective of the U.S. tax system, introduction to estate Prerequisite(s): courses 100A and 100B. The Staff ture of economic integration; multinational firms; effects and gift taxes, employment and self-employment taxes, tax of trade and protection on economic stability and wel f a re . concepts and laws, business expenses, capital rec o ver y, tax 133. Security Markets and Financial Prerequisite(s): course 100A. The Staff credits, capital gains and losses, capital investments, and Institutions. S corporate operations. Pre requisite(s): course 10B. An examination of all major financial markets: equities, 141. International Finance. W The Staff bonds, options, forwards, and futures. Uses modern fi- Topics include national accounting, balance of payments nancial theory, including asset pricing models such as theories, parity conditions in international finance, ex- 119. Advanced Accounting. S CAPM and APT. Prerequisite(s): courses 100A and 113. change rate determination models, forward-looking fi- Accounting for business organizations; partnerships; gov- The Staff nancial instruments, international monetary systems, ernment and non-profit organization funds; branches, country interdependence and exchange rate regimes, in- consolidations, and installment sales. Projects involving 135. Corporate Finance. W,S ternational monetary integration, and Euro c u r r ency mar- spreadsheet software required. Prerequisite(s): courses An analysis of financial policies of business enterprises. ket. Prerequisite(s): 100B. The Staff 111A and 111B. The Staff Topics include cash flow analysis, stock and bond valuation, asset pricing models, capital budgeting, financial 142. Advanced Topics in International 120. Economic Development. F,S market institutions, and financial planning. Prerequi- Economics. S A comparative approach to the study of the economic de- site(s): courses 10A, 100A, and 113. The Staff Selected issues in contemporary international economics: velopment of low-income countries. Various obstacles to th e o r y, empirical evidence, and public policy. Seminar em- growth are identified, and different types of solutions are 136. Business Strategy. F,W phasizing discussion and individual research. Prerequi- analyzed. Prerequisite(s): courses 1 and 2. (General Edu- The strategic management process, techniques for ana- site(s): satisfaction of the Subject A and Composition cation Code(s): E.) The Staff lyzing single-business and diversified companies, imple- re q u i rements, courses 100A and 100B; course 113 menting strategy, organization, business planning, st r ongly recommended. (General Education Code(s): W.) 125. Economic History of the U.S. F financial strategy, competitive analysis, entrepreneurial The Staff The development of the American economy from colonial skills. Prerequisite(s): courses 10A and 100A. The Staff times to the present, with emphasis on the interaction be- tw een institutional struc t u r e and economic devel o p m e n t . ECONOMICS 181

148. Latin American Economies. S ulation; the development of marketing programs includ- ply of labor; wage determination; the role and impact of This course is designed to familiarize students with the ing decisions involving products, price, promotional dis- unions in the labor market; racial, ethnic, and gender dif- economic and business environment in Latin America. tribution. Prerequisite(s): course 100A. The Staff ferences in job and income opportunities and the role of Prerequisite(s): courses 1 and 2. The Staff discrimination in explaining these differences; and the 162. Legal Environment of Business. F theory of human capital, all considered from the tradi- 149. The Economies of East and Southeast A study of law and the legal process, emphasizing the national neo-classical as well as institutional and radical per- Asia. S ture and function of law within the U.S. federal system. spectives. Prerequisite(s): courses 1 and 2; courses 100A Examines the pattern of international trade, investment, Attention is given to the legal problems pertaining to con- and 113 are strongly recommended as preparation. The and industrial structure in Asia. Examines competing ex- tracts and related topics, business association, and the im- Staff planations of rapid growth of Japan, Korea, and Taiwan; pact of law on business enterprise. (Also offered as Legal p resents an ove rv i ew of economic developments in Studies 162. Students cannot receive credit for both 181. Economics of Real Estate. * China, Hong Kong, and Taiwan. Concludes with an courses.) Prerequisite(s): course 100A. R. Bosso The economics of real estate, including development, fi- analysis of high technology trade and multinationals in nancing, construction and land costs, zoning, land use, ex- Asia in 2000 and beyond. Prer equisite(s): courses 1 and 2. 164. Economics and the Telecommunications ternalities, and planning. Also considers speculation and The Staff Industry. F real estate appreciation. Prerequisite(s): course 100A and Covers the economics of the telecommunications indus- 100B. The Staff 150. Public Finance. tr y including telephone, cellular telephone, and data com- Economics of taxation, including incidence, equity issues, munications. Par ticular emphasis on the Internet, satellite, 183. Women in the Economy. * ef f i c i e n c y , and supply side effects. Close attention to taxes paging, cable television, radio and television broa d c a s t i n g . Study of gender roles in economic life, past and present. in the U.S. system and tax-reform issues. Prerequisite(s): Examines the industry struc t u r e and implications of mov- Topics include occupational structure, human capital ac- course 100A and 100B. The Staff ing from a regulated environment to competition. Topics quisition, income distribution, poverty, and wage differ- examined from a competitive strategic standpoint as well entials. The role of government in addressing economic 152. Setting Domestic Priorities. * as public policy perspective. Prerequisite(s): course 100A gender differentials is examined. (Also offered as Legal Analysis of the economics and political economy of a and 113. The Staff Studies 183. Students cannot receive credit for both number of contemporary policy issues facing the U.S.: im- courses.) Prerequisite(s): satisfaction of Subject A and migration, affirmative action programs, health care re- 165. Economics as an Experimental Science. F Composition requirements; courses 1, 2, and 100A; form, welfare reform, income inequality, education and The design, execution, and analysis of laboratory experi- course 113 strongly recommended. (General Education training, entitlement spending, taxes, and government ments in economics. Students study experimental Code(s): W.) The Staff budgets. Students cannot rec e i v e credit for this course and methodology, critically survey the published literature, course 80E. Prerequisite(s): course 100A. Course 100B and design an experiment. Literature includes lab studies 184. Labor Wars in Theory and Film. W strongly recommended as preparation. The Staff of investigations in auctions, markets, social choice theory, This seminar focuses on the impact of trade unions and and game theory. Prerequisite(s): satisfaction of the Sub- labor-market discrimination on the U.S. work force. The 153. Cost-Benefit Analysis. W ject A and Composition requirements, course 100A. En- neo-classical, institutional, and radical/Mar xist approa c h e s Study of techniques used in evaluating expenditures in the rollment limited to 20. (General Education Code(s): W.) to these questions are employed in the analysis. Films, public sector, including the identification and measure- D. Friedman both fictional and documentary, are utilized as primary ment of benefits and costs and a survey of welfare-theory source material. Prerequisite(s): permission of instructor concepts underlying the analysis. A substantial part of the 169. Economic Analysis of the Law. W based on quality of work in economics; courses 100A, course is assigned to specific case studies. Prerequisite(s): The application of the theories and methods of neoclassi- 100B, and 113; satisfaction of the Subject A and Com- courses 100A and 100B. The Staff cal economics to the central institutions of the legal sys- position req u i r ements. Enr ollment limited to 20. (Gen e r a l tem, including the common law doctrines of negligence, Education Code(s): W.) D. Kaun 156. Health Care and Medical Economics. W contract, and property; bankruptcy and corporate law; Health economics theory and review of studies of the and civil, criminal, and administrative proc e d u r e. (Also of- 185. Value and Support of the Arts: Challenges health industry, including current topics. Focuses on the fered as Legal Studies 169. Students cannot receive credit and Opportunities in American Society. F structure of the U.S. health care system, including analy- for both courses.) Prerequisite(s): course 100A or permis- Considers the value of the arts in an era of increasing sis of health policy issues. Relationship to models of persion of instructor. D. Wittman budgetary duress, along with focus on specific funding fect competition and efforts at reform. Prerequisite(s): concerns arising in such an environment. Students cannot courses 100A and 113. C. Dobkin 170. Environmental Economics. S receive credit for this course and course 80J. Course 1 is Economic analysis of environmental issues. Environmen- strongly recommended as preparation. D. Kaun 160A. Industrial Organization. W tal pollution and deterioration as social costs. Economic The structure and conduct of American industry with policy and institutions for environmental control. Influ- 186. Mathematical Methods for Economic strong emphasis on the role of government, regulation, ences of technology, economic growth, and population Analysis. F anti-trust, etc. The evolution of present-day industrial growth on environmental quality. Prerequisite(s): courses Presents mathematical methods commonly used in grad- structure. The problems of overall concentration of in- 100A and 113. The Staff uate-level economic analysis: basic matrix algebra, real dustry and of monopoly power of firms. Pricing, output analysis, functions, continuity concepts, differentiation, decisions, profits, and waste. Approaches include case 171. Natural Resource Economics. W Taylor expansions, and implicit function theorem and op- st u d y , theory, and statistics. (Formerly course 160.). (Also The application of economic analysis to the use of re- timization. Prerequisite(s): interview only: admitted to offered as Legal Studies 160. Students cannot receive newable and nonrenewable natural resources. Efficiency M.S. or Pathway Programs. The Staff cr edit for both courses.) Prer equisite(s): course 100A. Th e and distributional aspects of natural resource scarcity. Staff Measurement of the benefits and costs. Optimal extrac- 188. Management in the Global Economy. * tion or use policies. Common property and externalities. An overview of how firms do business in the global econ- 160B. Government and Industry. S Government policies. Prerequisite(s): course 100A. The omy. Focus is on the firm, but also explores the impact of The influence of government regulation on industry and Staff corporate decision-making on national welfare. Empha- the allocation of resources is rigorously examined using si z es how national economic policies and international in- theory and statistics. Areas of regulation include trans- 175. Energy Economics. W stitutions influence firm strategy and industrial structure. portation and power, pollution and congestion, rent con- Applications of micro, welfare, and international eco- Prer equisite(s): courses 2 and 100A; course 100B stron g l y trol, and liability insurance regulation. Both optimal and nomic theory and methodology to the energy field. Que s - recommended as preparation. The Staff actual regulation are examined from the point of view of tions considered include optimal allocation of natural ef f e c t i v eness, efficiency, social wel f a r e, and re- d i s t r i b u t i o n . resources; pricing and investment; regulations and taxes; 189. Political Economy of Capitalism. S Prerequisite(s): course 100A. The Staff import and export control; redistributional policies. Pre- An assessment of modern day capitalism from the three requisite(s): course 100A. The Staff major economics paradigms-liberal, conservative, radical. 161. Marketing. W,S Theories of Smith, Mar x, and Keynes are explored in con- The evolution of markets and marketing; market struc- 180. Labor Economics. S te m p o r a r y writing, with focus on the U.S. from WW II to tu r e; marketing cost and efficiency; public and private reg - A study of the changing nature and composition of the U.S. labor force. Topics include the demand for and sup-

*Not offered in 2004–05 182 PROGRAMS AND COURSES

pr esent. Students cannot rec e i v e credit for this course and person, but by correspondence. May not be counted to- and externalities. Ill u s t r a t i v e examples emphasize interna- course 80A. Prer equisite(s): courses 1 and 2; courses 100A ward the upper-division major requirements. Students tional applications. Courses must be taken in sequence. and 100B are recommended as preparation. D. Kaun submit petition to sponsoring agency. May be repeated for Prerequisite(s): course 204B. The Staff credit. The Staff 190. Senior Proseminar. 205A. Advanced Macroeconomic Theory. F Courses focus on problems of interest to advanced stu- 199. Tutorial. F,W,S Modern macroeconomic theory: determination of na- dents of economics. They offer a flexible framework, so May be repeated for credit, but may be counted only once tional income; employment, inflation, and exchange rates; those interested in specific issues can read, present papers, toward the upper-division major requirements. Under- theories of growth and business cycle fluctuations; inter- and develop their ideas. The Staff graduates may not take graduate courses for credit as 199. national transmission of inflation and other disturbances; Students submit petition to sponsoring agency. The Staff recent developments in the analysis of macroeconomic 191. Economics Teaching Practicum. F,W,S policy; modern theoretical and empirical analysis of ag- Each student serves as facilitator for small discussion 199F. Tutorial (2 credits). F,W,S gregate relationships. Courses must be taken in sequence. group in connection with core economics courses. Facili- Specialized study with individual faculty. May not be ap- The Staff tators complete course readings and meet with instructor plied toward the major requirement. Students submit pe- as a group to discuss the teaching process. May not be tition to sponsoring agency. May be repeated for credit. 205B. Advanced Microeconomic Theory. W counted toward upper-division major requirements. May The Staff Economic theory of individual and market behavior, in- be repeated for credit. The Staff cluding constrained optimization, duality, theory of the Graduate Courses co n s u m e r , theory of the prod u c e r , dynamic optimization, 192. Directed Student Teaching. F,W,S behavior under uncertainty, intertemporal choice, asym- Teaching of a lower-division seminar, course 42, under metric information, game theory, partial and general equi- faculty supervision. May not be counted toward the 200. Microeconomic Analysis. F Sur vey of partial equilibrium analysis, market distorti o n s , librium, pure and applied wel f a r e economics, public goods upper-division major requirements. Students submit pe- and externalities. Ill u s t r a t i v e examples emphasize interna- tition to sponsoring agency. The Staff consumer choice and production and trade theory, perfe c t and imperfect competition, price discrimination, and in- tional applications. Courses must be taken in sequence. 193. Field Study. F,W,S tertemporal choice theory. The Staff Prerequisite(s): course 205A. The Staff Provides for department-sponsored individual field study 201. Applications in Microeconomics. S 205C. Advanced Microeconomic Theory. S in the vicinity of the campus under the direct supervision Economic theory of individual and market behavior, in- of a faculty sponsor (in contrast to course 198 where fac- Applies concepts and tools developed in course 200 to problems encountered in private- and public-sector out- cluding constrained optimization, duality, theory of the ulty supervision is by correspondence). May not be co n s u m e r , theory of the prod u c e r , dynamic optimization, counted toward the upper-division major requirements. put and labor markets. The focus is empirical; topics include analysis of labor supply and labor demand and the behavior under uncertainty, intertemporal choice, asym- Students submit petition to sponsoring agency. May be re- metric information, game theory, partial and general equi- peated for credit. The Staff role of government labor market policies, analysis of pricing policies and regulation, estimation of the returns to librium, pure and applied wel f a r e economics, public goods 193F. Field Study (2 credits). F,W,S schooling, estimation of demand and cost functions, and and externalities. Ill u s t r a t i v e examples emphasize interna- Provides for department-sponsored individual field study the role of unions in the economy. Course 200 is strongly tional applications. Courses must be taken in sequence. in the vicinity of the campus under the direct supervision recommended as preparation. The Staff Prerequisite(s): course 205B. The Staff of a faculty sponsor. May not be counted toward the 209A. Accounting 1. F upper-division major requirements. Students spend 8-10 202. Macroeconomic Analysis. W Aggregate economic analysis: determinants of aggregate Principles, control, and theory of accounting for assets; ac- hours per week at job site. Students submit petition to counting as an information system; measurement and de- sponsoring agency. May be repeated for credit. The Staff expenditures and output, the roles of monetary and fiscal policy, recent developments in macro theory; macro pol- termination of income. M.S. level projects required. 194. Advanced Topics in Business Management icy issues. The Staff Enrollment restricted to graduate students. R. Shepherd Economics (2 credits). * 209B. Accounting II. W This honors course for business management economics 204A. Advanced Microeconomic Theory. F Economic theory of individual and market behavior, in- Principles, control, and theory of accounting for liabilities majors provides detailed analyses of specialized topics in and equities; preparation and analysis of cash flow state- finance and technology management. Topics may include cluding constrained optimization, duality, theory of the co n s u m e r , theory of the prod u c e r , dynamic optimization, ments and earnings per share computation. M.S. level ven t u r e capital, financial services industry, e-business, high projects required. R. Shepherd tech entrep re n e u r s h i p , high tech marketing, risk manage- behavior under uncertainty, intertemporal choice, asym- ment, and options value approaches to business strategy. metric information, game theory, partial and general equi- 210A. Mathematical Methods for Economic Corporate executives give guest lectures. Prerequisite(s): librium, pure and applied wel f a r e economics, public goods Analysis. * permission of instructor; review of performance in eco- and externalities. Ill u s t r a t i v e examples emphasize interna- Mathematical methods commonly used in economic nomics courses. Enrollment restricted to senior business tional applications. Courses must be taken in sequence. analysis are discussed. Covers basic matrix algebra, real management economics majors. Enrollment limited to The Staff analysis, functions, continuity concepts, differentiation, 20. N. Singh 204B. Advanced Microeconomic Theory. W Taylor expansion, implicit function theorem, and opti- Economic theory of individual and market behavior, in- mization. Prerequisite(s): qualifications as determined by 195. Senior Thesis. F,W,S instructor; inquire at department office. The Staff A supervised research project. If the project is of unusual cluding constrained optimization, duality, theory of the scope, the course may be repeated for credit. Prerequi- co n s u m e r , theory of the prod u c e r , dynamic optimization, 210B. Mathematical Methods for Economic site(s): satisfaction of the Subject A and Composition re- behavior under uncertainty, intertemporal choice, asym- Analysis. F q u i rements, students submit petition to sponsoring metric information, game theory, partial and general equi- A course in introductory mathematical economics which agency. (General Education Code(s): W.) The Staff librium, pure and applied wel f a r e economics, public goods co vers standard optimization problems, difference and dif- and externalities. Ill u s t r a t i v e examples emphasize interna- ferential equations, optimal control theory, decisions 198. Independent Field Study. F,W,S tional applications. Courses must be taken in sequence. under uncertainty, game theor y, and stochastic calculus. Provides for department-sponsored individual study pro- Prerequisite(s): course 204A. The Staff Course 210A or equivalent is strongly recommended as gram off campus for which faculty supervision is not in- preparation. The Staff person, but by correspondence. May not be counted 204C. Advanced Microeconomic Theory. S toward the upper-division major requirements. Students Economic theory of individual and market behavior, in- 211A. Advanced Econometrics. W submit petition to sponsoring agency. May be repeated for cluding constrained optimization, duality, theory of the Adv anced econometric methods are introduced. Topics in- credit. The Staff co n s u m e r , theory of the prod u c e r , dynamic optimization, clude the standard re g ression analysis, simultaneous behavior under uncertainty, intertemporal choice, asym- equation estimation, nonlinear models, qualitative re- 198F. Independent Field Study metric information, game theory, partial and general equi- sponse models, panel data analysis, and univariate and (2 credits). F,W,S librium, pure and applied wel f a r e economics, public goods multivariate time series analysis. The Staff Provides for department-sponsored individual study program off campus for which faculty supervision is not in ECONOMICS 183

211B. Advanced Econometrics. S 234. Financial Institutions and Markets. F 241B. Advanced International Finance II. W Adv anced econometric methods are introduced. Topics in- This course examines the evolving microstructure of fi- An examination of the formulation and implementation clude the standard re g ression analysis, simultaneous nancial markets, instruments, and institutions. Topics in- of international economic policy from both theoretical equation estimation, nonlinear models, qualitative re- clude the role of banks and other financial intermediaries and empirical perspectives. Topics include case studies in sponse models, panel data analysis, and univariate and and the trading practices for domestic and international fi- fiscal, monetary, exchange rate, tariff, and other reg u l a t o r y multivariate time series analysis. Course 211A is strongly nancial instruments, including equity, debts, futures, and policies. The Staff recommended as preparation for course 211B. The Staff options. Prerequisite(s): course 233. The Staff 241C. Advanced International Finance III. S 211C. Topics in Empirical Research. F 235. Corporate Finance. W Focuses on empirical applications in international finance. A topic course in econometrics designed for graduate stu- Application of modern financial theory to corporate de- Topics include structural and reduced form models of ex- dents interested in quantitative analysis. Selected topics, cision making. Topics covered include capital budgeting change rates, interest parity conditions, purchasing power including standard and recently developed econometric and the firm’s investment decision, capital structure, div- pa r i t y , capital controls, capital flows to emerging marke t s , techniques, are critically and thoroughly discussed. In ad- idend policies, and the implications of corporate gover- and government inter vention in foreign exchange mar- dition to methodology, focuses on exploring the research nance for enterprise financial goals. Prer equisite(s): course kets. Courses 202 and 203 or 205A-B-C strongly recom- potential and applications of advanced econometric tech- 233. The Staff mended as preparation. The Staff niques. Courses 211A and 211B are strongly recommended as preparation. The Staff 236. Financial Engineering. * 243. History of the International Economy. This course surveys the financial risks faced by corpora- Studies the evolution and functioning of the international 212. Empirical Project in Econometrics (2 tion, banks, and other financial institutions that arise from economy from the days of the gold standard to the pres- credits). * changes in interest rates, foreign exchange rates, com- ent. Par ticular attention is paid to the interwar period with Empirical project or paper in econometrics to demonstrate modity prices, and stock prices. It examines the charac- its problems of structural transformations and their rela- student’s ability to conduct applied econometric analysis. teristics, payoffs, and pricing of financial derivatives and tion to the Great Dep r ession and its immediate aftermath, Ph.D. requirement to be completed by beginning of stu- other instruments for managing risk, including options, the rise and fall of the Bretton Woods system, the experi- dent’s third year of study. Prerequisite(s): courses 211A forwards, futures, swaps, structured notes, and asset- ence of floating exchange rate regimes, the rise of the “ne w and 211B. May be repeated for credit. The Staff backed securities. Several cases will be used to illustrate industrial countries,” and the problems of international how actual firms solve financial risk management prob- indebtedness. Courses 204A and 205A are strongly rec- 216. Applied Econometric Analysis I. F lems. Prerequisite(s): course 233. The Staff ommended as preparation. The Staff The use of statistical techniques for the testing of economic hypotheses and the estimation of parameters, with 239. Current Topics in Finance. * 249A. International Trade and Development emphasis on reg r ession analysis. Includes methods of deal- Topics in finance selected by the instructor. Prerequi- Policy I. W ing with serial correlation, errors in variables, multi- site(s): course 233. The Staff Focuses on a range of real-life issues in international trade c o l l i n e a r i t y, and hetero s c e d a s t i c i t y. Experience with and development. Topics include North American Free common statistical packages. The Staff 240A. Adv anced Int e r national Trade Th e o r y I. F Trade Agreement (NAFTA), the semiconductor industry, The theory of international trade and commercial policy. the Boeing-Airbus aircraft trade problems, the World 217. Applied Econometric Analysis II. W Both traditional analyses and recent developments are cov- Trade Organization (WTO) and developing countries, Focuses on the application of advanced econometric and e red. Topics include both normative and positive theore t- U . S . / Japan trade, trade and the environment, and time series techniques to economic issues. Computer as- ical analyses, as well as empirical testing of theory. U.S./China trade. Enrollment restricted to graduate stu- signments and empirical applications are used to discuss En rollment restricted to graduate students. Courses dents. The Staff and illustrate the practical aspects of simultaneous equa- 204A-B-C are strongly recommended as prep a r a t i o n . Th e tion systems, nonlinear models, qualitative re s p o n s e Staff 249B. International Trade and Development models, time series model specification, unit root test, and Policy II. * cointegration analysis. Course 216 is strongly recom- 240B. Advanced International Trade Emp h a s i z es government policies to promote growth. Top - mended as preparation. The Staff Theory II. W ics include the “ Washington Consensus,” the East Asian This is the second quarter of a two-quarter sequence. It “model,” and recent policy changes in East Asia, Latin 220A. Development Economics: Theory and deals with most major current advanced res e a r ch topics in America, Eastern Europe, and the former Soviet Union. Cases. * trade. It is both theoretical and empirical and is designed Prerequisite(s): course 249A. Enrollment restricted to Surveys traditional development economics and the neo- to acquaint students with recent research in the field. Re- graduate students. The Staff classical resurgence in development theory. Topics include se a r ch topics include models of political economy of trade sources of growth, income distribution, population and policies; trade and labor markets; regionalism and multi- 250. Advanced Public Finance. human capital development, savings, fiscal and monetary lateralism; trade and environment; theories, determinants, Theory of the role of public sector expenditures and taxes mobilization and allocation, foreign investment and aid, and implications of foreign direct investments; economic in market economies. Analyzes efficiency and equity ar- and macroeconomic policies. Case study focus in the sec- geography. Prerequisite(s): course 240A. The Staff guments for government intervention. Topics include the ond quarter. Courses 204A and 205A are strongly rec- role of public debt and deficits in economies, international ommended as preparation. The Staff 240C. Advanced International Trade effects of tax and spending policies, and economic theo- Theory III. S ries of public sector decision making. Courses 204A and 220B. Development Economics: Theory and Covers the empirical aspects of international trade issues. 205A are strongly recommended as prep a r a t i o n . The Sta f f Cases. * Topics include the testing and estimation of various trade Surveys traditional development economics and the neo- models such as the Ricardian model, Heckscher-Ohlin- 259A. Cost-Benefit Analysis. W classical resurgence in development theory. Topics include Vanek model, intra-industry trade models, trade models Applications of economic analysis in public finance, sources of growth, income distribution, population and associated with multinational corporations, models of largely from the revenue side: taxation. The issues con- human capital development, savings, fiscal and monetary trade and intellectual property rights, the impact of trade sidered include the effects of taxation on consumer wel- mobilization and allocation, foreign investment and aid, on income inequality, and trade between developed and fare, consumption, labor, capital, production, growth. and macroeconomic policies. Case study focus in the sec- developing economies. Prerequisite(s): course 240B. En- Course 200 is strongly recommended as preparation. The ond quarter. Courses 204A and 205A are strongly rec- rollment restricted to graduate students. The Staff Staff ommended as preparation. The Staff 241A. Advanced International Finance I. F 259B. Public Policy Analysis. 233. Finance I. S Financial aspects of aggregate capital and trade flows and Applications of welfare and microeconomic theory and Applications of economic analysis in private finance. Top - income determination in open economies. Specific topics methodology to the public expenditure question: cost- ics include risky choice and intertemporal choice theory, include financial risk in the international setting, interna- benefit. Effects of the taxes discussed in course 259A and asset pricing models, efficient market hypotheses, market tional borrowing and lending, money and exchange rate sophisticated tools used in the face of these and other dis- institutions, and derivative securities. Course 200 is regimes, income determination and macroeconomic pol- tortions with regard to measurement of benefits, costs, strongly recommended as preparation. The Staff icy, current issues in international monetary reform. and the discount rate. Course 200 strongly rec o m m e n d e d The Staff as preparation. The Staff

*Not offered in 2004–05 184 PROGRAMS AND COURSES

270. Advanced Topics in Microeconomic 295C. Directed Reading. S ROLA N D G. THA R P , Eme r i t u s Theory. * Reading in research area of student interest, with faculty C. GOR D O N WEL L S Advanced topics and current research in microeconomic supervision through weekly discussion. Students submit Language and literacy development, analysis of discourse in theory, including game theory and general equilibrium petition to sponsoring agency. May be repeated for cred i t . le a r ning and teaching, inquiry-oriented curriculum; socio- analysis. Courses 204A-B and 205A are strongly recom- The Staff cu l t u r al theory and education, collaborat i v e action res e a rc h mended as preparation. The Staff 296A. Third Year Ph.D. Seminar. F 271. Advanced Topics in Macroeconomic Student presentations of literature and/or original res e a rc h Associate Prof e s s o r Theory. * in areas of student res e a r ch interest. Student discussion of JUN E A. GOR D O N Advanced topics and current research in macroeconomic presentations under faculty supervision. Prerequisite(s): Urban education of working-class and ethnic minority th e o r y, including DSGE models, empirical issues, and op- courses 204C, 205C, 211B, 240A, 240B, 241A, and students in East Asia, Britain and the U.S. and related issues timal policy analysis. Prerequisite(s): courses 204A-B-C, 241B are required preparation. The Staff in teacher education 205A-B-C, and 211A-B-C are strongly recommended as JUD I T MOS C H K OVI C H preparation. The Staff 296B. Third Year Ph.D. Seminar. W Student presentations of literature and/or original res e a rc h Mathematics learning and teaching, student conceptions of 272. Evolutionary Game Theory. * in areas of student res e a r ch interest. Student discussion of linear functions, discourse in mathematics and science cl a s s r ooms, language minority mathematics education, Rev i e ws static equilibrium concepts, games of incomplete presentations under faculty supervision. Prerequisite(s): in f o r mal mathematics learni n g information, and the traditional theory of dynamic games courses 204C, 205C, 211B, 240A, 240B, 241A, and in discrete time. Dev elops recent evol u t i o n a r y game mod- 241B are required preparation. The Staff LUC I N D A PEA S E -A LVAR E Z els, including replicator and best reply dynamics, and ap- Language and literacy development, language-minority plications to economics, computer science, and biology. 296C. Third Year Ph.D. Seminar. S education, bilingualism, informal learni n g (Also offered as Computer Science 272 and Biology 274.) Student presentations of literature and/or original res e a rc h in areas of student res e a r ch interest. Student discussion of JUD I T H SCO TT Prerequisite(s): upper-division math courses in probabil- Lit e r acy and language learning; academic language; rea d i n g , presentations under faculty supervision. Prerequisite(s): ity theory are strongly recommended. D. Friedman writing, voc a b u l a r y development; teachers’ prof e s s i o n a l courses 204C, 205C, 211B, 240A, 240B, 241A, and de v elopment through collaboration and inquiry 290. Topics in International Economics. * 241B are required preparation. The Staff Covers several advanced topics in the history of interna- TRI S H STOD D A R T tional economics, international trade, and international fi- 297. Independent Study. Teacher education, science education, educational ref o r m nance. Topics include imperfect competition and trade, Independent study and res e a r ch under faculty supervi s i o n . Students submit petition to sponsoring agency. The Staff KIP TÉL L E Z strategic trade policies, increasing returns, and the pattern Prep a r ation of teachers for linguistic and cultural diver s i t y , of trade, economic geography, exchange rate target zones, 298. Dissertation Research. F,W,S second language learning, studies of the school curriculum, and balance of payment crises. Topics vary from year to Research toward Ph.D. dissertation under faculty super- educational assessment year. Courses 204A-B-C and 205A-B-C are strongly rec- vision. Prer equisite(s): advancement to candidacy and stu- ommended as preparation. The Staff dents submit petition to sponsoring agency. May be Assistant Prof e s s o r 291. Workshop in Applied Economics. S repeated for credit. The Staff JUL I A AGU I R R E Mathematics teaching and learning with an emphasis on Experience in applied projects, report writing and pres- 299. Thesis Research. entation, drawing on previous course work. The Staff teacher cognition, school organization and culture, mathematics May be taken once to meet course requirements for the li t e ra c y , equity issues in mathematics educational ref o r m 293. Field Study. F,W,S master’s degree. Students submit petition to sponsoring agency. The Staff DOR I S ASH Students will undertake analytical projects in public or Inf o r mal science learning, teacher professional devel o p m e n t , pr i v ate institutions. May be taken once to meet course re- science discourse in and out of the classroo m quirements for the master’s degree. The material covered must be different from that of the thesis topic. The Staff LOR A BART L E T T 294A. Applied Economics Laboratory (2 Ed u c a t i o n GEO RG E BUN C H credits). F Language and education in linguistically diverse settings, pre p a r ation of teachers for linguistic diver s i t y , langauge policy, Practical experience in managing computerized data sets 212 Crown College and bilingualism and running statistical packages. Covers SAS, RATS, TSP , Advising: (831) 459-2589 BRA D OLS E N Bridge Equity System, LIMDEP, GAUSS, and MAPLE ht t p : / / e d u c a t i o n . u c s c . e d u Teacher development (with emphasis on knowledge and programs; and internet, IFS, OECD, and SPIRS EconLit e-mail: ed u c a t i o n @ u c s c . e d u databases. May be repeated for credit. The Staff identity), English education, and sociolinguistics 294B. Applied Economics Seminar ROD N E Y OGA WA, Dep a r tment Chair JEROME SHAW Scientific inquiry, specifically examining the science (2 credits). W education experiences of English language learners and Weekly seminar designed to present students with curren t Faculty and Professional Int e re s t s their teachers. This includes examining ways in which working applications in various fields of applied econom- assessments in English measure content knowledge versus ics and finance. Enrollment restricted to graduate stu- language proficiency. dents. May be repeated for credit. The Staff Prof e s s o r MARG A R E T (G RE T A) A. GIB S O N Dir ector of New Teacher Center 295A. Directed Reading. F Imm i g r ants and education; minority status and schooling; Reading in research area of student interest, with faculty community-school relationships; ethnicity, class, gender, and ELL E N R. MOI R supervision through weekly discussion. Students submit educational processes; qualitative res e a r ch methods Bilingual education, English language development, new petition to sponsoring agency. May be repeated for cred i t . teacher development and support The Staff ROD N E Y OGA WA Educational leadership, educational ref o r m, and the impact ◆ ◆ ◆ 295B. Directed Reading. W of social institutions on the struc t u r e of school organization Reading in research area of student interest, with faculty ART PEA R L , Eme r i t u s supervision through weekly discussion. Students submit Prof e s s o r petition to sponsoring agency. May be repeated for cred i t . DAVI D SWAN G E R CATH E R I N E R. COO PE R (Ps yc h o l o g y ) The Staff Aesthetic education, educational philosophy, crea t i v e writing, Cul t u r al perspectives on child and adolescent devel o p m e n t ; po e t r y, poetics, literar y theory linkages among families, peers, schools, and work; issues of di ve r s i t y , ethnicity, and gender in identity; res e a r ch, prac t i c e , and policy in university outreach prog r ams; linking qu a l i t a t i v e and quantitative res e a r ch EDUCATION 185

BRUC E N. COO PE R S T E I N (Ma t h e m a t i c s ) the Bilingual, Crosscultural, Language, and Aca d e m i c Writing sample, letters of recommendation, Group theory; combinatorics, parti c u l a rl y , Chevalley grou p s Dev elopment (BCLAD) emphasis teaching cred e n t i a l s . and résumé and their associated geometries; environmental economics; The BCLAD emphasis authorizes primary language Information provided in these documents is used in the theories of val u e in s t r uction and dual language immersion education. Th e selection of candidates. All documents must be submit- BAR B A R A ROG O F F (Ps yc h o l o g y ) BC L AD language of emphasis is Spa n i s h . ted by the application deadline. Human development in sociocultural activity; informal and Writing Sample, a sample of your writing (no more fo r mal arrangements for learning; adult/child and peer Master of Arts in Education: Teaching than 10 pages), ideally on an educational or related communication in families and schools in diverse cultural The prel i m i n a r y multiple subjects teaching credential for topic. You may submit an academic paper or other communities; learning through observation; var ying forms of el e m e n t a r y school teachers (used in self-contained ele- work previously written; alternatively, you may choose pa r ticipation in problem solving; cognitive devel o p m e n t , me n t a r y classrooms—typically grades K–6—where all to write a brief piece specially for this application. especially problem solving, planning, and attention subjects are taught by the same teacher) and the prel i m i - Letters of Recommendation. Three letters of recom- na r y single subject teaching credential for secondary mendation are required. Senior Lecturer teachers (used in a departm e n t a l i z ed setting where the Résumé, a résumé that includes an employment histo- DON A L D L. ROTH M A N (Wri t i n g ) teacher is generally responsible for one subject, typically Di re c t o r , Cen t r al Cal i f o r nia Writing Project; literac y grades 7–12) are available. The single subject prog r a m ry; any relevant volunteer or community work, especial- education and democracy; UC/K–12 partnerships; writing, offers the following subject areas: mathematics, Eng l i s h , ly in schools and/or with children; and experiences in persuasion, and nonviolence; writing pedagogy; connections social science, and science. Programs of study are subject multicultural and multilingual settings. Include infor- be t w een beauty and justice to change. mation on languages (other than English) in which you have competence. Prerequisite Admission Requirements Prog r am Des c r i p t i o n Admission Requirements Graduate Rec o r d Exam (GRE): Applicants to the UCSC The purpose of the Education Dep a rt m e n t ’s instruc t i o n a l Testing pr ograms is to prep a r e all students, undergraduates and M.A. in education teaching program must take the GRE General Exam and submit a score by Jan u a r y 15 with the California Basic Educational Skills Test (CBEST): All graduates, to engage in the analysis and integration of admitted applicants must verify completion of the educational theory, res e a r ch, and practice for an increa s - application; in addition, all candidates must have prep a - ration in the following area s : CBEST requirement and submit a passing score in ingly diverse society. Our primary intellectual and practi- order to enroll in the program by June 1. cal focus is on fostering equitable and effective schooling 1. A course, or equivalent experience, that addresses cul- for all students. In working towa r d this goal, we are com- tural and linguistic diver s i t y . The following UCSC Subject Matter Competence mitted to the development of teachers with theoret i c a l undergraduate education courses are examples of Multiple Subjects: The California Subject Exam for and practical perspectives res p o n s i v e to the diverse cultur- courses that meet this req u i r ement: 128, Imm i g ra n t s Teachers (CSET): Multiple Subject is required. al, social, and linguistic backgrounds of the children who and Edu c a t i o n ; 140, Language, Diver s i t y , and Admitted applicants must submit verification of having comprise the current and future populations of K–12 Le a r ning; 164, Urban Education; and 181, Rac e , passed the three CSET multiple subject exams by June students in California’s schools. This commitment is Class, and Cul t u r e in Education. 1 in order to enroll in the program. It is recommended reflected in principles addressed in the course work, that documentation be submitted with the application. placements, and advising that constitute our prog r a m - 2. A documented field experience with children or you t h Single Subject: Appropriate California Subject Exams ming in teacher education. in a multicultural educational setting. Exp e r i e n c e s for Teachers (CSET) or verification of an approved sub- wo r king in a responsible role with children in the age ject matter program from the applicant’s undergraduate gr oup or in the subject area you intend to teach are institution is required. Admitted applicants must sub- Minor in Edu c a t i o n pre f e r re d . mit verification of having passed the required CSET The UCSC undergraduate program in education engages exams or 100 percent completion of an approved sub- students in a course of study that explores the history of Application Selection Criteria ject matter program by June 1 in order to enroll in the educational thought and philosophy, the politics and eco- program. nomics of education, learning theory and pedagogy, and Admission to the teaching program is competitive. It is strongly recommended that all testing be com- issues of cultural and linguistic diversity in education. Candidates for admission are selected, in part, on the fol- pleted prior to January 15, the application deadline. Undergraduate students are welcome to take any edu- lo wing criteria: Admission priority may be given to applicants with test cation course and can also declare a minor in education. Academic record scores and/or subject matter programs completed and Please note that the UCSC teaching credential prog r a m College course work is evaluated with attention to con- submitted at the time of the application. is a graduate program. Course work for the minor cannot tent and grades or narrative evaluations. The appropri- be substituted for credential req u i re m e n t s . ateness of courses taken for the credential sought is also Language Requirements In order to complete a minor in education, students taken into consideration. For the multiple subjects cre- BCLAD Candidates take courses 92A, 92B, and 92C, as well as course 80, dential, students should have an extensive breadth of The BCLAD language req u i r ement is met by passing which is to be taken concurrently with 92A, 92B, or courses in the core subject areas taught in elementary Test 6, The language of Emphasis: Spanish, of the 92C, or after at least one of these courses has been taken. school—math, science, social science, and English. For BC L AD exam administered by National Eval u a t i o n In addition, students must complete two courses selected the single subject credential, students should have an Systems (NES). Admitted BCLAD candidates must take, fr om a list (available from the Education Dep a r tment) of extensive body of course work in the content area. at the latest, the first available exam after enrolling in upper-division electives. Students who wish to pursue a Testing and language requirements summer quarte r . minor in education may seek advising and file a All required exams and language requirements must be Admission priority may be given to applicants with Proposed Study Plan and Declaration of Maj o r / Mi n o r met by the stated deadlines. test scores and language req u i r ements completed and form at the department office. Statement of purpose submitted at the time of application. The statement of purpose should discuss the following Graduate Prog ra m s (no more than two typed pages): Program and State of California Requirements (Not Required for Admission) Master of Arts in Education Teacher • an explanation of why you want to become a teacher; These req u i r ements may be met prior to or while Preparation Program en r olled in the prog r a m . • how your experience has contributed to your moti- The master of arts in education teacher preparation pro- U.S. Constitution Req u i re m e n t gram prep a r es teachers for California’s culturally and lin- vation and potential to be an educational leader; and A course on the U.S. Constitution (or completion of an guistically diverse children and youth. The M.A. in edu- exam offered by the Education Dep a r tment to enrol l e d cation degree is earned by completion of a five- q u a rt e r • a description of your experiences related to youth, students) is req u i r ed. UC Santa Cruz - a p p r oved courses pr ogram comprising two summers and one academic cultural and linguistic diversity, and community that meet this req u i r ement are Politics 20, Dem o c r acy and yea r . Graduates of the program are prep a r ed to teach involvement. Lib e r alism in American Pol i t i c s ; Politics 111, Problems in K–12 English language learners. The program also offers 186 PROGRAMS AND COURSES

Constitutional Law; Politics 120A, Co n g r ess, Pres i d e n t , an d lo s o p h y , psych o l o g y , sociology, cognitive science, and cul- centers, including the Center for Informal Learning and the Court in American Pol i t i c s ; and His t o r y 25A, Uni t e d tural historical activity theory. The program integrates the- Schools (CILS), the Center for Justice, Tolerance, and States His t o r y to 1877. or y and practice to examine learning and teaching within Community (CJTC), Chicano/Latino Res e a r ch Center Reading Ins t r uction Competence Assessment (RICA) the multiple contexts of classroom, school, family, and (C L R C), and the New Teacher Center (NTC) . Multiple subjects candidates are req u i r ed—prior to com- co m m u n i t y . Education faculty members utilize both pletion of the program and in order to be rec o m m e n d e d ma c r o- and micro- l e v el framewo r ks and draw on both Lower-Division Courses for a prel i m i n a r y credential—to pass the RICA exam. qu a n t i t a t i v e and qualitative methodologies in their The RICA measures the knowledge, skills, and abilities res e a rc h . 42. Student-Directed Seminar. essential to offer effective reading instruction to K–12 Graduates of this program will be qualified to teach Seminars taught by upper-division students under faculty students. This exam may no t be taken by multiple sub- and to conduct the kinds of educational res e a rc h supervision. (See course 192.) The Staff ject candidates prior to completion of the req u i r ed rea d - demanded by tenure-track positions in res e a r ch and ing instruction course in the prog r a m . regional universities. Graduates may also work in non- 80. Introduction to Teaching. F,W un i v ersity based institutions that focus on teacher pro- Designed to encourage students to think about teaching Student Teaching fessional development, curriculum development, and in new ways. Assumptions about teaching and schooling related areas of educational res e a r ch and devel o p m e n t . are examined as well as considering what it takes to teach Course 203, taken in the fall quarte r , constitutes the first Although applications for a master’s degree are not so that children learn and understand. Not a course in cl a s s r oom observation experience for students in the accepted, students in the Ph.D. program may obtain a how to teach, but an opportunity to reconsider what M.A. teacher preparation program. To enroll in this M.A. degree after fulfilling specific req u i r ements during teaching should try to accomplish and what kinds of course, students must have filed with the state an applica- the first and second yea r . The program req u i r es full-time learning teachers should foster. May be taken concurren t l y tion for a Certificate of Character and Ide n t i f i c a t i o n en r ollment as a graduate student. with courses 92A, 92B, or 92C. A practicum in the Clearance (fingerprints) and have provided evidence of Admissions req u i r ements and recommended prep a r a - schools and/or community of up to three hours per week that to the Education Dep a r tment credential analyst. tion for the Ph.D. in education program depend on the is required. (General Education Code(s): T3-Social Sci- Students are strongly advised to submit evidence of clear- ar ea of specialization. The program offers three specializa- ences.) The Staff ance with their application to the program (deadline tion areas: social context of education, language and liter- Jan u a r y 15). To apply for clearance, contact your local acy studies, and mathematics and science education. 92A. The Evolution of Education. F County Office of Education for livescan fingerprint pro- Each student is primarily associated with one of these Introduction to educational theory, Plato through Freire. cessing and an application for Certificate of Clearance. th r ee areas. Graduate work in social context of educa- A survey of major ideas and issues in education, ranging Intermediate and advanced student teaching is a two- ti o n focuses on the institutional, social, and cultural from the purposes of education and the organization of qu a r ter experience (winter/spring) in which student st ru c t u r es in which teaching and learning are embedded. knowledge to the nature of teaching, compulsion in teachers are placed with cooperating teachers in area Graduate work in language and literacy studies fo c u s e s schooling, and questions concerning developmental the- schools. Students gradually assume more res p o n s i b i l i t y on language learning as it emerges through social interac- or y, moral education, and aesthetic education. Course en- for preparation, instruction, and evaluation of the class tion and on how language and culture are implicated in rollment is unrestricted. (General Education Code(s): IS.) during this two-quarter period. Weekly supervision and teaching and learning. Graduate work in ma t h e m a t i c s The Staff seminar meetings are provided by university faculty and and science education focuses on cognition, learning, 92B. Introduction to Theories of Education. W master teachers. Master of arts in education teacher and teaching in mathematics or science with an emphasis pr eparation candidates obtain classroom experience at A general survey of theories and partial theories of educa- on equity, informal learning, and language issues in these tion organized into three recurrent topics: teaching and two different grade levels—in primary and middle school two content area s . grades for multiple subjects candidates and in middle learning, schooling, and education in society. Each is considered in terms of the partial theories of James, Dewey, school/junior high and senior high grades for single- Ph.D. Program Requirements subject candidates. and Skinner; cognitive constructivism, particularly the Admission to course 283, Int e r mediate Stu d e n t During the first two years of study, all students are theories of cognitive science; and, finally, an integrated so- Tea c h i n g , and courses 284A-B-C, Adv anced Stu d e n t expected to enroll in a set of req u i r ed core courses, ciocultural theory of education. (General Education Tea c h i n g , is based on an assessment of academic perfo r m - res e a r ch methodology courses, a first-year seminar, and a Code(s): IS.) The Staff ance, experience, leadership, and initiative shown in pub- se c o n d - y ear res e a r ch appren t i c e s h i p . The student and his/her adviser will also design a course of study within 92C. Introduction to Issues in Diversity and lic school settings, as well as successful completion of Education. S Education 203. one of the three areas of specialization. The number of specialization courses and seminars req u i r ed var i e s Examines the impact on schools and students of depending on the student’s preparation, interests, and social/ethnic status, social class, and gender, with attention For Fur ther Inf o rm a t i o n plans and is determined in consultation with rel e v ant fac- to historical, cultural, and psychological variables. An in- Phone the Education Dep a r tment Advising Center at ulty and the department chair. The program encourages tr oduction to the theory, res e a r ch, and reform movem e n t s (831) 459-2589, send e-mail to ed u c a t i o n @ u c s c . e d u , or in t e rd i s c i p l i n a r y work and invol v es working closely with in education in response to our state’s and our nation’s in- vi e w the departm e n t ’s home page on the web at individual faculty members. creasing diversity. (General Education Code(s): E.) The ht t p : / / e d u c a t i o n . u c s c . e d u for dates and times of works h o p s To achieve Ph.D. candidacy, students are expected to Staff wh e r e potential applicants can obtain full details about pass an annual rev i e w of their written work, maintain 99. Tutorial. F,W,S the prog r a m s . sa t i s f a c t o r y academic prog r ess, attend department collo- Students submit petition to sponsoring agency. The Staff quia, complete a second-year res e a r ch project, pass a qualifying examination, and meet the specific req u i r e- Ph.D. in Edu c a t i o n ments of the Division of Graduate Studies. The qualify- Upper-Division Courses The goal of the Ph.D. in education program is to support ing exam, normally taken during the third year of enrol l - graduate students in becoming crea t i v e scholars who ment, invol v es both written and oral components 101. Instructional Activities in Physical engage in res e a r ch focused on the educational needs of stu- designed to demonstrate the candidate’s ability to do Education (2 credits). S dents from linguistic and cultural groups that have histori- extended, disserta t i o n - l e v el res e a r ch and analysis. Th e Designed to assist teachers in planning and implementing cally not fared well in our nation’s public schools. To final req u i r ement for the Ph.D. degree is the prep a r a t i o n physical education programs for elementary grades. Top- ac h i e v e this goal, this program provides students with and defense of a dissertation rep r esenting a significant ics include child development, movement concepts, in- gr ounding in the varieties of interdi s c i p l i n a r y theorizing, scholarly contribution to the topic studied. structional strategies, curriculum planning and physical res e a r ch methods, and applications needed to advance the Financial support for students includes a variety of fel- activities. Enrollment limited to 30. The Staff study of learning and teaching for diverse student popula- lo wships, res e a r ch assistantships, and teaching assistant- 111. Community Practicum (2 credits). W tions. The courses and res e a r ch experiences are closely ships in the Education Dep a r tment. The education pro- Students work with bilingual children in an after-school related to practice in K–12 classrooms with student popu- gram emphasizes teaching experience, and all students are pr ogram that invol v es them in a variety of rec r eational and lations from diverse cultural and linguistic communities. req u i r ed to serve as teaching assistants for a minimum of academic activities. During some quarters, the practicum Students in this interdi s c i p l i n a r y program apply tools and two quarters. Students may participate in res e a r ch proj e c t s pe r s p e c t i v es from education, anthrop o l o g y , linguistics, phi- under the auspices of several interdi s c i p l i n a r y res e a rc h EDUCATION 187

is linked to other courses in education (e.g., Education male, who do not match a standard model of gender per- clude language acquisition; the role of religious affiliation 140, Education 151). Enrollment limited to 32. May be formance. Fieldwork required. Enrollment limited to 35. and other culturally specific schooling; patterns of family repeated for credit. The Staff D. Ash life; and the effects of socioeconomic status, career aspirations, and parental participation in schools. Enro l l m e n t 115. K–12 Student Assessment. * 140. Language, Diversity, and Learning. F limited to 20. J. Gordon Provides an overview of educational testing. Appropriate Class members work as a community of educators focused use and interpretation of standardi z ed, classroom achieve- on their own learning as they participate in practicum ex- 170L. Schools and Asian Cultures Fieldwork (2 ment, and special needs assessments are examined. Issues perience with youth at a local agency. Teaching and learn- credits). S on fair testing of diverse populations of students are dis- ing in linguistically and culturally diverse communities Fieldwork in diverse schools and/or communities which cussed within each topic area. Prer equisite(s): Courses 80, becomes content and focus of course discussions, rea d i n g s , involves interview and/or tutoring and research. Must be 92A, and 92B, or permission of instruc t o r . Enr ollment re- and collaborative projects. Concurrent enrollment in taken concurrently with course 170, Schooling and Asian stricted to juniors and seniors. Enrollment limited to 50. course 111 required. Concurrent enrollment in course Cultures. J. Gordon The Staff 111 required. Enrollment restricted to junior and senior students. Enrollment limited to 32. (General Education 173. Seminar in Critical Pedagogy. * 119F. California Mathematics and Science Code(s): E.) L. Pease-Alvarez Focuses on involvement in classroom practice pertaining Teacher Inititiative (2 credits). W,S to student and faculty diversity and looks at factors that Students in this seminar reflect on their experiences in 141. Bilingualism and Schooling. S encourage or impede academic success. Internship re- secondary mathematics classrooms, discuss topics in Introduces participants to issues related to the schooling quired—may include K–12 schools and college settings. mathematics education, and make connections to rel e va n t of students who speak languages other than or in addition Req u i r ed theoretical readings, ref l e c t i v e essays, self-assess- readings. Satisfies the requirement fulfilled by Mathe- to English. Uses a multidisciplinary perspective to under- ment, and supervisor evaluations. Prior course work in ed- matics 188. Prer equisite(s): participation in the California stand the circumstances these students face in schools and ucation strongly recommended. Enr ollment limited to 20. Mathematics and Science Teacher Inititiative Program. considers approaches and policies that best meet their May be repeated for credit. J. Gordon Enrollment restricted to mathematics, sciences, engineer- needs. Enr ollment restricted to juniors, seniors, and grading, and computer science majors; restricted to CMST uate students. Enr ollment limited to 50. (General Edu c a - 175. Language, Culture, and the Classroom. F members only by permission of the instructor. (Formerly tion Code(s): E.) The Staff Offers students an opportunity to think about the ways Community Teaching Fel l o wship Sem i n a r .) Enr ollment lim- that language and culture intersect with classroom learn- ited to 40. May be repeated for credit. The Staff 151. Community Perspectives on Teaching and ing. Includes the linguistic and cultural diversity of stu- Learning. S dents and teacher alike. Implications for practice, res e a rc h , 119G. California Mathematics and Science Students examine and explore community perspectives on and policy will be discussed. Enr ollment restricted to jun- Teacher Initiative: Science (2 credits). W,S learning and teaching in light of their experiences work- iors and seniors. Enrollment limited to 50. (General Ed- Students reflect on their experiences in secondary science ing with youngsters in the context of the Ba r r i o s ucation Code(s): E.) A. Wiese classrooms, discuss topics in science education, and make Unidos/UCSC Links, an after-school program serving a connections to relevant readings. Prerequisite(s): partici- culturally diverse group of children. Enr ollment limited to 176. Learning to Talk and Talking to Learn. W pation in the California Mathematics and Science Tea c h e r 25. (General Education Code(s): E.) L. Pease-Alvarez Learning to talk and talking to learn are closely related. Ini t i t i a t i v e Program. Enr ollment restricted to Natural Sci- They are also the chief medium of education. Through ences and School of Engineering majors. (Formerly Co m - 155. Minorities in Higher Education. * practical work combined with reading and discussion, in- munity Teaching Fel l o wship Sem i n a r . ). Enr ollment limited Historical review and contemporary examination of the vestigates ways in which adults can help children / s t u d e n t s to 40. The Staff educational experience of U.S. minorities in higher edu- to learn. Enrollment restricted to juniors and seniors. cation. Includes historical overview of the treatment of C. Wells 120. The Arts in Schools: Aesthetic Education minority groups within higher education with special at- Theory and Practice. W tention to Native Americans, Chicanos, Latinos, African 177. Teaching Culturally and Linguistically Explores the nature of art, the historical legacy of the arts Americans, and Asian Americans. Enrollment limited to Diverse Students Math and Science. W within education; considers aesthetic education as an 25. (General Education Code(s): E.) F. Hernandez Examines equity issues in the learning and teaching of in t e r - a r ts philosophical and practical endeavor; studies al- math and science in culturally and linguistically diverse te r n a t i v es to the current situation of the arts in education; 160. Issues in Educational Reform. F school settings. Draws on multicultural, bilingual, and de v elops theory necessary to teach the arts. Th e o r y or cur- Explores a variety of perspectives on key educational pol- math/science education perspectives. Intended for under- riculum course for credential students. Enr ollment limited icy issues including desegregation, bilingual education, af- graduate majors considering a K–12 teaching career. Sat- to 20. D. Swanger firmative action, charter schools, national and state isfies an elective requirement for the minor in education curriculum standards, student assessment and the assess- program. Prior completion of courses 92B and 80 is ad- 125. Introduction to Teaching Children’s ment and certification of teachers. Enrollment limited to vised. Enrollment limited to 25. J. Aguirre Literature in Grades K–8. S 100. The Staff Offers opportunities for undergraduate and graduate stu- 181. Race, Class, and Culture in Education. F dents to learn about fundamental aspects of children’s lit- 164. Urban Education. S Examines the schooling experience and educational at- erature, to increase their knowledge of range and quality Focuses on urban schooling through critical readings, tainment of racial/ethnic minority students in the U.S. of children’s literature, to enhance their understanding of fi e l d w o r k, group projects, and extensive writing. Stu d e n t s Focuses primarily on domestic minorities. Add r esses issues multicultural children’s literature, and to develop ways to explore how socialization, marginalization, and assimila- of variability between and within minority groups and the integrate children ’s literature into elementary and middle- tion impede or support academic success, how class in- role of cultural, structural, and psychological factors in the school curriculum areas. Enrollment restricted to juniors tersects with “race”, and how “culture” affects one’s educational attainment of these students. (General Edu- and seniors. Enrollment limited to 25. J. Scott orientation to education. Prer equisite(s): course 92C. Sat - cation Code(s): E.) The Staff isfies American History and Institutions Requirement. 128. Immigrants and Education. F,S (General Education Code(s): E.) J. Gordon 185B. Introduction to Teaching Research and theory on the education of immigrant stu- Mathematics. W dents. Major topics include the Americanization move- 164L. Urban Education Fieldwork Provides an introduction to principles and practices for ment and America’s changing demography, identity (2 credits). S teaching mathematics in secondary classrooms; examines maintenance and change, home-school relations, and ed- Fieldwork in diverse schools and/or communities which theoretical and practical approaches to teaching mathe- ucators’ roles in meeting the needs of culturally and lin- i n vo l ves intervi e ws and/or tutoring and res e a r ch. Must be matics; provides an introduction to national and state guistically diverse student populations. En ro l l m e n t taken concurrently with course 164, Urban Education. J. standards and an overview of mathematics curricula and restricted to juniors and seniors. (General Education Gordon current issues in mathematics teaching. Enrollment re- Code(s): E.) M. Gibson stricted to junior and senior majors in mathematics, 170. Schools and Asian Cultures. S physics, computer science, computer engineering, and 135. Gender and Education. W Focuses on a historical and contemporary study of educa- electrical engineering. En rollment limited to 30. J . Addresses the changing but continuing patterns of un- tion in East, Southeast, and South Asia as well as the ne- Moschkovich equal expectations, opportunities, and treatment throu g h - gotiation of public and private schooling within the Asian out the educational system for all students, female and immigrant population in California. Specific topics in-

*Not offered in 2004–05 188 PROGRAMS AND COURSES

185C. Introduction to Teaching Science. F Enrollment restricted to graduate students; priority is dr essing diversity in science classrooms. Course is re q u i re d An introduction to the principles and practices for teach- given to graduate students in education. Enrollment lim- for single subjects science credential. Enr ollment res t r i c t e d ing science in secondary classrooms. Course examines the- ited to 12. M. Gibson to program enrollees. Enrollment limited to 50. D. Ash oretical and practical approaches to teaching science, provides an introduction to national and state standards 200D. Advanced Topics in Qualitative 212C. Teaching Science in the Secondary and an overview of science curricula and current issues in Research. F Classroom. W science teaching. Enrollment restricted to junior and sen- Analyzes topics, which vary systematically from year to Examines constructivist and sociocultural approaches to ior science majors. Enrollment limited to 40. D. Ash year, including analysis of classroom interaction, video teaching science in secondary classrooms. Course will pro- recording and transcription, coding and analysis of dis- vide a critical overv i e w of curricula, instructional theories, 187. Cognition and Instruction. W course data, and software programs for qualitative analy- and multiple approaches to teaching the “big ideas” in sci- Addresses the question, “How do people learn?” by ex- sis. Prerequisite(s): course 200C. Enrollment restricted to ence. Enrollment restricted to program enrollees. Enroll- amining theories of learning and research on cognition, graduate students. Enrollment limited to 12. May be rement limited to 50. The Staff learning, and instruction. Enrollment restricted to junior peated for credit. C. Wells and senior education minors. Enr ollment limited to 60. J. 213A. Mathematics Learning and Teaching in Moschkovich 201A. Philosophical Perspectives on Education Elementary Classrooms. F,W (2 credits). * This course is req u i r ed for the multiple subject cred e n t i a l . 192. Directed Student Teaching. F,W,S This course introduces students to some of the major ed- Examines constructivist and sociocultural approaches to Teaching of a lower-division seminar under faculty su- ucational thinkers in Western culture, from Socrates and the learning and teaching of mathematics in elementary pervision. (See course 42.) Students submit petition to Plato to Paulo Freire. Their work is examined both his- classrooms, including the nature of mathematics and the- sponsoring agency. The Staff torically and for its rel e v ance to contemporary educational ories of how children learn mathematics. Provides an in- debates. Enrollment restricted to graduate students. May troduction to mathematics teaching standards and a 193. Advanced Field Study. F,W,S be repeated for credit. D. Swanger critical overview of curricula, instructional theories, and Students submit petition to sponsoring agency. The Staff multiple approaches to teaching the “big ideas” in ele- 203. Applied Classroom Analysis and Methods: mentary mathematics. Enrollment restricted to graduate 194. Group Projects. F,W,S Beginning Student Teaching. F Students submit petition to sponsoring agency. May be re- students admitted to the credential program. Enrollment A required course that introduces students to the diverse limited to 50. J. Aguirre peated for credit. The Staff cultural and linguistic settings of today’s classrooms. Class- 194F. Group Projects (2 credits). F,W,S room practices, instructional strategies, and analysis are 213B. Math Education: Res e a r ch and Practice. F Students submit petition to sponsoring agency. May be re- emphasized. First course in the student teaching place- Examines theoretical approaches to the learning and peated for credit. The Staff ment series. Placements are used to examine and apply teaching of mathematics. Topics include the nature of teaching methods while developing classroom manage- mathematical knowledge, theories of how children learn 198. Independent Field Study. F,W,S ment skills. Class meetings include discussion and mathematics, approaches to mathematical discourse, and Students submit petition to sponsoring agency. The Staff demonstration of teaching methods. Enrollment limited perspectives on addressing diversity in mathematics class- to 50. The Staff rooms. Course is req u i r ed for secondary mathematics cre- 198F. Independent Field Study dential. En rollment restricted to graduate students (2 credits). F,W,S 211A. Reading and Language Arts for admitted to the credential program. Enr ollment limited to Students submit petition to sponsoring agency. May be Elementary Classrooms. F,W 50. J. Moschkovich repeated for credit. The Staff This course provides both a theoretical and practical foundation for literacy instruction, emphasizing reading and 213C. Teaching Mathematics in the Secondary 199. Tutorial. F,W,S language arts instruction in grades K–8. Interactive in- Classroom. W Students submit petition to sponsoring agency. The Staff st r uction and field experience will be used to examine cur- Examines constructivist and sociocultural approaches to 199F. Tutorial (2 credits). F,W,S ricula, methods, materials, and literacy eva l u a t i o n . teaching mathematics in the secondary classroom. Course Students submit petition to sponsoring agency. May be re- Enrollment restricted to graduate students. Enrollment will provide an introduction to mathematics teaching peated for credit. The Staff limited to 30. J. Scott st a n d a r ds and a critical overv i e w of curricula, instruc t i o n a l theories, and multiple approaches to teaching the “big 211B. Reading Across the Curriculum in ideas” in secondary mathematics. Required for mathe- Graduate Courses Middle School and Secondary. F,W matics secondary credential. Prer equisite(s): course 213B. Provides a theoretical and practical foundation for teach- Enr ollment restricted to graduate students admitted to the 200A. Introduction to Educational Inquiry. F ing reading within content area instruction in middle credential program. Enrollment limited to 50. The Staff Addresses foundational knowledge needed to understand school and secondary classrooms. Field experiences and and conduct educational inquiry and research. Topics in- in t e r a c t i v e instruction will facilitate learning about strate- 214A. English Teaching: Theory and clude epistemology in the human sciences, philosophical gies, curricula, methods, materials, and observation. In- Curriculum. F foundations of modern research strategies, and general tended for students pursuing a single subject credential. Req u i r ed for the single subject English credential student. classes of res e a r ch investigations in education. Enro l l m e n t Enrollment restricted to graduate students. Enrollment Examines sociocultural approaches to the learning and restricted to education graduate students. Enr ollment lim- limited to 30. The Staff teaching of English in secondary classrooms, including ited to 15. D. Ash theories of how children learn English language, literature, 212A. Science Learning and Teaching in and composition. Enrollment restricted to education 200B. Quantitative Methods in Educational Elementary Classrooms. F graduate students. J. Scott, J. Martens Research. S Examines constructivist and sociocultural approaches to Promotes intermediate-level knowledge of quantitative re- the learning and teaching of science in elementary class- 214B. English Teaching for Secondary se a r ch methods in educational settings. Students learn the rooms, including beliefs about the nature of science and Classrooms. W foundations of quantitative data theory, general logic be- theories of how children learn science. Provides a critical Prepares English single subject credential candidates for hind statistical inference, and specific methods of data ove rv i ew of curricula, instructional theories, and multiple student teaching in winter and spring. Course focuses on analysis in educational contexts. Prerequisite(s): course approaches to teaching the “big ideas” in elementary sci- developing curricula and strategies in the content area. 200A. Enr ollment restricted to graduate students. En ro l l- ence. Enr ollment restricted to graduate students admitted Through classroom placements, students observe and ment limited to 15. The Staff to the credential program. Enrollment limited to 50. apply techniques to develop curriculum units used in stu- The Staff dent teaching. Enr ollment restricted to graduate students. 200C. Qualitative Research Methods. S Enrollment limited to 50. The Staff Graduate level introduction to qualitative methods, with 212B. Science Education: Research and special attention to ethnographic research on schooling. Practice. F 215A. Social Science: Th e o r y and Curriculum. F Moves from overview of different methods, through ex- Examines theoretical approaches to the learning and Required for the single subject social science credential amination of selected studies, to discussion of issues in re- teaching of science including the nature of scientific student. Tracks both the implicit and explicit connections search design, data collection, analysis, and writing. knowledge, theories of how children learn science, ap- between theory and practice, illustrating that theory sug- proaches to scientific discourse, and perspectives on ad- EDUCATION 189

gests best practice while practice informs theory- f o r m a t i o n sessment, and the design of instructional units. Enroll- with which students examine mathematics and science and testing. Enrollment restricted to education graduate ment restricted to program enrollees. Enrollment limited learning and teaching. (Formerly course 274.). Enroll- students. The Staff to 30. The Staff ment restricted to graduate students. J. Aguirre 215B. Social Science Teaching for Secondary 261. Thinking, Learning, and Teaching. F 268A. Ethnographies of Education. S Classrooms. W Examines multiple theoretical perspectives on thinking, Offers opportunity to critique a range of book-length Prep a r es social science single subject credential candidates learning, and teaching; the development of the whole per- ethnographic studies of education focusing on relation- for student teaching in winter and spring. Course focuses son in a variety of cultural contexts; the roles thinking, ship between culture, learning, and schooling in the U.S. on developing curricula and strategies in the content area . learning, and teaching play in that development; and how with comparative studies from other countries. Enroll- Through classroom placements, students observe and res e a rc h e r s ’ and educators’ conceptions shape instruc t i o n . ment restricted to graduate students. Enrollment limited apply techniques to develop curriculum units that are used Enr ollment restricted to education graduate students. En- to 12. M. Gibson in student teaching. Enr ollment restricted to graduate stu- rollment limited to 15. J. Moschkovich dents. Enrollment limited to 50. The Staff 268B. School Organization. F 262. Social and Cultural Context of Education Applies multiple perspectives drawn from organizational 220. Introduction to Technology in Schools Core Seminar. W theory, highlighting important aspects of organization of (2 credits). F,S Application of anthropological and sociological theories to schools, including their operational environment, in- This course is req u i r ed for pros p e c t i v e teachers. It provi d e s study of education. Examines social, cultural, and lin- structional organization, and professional and bureau- an overview of the use of technology in the K–12 class- guistic context of schooling with particular attention to cratic dimensions. Enrollment restricted to graduate room. Topics covered include using the Internet and the role of race, class, culture, power, and language in influ- students. Enrollment limited to 12. R. Ogawa web, building a web page, and using resources for educa- encing schooling outcomes. Enr ollment restricted to grad- tors on the web . Students will rev i e w software applications uate students. Enrollment limited to 15. M. Gibson 269A. First-Year Doctoral Proseminar in a particular content area, use technology to develop les- (2 credits). F son plans, and create integrated, thematic curricula in 263. Foundations of Educational Reform. S This three-quarter seminar supports professional devel- which technology is utilized to promote higher-order Co r e course in Ph.D. program in education providing stu- opment for first-year doctoral students. Students develop thinking, creativity, and problem-solving. Enrollment re- dents with multiple analytic perspectives from which to essential skills for success as scholars, discuss issues in ed- stricted to graduate students admitted to the credential examine important educational issues by analyzing polit- ucational research and practice, and are introduced to re- program. Enrollment limited to 50. The Staff ical, historical, and philosophical origins of educational research by Education Department faculty. Enrollment form in the U.S. and internationally. Enr ollment res t r i c t e d restricted to graduate students. Enrollment limited to 15. 242. Promoting Biliteracy and Bilingualism. S to graduate students. Enr ollment limited to 10. R. Oga w a J. Aguirre Designed to meet specific goals for students pursuing the Bilingual Crosscultural, Language and Academic Emp h a - 264. Research on Teacher Development and 269B. First-Year Doctoral Proseminar sis Credential (BCLAD). Provides a forum for students to Teacher Education. W (2 credits). W examine the role of the bilingual teacher in the classroom Ad d resses personal and professional development of This three-quarter seminar supports professional devel- and society with an ove rv i ew of current bilingual method- teachers. Explores models of teacher education with spe- opment for first-year doctoral students. Students develop ology and philosophy for literacy and content instruction cific attention to methods and processes by which teach- essential skills for success as scholars, discuss issues in ed- in Spanish/English bilingual classes. To enhance partici- ers can be better prepared to work with culturally and ucational research and practice, and are introduced to re- pants’ Spanish language development, the class is con- linguistically diverse students. Enrollment restricted to search by Education Department faculty. Enrollment ducted in Spanish. Enrollment restricted to graduate graduate students. Enrollment limited to 20. P. Stoddart restricted to graduate students. Enrollment limited to 15. J. Aguirre students admitted into the credential program. The Staff 265. Becoming a Professional Educator. 242A. Language, Literacy, and Diversity. * Meets the California state requirements for both health 269C. First-Year Doctoral Proseminar Designed to prepare students to teach reading/language education and mainstreaming for those seeking a clear cre- (2 credits). S arts in a way that addresses the needs and circumstances dential. Offers an overv i e w of the field of special education This three-quarter seminar supports professional devel- of a culturally and linguistically diverse student popula- and the expanded role of the teacher in providing health opment for first-year doctoral students. Students develop tion. Topics include the following: exploration of the lit- and substance abuse prevention education in the “main- essential skills for success as scholars, discuss issues in ed- eracy development of native and non-native speakers of streamed” classroom. Enrollment restricted to graduate ucational research and practice, and are introduced to re- English, understanding the theoretical perspectives on lan- students. J. Gordon search by Education Department faculty. Enrollment guage and literacy development, learning instructional ap- restricted to graduate students. Enrollment limited to 15. 266A. Sociocultural Perspectives on Learning J. Aguirre pr oach that enhance development of literacy, and learn to and Using Literacy. S assess students’ literacy development. Enrollment re- Examines theoretical perspectives, educational issues, and 270A. Second-Year Professional Development stricted to graduate students admitted into the credential scholarship related to use and development of literacy Seminar (2 credits). F program. L. Pease-Alvarez among diverse populations, particularly those who have not Th re e - q u a r ter seminar supports professional devel o p m e n t 250. Teaching, Learning, and Schooling. fa r ed well in U.S. schools. Enr ollment restricted to gradu- for second-year doctoral students. Activities include prep a - Required for master’s students in education. Three basic ate students. Enr ollment limited to 12. L. Pea s e - Al va re z ration of res e a r ch and conference proposals, presentation of se c o n d - y ear project findings, and attendance at depart- units comprise the subject matter: teaching/learning, with 267A. Conceptual Change in Science and such topics as development, learning, pedagogy, and so- ment colloquia. Enr ollment restricted to second-yea r Mathematics. W Ph.D. students. Enr ollment limited to 12. M. Gib s o n cialization theories; second, schooling, as the context of Examines approaches in cognitive science, mathematics teaching/learning both in its existent struc t u r es and its re- education, and science education to documenting student 270B. Second-Year Professional Development form movements; third, the sociocultural context in which conceptions in science and mathematics, defining con- Seminar (2 credits). W educational institutions exist, topics such as cultural and ceptual change, and describing relationship between con- Th re e - q u a r ter seminar supports professional devel o p m e n t historical forces, political and economic condition, family, ceptual change and learning with understanding. for second-year doctoral students. Activities include and community stru c t u res. En rollment restricted to Enrollment restricted to graduate students. Enrollment preparation of research and conference proposals, presen- graduate students. The Staff limited to 12. J. Moschkovich tation of second-year project findings, and attendance at department colloquia. Enrollment restricted to second- 253. Methods of English Language 267B. Theoretical Foundations of Development. W year Ph.D. students. En rollment limited to 12. Mathematics/Science Learning and Teaching M. Gibson This course will help future educators develop a practical (2 credits). F theory for teaching English in the elementary and sec- Examines theoretical foundations of teaching and learning 270C. Second-Year Professional Development ondary schools to students who speak other languages. mathematics and science. Exp l o r es these foundations from Seminar (2 credits). S Topics include current trends in the field, language as- historical and current perspectives. Theories are the lenses Th re e - q u a r ter seminar supports professional devel o p m e n t for second-year doctoral students. Activities include preparation of research and conference proposals, presen-

*Not offered in 2004–05 190 PROGRAMS AND COURSES

tation of second-year project findings, and attendance at 293B. Research Apprenticeship. F,W,S Baskin School of Eng i n e e r i n g department colloquia. Enrollment restricted to second- Research apprenticeship under guidance of faculty mem- year Ph.D. students. En rollment limited to 12. ber during first or second year of doctoral studies. Stu- The Baskin School of Engineering, UCSC’s first prof e s - M. Gibson dents submit petition to sponsoring agency. Enrollment sional school, has a high-technology focus incorporating restricted to graduate students. May be repeated for cred i t . pr ograms and curricula that help educate students to 272. Teaching English Language Learners in The Staff meet the changing demands of society and a high- the Content Areas (2 credits). F technology global marketplace. It offers a stimulating Introduces students to instructional approaches for sup- 294. Second-Year Research Project. F,W,S academic environment that provides a foundation for porting the English language development of middle and Doctoral students work with faculty advisors to plan, carry pr ofessional growth as well as a lifetime of learning. Th e high school English language learners. Emphasis placed on out, and write up small independent res e a r ch project dur- Baskin School’s programs and courses help prep a r e stu- strategies used to support English language development ing second year of graduate studies. Students submit pe- dents for the human aspects, as well as the technical chal- along with content learning in various subject areas. En- tition to sponsoring agency. Enrollment restricted to lenges, of careers in engineering and computer science. rollment restricted to graduate students. The Staff graduate students. May be repeated for credit. The Staff The Baskin School of Engineering consists of the Dep a r tment of Biomolecular Engineering, the 281. Social Foundations of Education. 295. Portfolio Development (2 credits). Dep a r tment of Computer Engineering, the Dep a rt m e n t A sustained inquiry into the social, political, economic, Provides student and faculty adviser with time to confer of Computer Science, and the Dep a r tment of Ele c t r i c a l and historical foundations of schools with an emphasis on over the completion of the required portfolio. Formerly Engineering. The Dep a r tment of Applied Mat h e m a t i c s community attitudes towa r d education. Student narratives course 285. Enrollment restricted to graduate students. and Statistics and the Dep a r tment of Inf o r m a t i o n of engagement and resistance will provide a basis for in- L. Pease-Alvarez Systems Technology Management are awaiting approval . sights and interventions useful to educators. Enrollment restricted to program enrollees. Enr ollment limited to 50. 296. Teaching Apprenticeship. F,W,S M. Gibson An elective course for education master of arts students to Graduate Study ac q u i r e and/or refine teaching skills under the guidance of The Baskin School of Engineering offers ten graduate 283. Intermediate Student Teaching. W education ladder rank faculty who teach large education, pr ograms designed to prep a r e students for advan c e d Designed to provide students enrolled in the UCSC lo wer-division courses, specifically courses 92A, 92B, and study and res e a r ch in major areas of biomolecular, com- teacher education program a coherent, integrated, pre- 92C. Meeting weekly throughout the quarte r , students be- pu t e r , and electrical engineering, as well as computer sci- professional experience in public school classrooms. Stu- come knowledgeable about course content, discuss with ence and applied mathematics and statistics: dents assume part-time student teaching responsibilities faculty course curriculum and pedagogy, and ultimately totalling 14–16 hours per week under the direct supervi- lead course sections. Making an active connection be- • Applied mathematics and statistics M.S. and Ph. D . sion of an exemplary classroom teacher.Weekly seminars tween theory and practice is the expected student out- (graduate study is available; degrees await approval ) and ongoing supervision by department staff are req u i re d . come. The Staff • Bioinformatics M.S. and Ph. D . Pre requisite(s): course 203. En rollment restricted to • Computer engineering M.S. and Ph. D . graduate students majoring in education. Enr ollment lim- 297. Independent Study. F,W,S • Computer science M.S. and Ph. D . ited to 50. The Staff Students submit petition to sponsoring agency. The Staff • Electrical engineering M.S. and Ph. D . 284A. Advanced Student Teaching. S 299. Thesis Research. F,W,S These programs are described in subsequent sections. Th e Designed for students who have extensive field and course Students submit petition to sponsoring agency. The Sta f f f aim of these programs is to develop professionals who can experience in education and who wish to qualify for the ad d r ess the complex scientific and technological prob l e m s single-subject or multiple-subject teaching credential by of today and tomorrow. undertaking a quarter of full-time, supervised student Electrical Engineering teaching. Prerequisite(s): course 283. Enrollment re- Undergraduate Study stricted to graduate students. The Staff See Engineering, page 217. The School of Engineering offers eleven undergraduate 284B. Advanced Student Teaching. de g r ee programs. Students may choose from the follow- Designed for students who have extensive field and course ing options: experience in education and who wish to qualify for the En g i n e e r i n g Bioinformatics B.S. or combined B.S./Gra d u a t e single-subject or multiple-subject teaching credential by Bioinformatics minor undertaking a quarter of full-time, supervised student School of Engineering Computer engineering B.S. or combined B.S./M.S. teaching. Prerequisite(s): course 283. Enrollment re- Computer engineering minor stricted to graduate students. The Staff Computer science B.A. and B.S. 284C. Advanced Student Teaching. Baskin School of Eng i n e e r i n g Computer science minor Designed for students who have extensive field and course 335 Baskin Engineering Bui l d i n g Electrical engineering B.S. experience in education and who wish to qualify for the (831) 459-2158 Information systems management B.S. single-subject or multiple-subject teaching credential by ht t p : / / w w w. s o e . u c s c . e d u Dual degree engineering program (B.A. in the social sci- undertaking a quarter of full-time, supervised student Dea n ’s office ences, humanities, or arts from UC Santa Cruz with a teaching. Prerequisite(s): course 283. Enrollment re- 335 Baskin Engineering B.S. degree in engineering from UC Ber keley [excl u d i n g stricted to graduate students. The Staff (831) 459-2158 EE C S ] ) 286. Research and Practice in Science Teaching Undergraduate office Bioinformatics. The bioinformatics curriculum com- for Research. S 115 Baskin Engineering bines mathematics, the physical sciences, computer sci- Designed for graduate students who will teach as profes- (831) 459-5840 ence, and engineering to explore and understand bio- sionals and are currently teaching assistants. Offers back- Graduate office logical data from high-throughput experiments, such as ground on research and practical methods for teaching 361B Baskin Engineering genome sequencing and gene expression chips. The science to all ages. Enrollment restricted to science grad- (831) 459-2576 immense growth of biological information stored in uate students. Enrollment limited to 15. D. Ash computerized databases has led to a critical need for Professor Sun g - M o (Ste v e) Kang, Dea n people who can understand the languages, tools, and 293A. Research Apprenticeship Professor F. Joel Ferguson, Associate Dean of Und e r g r a d - techniques of mathematics, science, and engineering. (2 credits). F,W,S uate Affairs The undergraduate bioinformatics degree program pre- Research apprenticeship under guidance of faculty mem- Professor Dar r ell Long, Associate Dean for Gra d u a t e pares students for graduate school or a career in the ber during first or second year of doctoral studies. Stu- fast-paced pharmaceutical or biotechnology industries. dents submit petition to sponsoring agency. Enrollment Studies and Res e a rc h restricted to graduate students. May be repeated for cred i t . Computer Eng i n e e r i n g . The computer engineering The Staff cu r r i c u l u m ’s focus is making digital systems that work. It ENGINEERING 191

overlaps with computer science on one end (software sys- Admission to School of Engineering Majors the major as their first or second choice on the applica- tems) and with electrical engineering on the other (digital tion. Applicants will be granted direct acceptance based General Major Preparation ha rd w a r e). The emphasis of our program is on design on their high school grade point average, courses com- It is recommended that high school students intending to rather than analysis—on making things work, rather than pleted in mathematics and sciences, scores on standard- apply to a School of Engineering major have completed on explaining the abstract theory of computation or elec- iz ed tests, and/or their personal statement. four years of mathematics (through advanced algebra and tr onics. The prog r a m ’s emphasis on problem solving pro- To take advantage of direct acceptance, first-year stu- tr i g o n o m e t r y) and three years of science in high school. vides both excellent training for future engineers and dents must declare the major in their first term at UCSC Comparable college mathematics and science courses st r ong background for graduate study. The computer en- or forfeit their direct admission status. Fir s t - y ear students completed at other institutions also serve to properly pre- gineering program is accredited by the Engineering Ac- who are admitted to UCSC but do not rec e i v e direc t pa r e students for these majors. cr editation Commission of the Acc r editation Board for acceptance to the major, or who forfeit their direc t The School of Engineering strongly encourages appli- Engineering and Technology (ABET). The combined admission status, may still petition for admission to the cations from transfer students. Due to the prere q u i s i t e B.S./M.S. program provides an opportunity for outstand- major after completing the req u i r ed foundation courses st ru c t u r e for upper-division courses, it is necessary for ing undergraduates to begin advanced study and earn (see Cur r ent Students Admissions into Majors below) . pro s p e c t i v e transfer students to have completed as many both degrees in five yea r s . of the lower-division req u i r ements for the res p e c t i v e Junior Transfer Admissions to Maj o r s Computer Science. The computer science curriculum majors as possible to complete the degree within a rea - Students who apply as transfer students with junior status has options that include topics in hardw a r e and software, sonable time. Students must plan carefully because many (90 quarter credits or more of transfer credit) who wish to giving students a solid grounding in both theoretical and courses must be taken sequentially. earn a degree from the School of Engineering must indi- practical aspects of computer technology and computer Transfer students should no t fo l l o w the Int e r s e g m e n t a l cate a School of Engineering major as their first choice on usage. Students become proficient in many areas, with a General Education Transfer Curriculum (IGETC) their UC application. (Students may also indicate an al- good academic foundation for various careers in the soft- because it will not provide transfer students with enough te r n a t i v e School of Engineering major as their second wa r e industry, as well as preparation for graduate school. mathematics and engineering courses to allow them to ch o i c e . ) Dual Deg r ee Eng i n e e r i n g . The 3/2 program, a five- complete School of Engineering programs at UCSC in Admission into the major will be based on the stu- year program in association with UC Berk e l e y , enables two years. For more information on transfer admission de n t ’s academic college rec o r d. Applicants are encouraged students to rec e i v e two bachelor’s degrees: a B.A. in a sub- into the UCSC School of Engineering, see the admis- to take and excel in as many courses that are equival e n t ject within the social sciences, humanities, or arts at UC sions policy below. to the departm e n t ’s foundation courses (listed below) as possible. An applicant will be approved, conditionally Santa Cruz and a B.S. in engineering from the College of College Boa r d Adv anced Placement Cred i t ap p r oved, or declined. Only students who have complet- Engineering at Ber keley (excluding EECS). Many combi- Pros p e c t i v e students are encouraged to take the College ed most or all of the foundation courses will be approved nations of fields are possible, such as economics and envi- Entrance Examination Board (CEEB) Adv anced Pla c e - or conditionally approved for the major. For most School ronmental studies or philosophy with civil, mechanical, ment (AP) Examinations in computer science, mathemat- of Engineering majors, completion of a year of calculus or industrial engineering. ics, economics, chemistry, or biology, as an acceptable (accepted as equivalent to Mathematics 19A-B or 11A- sc o r e on these may satisfy both university and major de- Electrical Engineering. The electrical engineering cur- B), linear algebra, differential equations, a year of calcu- gr ee req u i r ements. Students must provide verification of riculum provides a balance of engineering science and de- lus-based physics courses (accepted as equivalent to exam scores to the School of Engineering Und e r g r a d u a t e sign and allows students to specialize in both the Physics 5A, 5B, 5C), and two programming courses Advising Office and other course sponsoring departm e n t s traditional topics and the latest subjects in electrical engi- (accepted as equivalent to Computer Science 12A and in order to be granted credit towa r d course prere q u i s i t e s neering. Students may concentrate their electives in the 12B) are strongly rec o m m e n d e d . or degree req u i r ements as follows : ar eas of electronics and optics, communications, or sig- Students who are approved for acceptance must declare nals and systems. The major is designed to attract moti- Bio l o g y : cr edit for the AP Biology exam can be sub- the major in their first term of enrollment at UCSC. vated students who, upon graduation, will be sought by stituted for Biology 3, Concepts in Bio l o g y, an d Students whose petitions are denied may still be admit- em p l o yers in the high-tech industry. ex empt student from the biology placement exam. ted to UCSC, but they may not reapply for admission to Inf o r mation Systems Man a g e m e n t . Information sys- the major(s) for which they wer e originally considered . Ch e m i s t r y: a score of 4 or 5 on the AP Chemistry tems management (ISM) is a multidisciplinary major that Students who are conditionally approved must com- exam fulfills the prer equisite for enrollment in focuses on the fusion of information systems, technology, plete the remaining req u i r ed foundation courses for their Ch e m i s t r y 1B/M in lieu of the chemistry placement and business management for two purposes: the use of in- major in their first term at UCSC and petition to declare ex a m . formation systems to solve business problems and the the major at the beginning of the following term at management of technology, which includes new prod u c t Computer Science: a score of 4 or 5 on Exam A UCSC. Conditionally approved students will be eval u a t - de v elopment and enterprise management. Students must satisfies Computer Science 12A, Int r oduction to ed based upon their performance in the foundation learn the mathematics, science, and technical fundamen- Prog ra m m i n g ; a score of 4 or 5 on Exam AB satisfies courses attempted during their first term at UCSC. tals of computer science and engineering as well as under- both Computer Science 12A, and Computer Science Students who are conditionally approved for the major stand the environment in which information technology 12B, Int r oduction to Data Stru c t u re s . should be prep a r ed to declare an alternative major out- (I T ) solutions will be applied—through economics, busi- side of the School of Engineering in case they are not ness, and management of technology courses. It is a rigor- Economics: a score of 4 or 5 on the Mic ro e c o n o m i c s accepted into a School of Engineering major. exam satisfies Economics 1, Int ro d u c t o r y Mic ro e c o - ous, challenging major for those students wanting to Course Substitutions: The School of Engineering Un- pursue careers in information systems management and no m i c s ; a score of 4 or 5 on the Mac r oeconomics exam satisfies Economics 2, Int ro d u c t o r y Mac ro e c o n o m i c s . dergraduate Advising Office may req u i r e that a Pet i t i o n the management of technology. for Course Substitution be approved before credit for a Mathematics: a score of 4 or 5 on the Calculus AB course completed at another institution can be applied to Undergraduate Advising Office exam satisfies Mathematics 19A, Calculus for Science, any School of Engineering major req u i r ement. The un- The Baskin School of Engineering Undergraduate Adv i s - Engineering, and Mat h e m a t i c s , or Economics 11A, dergraduate advising staff can help determine if this peti- ing Office offers general advising for pros p e c t i v e and de- Mathematical Methods for Eco n o m i s t s ; a score of 4 tion process is necessary based on transcript information cl a r ed undergraduates majoring in School of Eng i n e e r i n g or 5 on the Calculus BC exam satisfies both pr ovided to them by the student. This petition is in addi- pr ograms. The office handles student petitions (i.e., major Mathematics 19A-B or Economics 11A. Th e r e is no tion to and separate from the transfer credit awarded by declarations, transfer credits, course substitutions), arti c u - ad v anced placement exam in mathematics for the univer s i t y . Forms are available at the Und e r g r a d u a t e lations, and degree certifications. Undergraduate students Economics 11B cred i t . Advising Office. Each petition must be accompanied by a obtain and submit all paperwo r k requiring departm e n t a l Students may check with the Office of Admissions for de- course description, syllabus, and verification of the num- ap p r oval to the Undergraduate Advising Office. Stu d e n t s tails on other AP examinations that also satisfy univer s i t y ber of credits earned with a grade of C or better. To guar- may obtain additional information and assistance on the req u i re m e n t s . antee equival e n c y , departments may sometimes req u i r e a School of Engineering web site: ww w. s o e .u c s c . e d u / a d v i s - grade of B or better. It is ver y helpful if students can pro- in g / u n d e r g ra d u a t e . Dir ect Admission to School of Engineering Maj o r s vide further evidence of course content, such as examples (Fi r s t - Y ear Adm i s s i o n s ) of programming assignments, homewo r k, or examina- Fir s t - y ear applicants to UCSC may apply for direct ac- ti o n s . ceptance to a School of Engineering major by indicating 192 PROGRAMS AND COURSES

Cur r ent Students Admissions into Maj o r s ters must be submitted in writing to the Und e r g r a d u a t e be disqualified from the major. In addition, students UCSC students may apply to declare a School of Eng i - Advising Office by the last day of classes in the term. Let- may be subject to other possible university sanctions. A neering major upon completion (with a grade of C or ters of appeal should describe any extenuating circu m - second incident of academic dishonesty will result in better) of all the foundation courses for that major. Ap- stances that might affect the faculty’s evaluation of the automatic disqualification from the major. pr oval of the declaration application will be based upon rec o rd . Additional Notes on Disqualification the student’s “declaration GPA” in the foundation courses Students whose petitions and appeals have been Please note the Repeating Courses policy in the School taken at UCSC (see below) . turned down may not reapply for the same major. of Engineering section of this catalog. Two failed All students with a declaration GPA of 2.8 or better attempts in a class will endanger your opportunity to will be admitted to the requested major. Students with a Letter Grade Policy continue in a School of Engineering major. declaration GPA below 2.8 may be admitted at the dis- Many majors in the School of Engineering have addi- Bioinformatics, Computer Engineering, and cr etion of the departm e n t . tional restrictions on the use of the Pas s / N o Pass option. Computer Science have additional disqualification cri- Foundation Courses Foundation courses should not be taken Pas s / N o Pass be- teria. Please see those sections of this catalog for details. The foundation courses for each School of Engineering cause doing so may lower students’ declaration GPA and major are as follows: affect their admission into School of Engineering majors. Repeating Courses Bio i n f o rm a t i c s : Computer Science 13H (or both 12A Major grade req u i r ements are as follows : Due to its impacted status and the need to identify stu- and 12B); Chemistry 1B/M, 1C/N; Mathematics 19A-B Bio i n f o r matics major: Same as campus req u i re m e n t s , dents having difficulty in School of Engineering courses, Computer Engineering: Computer Science 12A and but foundation courses should not be taken Pas s / N o Pas s , no School of Engineering course may be attempted more 12B (or 13H); Computer Engineering 16 or 16H; since doing so may lower the declaration GPA needed for than twice without prior approval from the chair of the Mathematics 19A-B admission to the major. de p a r tment offering the course. A class in which a W is gi v en is counted as an attempt. Computer Science: Computer Science 12A and 12B (or Computer engineering major: All courses req u i r ed for the major must be taken for a letter grade. Two lower - d i - 13H); Computer Engineering 16 or 16H; Mat h e m a t i c s Courses Taken Elsewhere After Enrollment 19 A - B vision exceptions are allowed . It is the intent of the faculty of the Baskin School of En- Electrical Engineering: Mathematics 19A-B; App l i e d Computer engineering minor: Same as campus re- qu i re m e n t s . gineering that all degree requirements be completed at Mathematics and Statistics 27; Physics 5A, 5B, and 5C UCSC or prior to first enrollment at UCSC. Course Inf o r mation Systems Management: Computer Sci- Computer science major and minor: All courses re- substitutions, such as taking a course at another UC ence 12A or 13H; Computer Engineering 16 or 16H; qu i r ed for the major and minor must be taken for letter campus, in the Education Abroad Program, or at a com- Mathematics 19A-B (or Applied Mathematics and Sta t i s - grades. Two lower-division exceptions are allowed . munity college, require approval prior to taking the tics 11A and 11B or Economics 11A and 11B); Inf o r m a - Electrical engineering major: All courses req u i r ed for class. Applications and procedures for preapproval are tion Systems Management 50 (or Economics 1 and 2) the major must be taken for letter grades. Two lower - d i v i - obtained from and given to the School of Engineering sion exceptions are allowed (not to include Electrical En- Undergraduate Advising Office. Declaration GPA Calculation gineering 70). Ar ticulation agreements do not apply to enrolled stu- The declaration GPA is calculated on grades received for dents. You must get pre a p p r oval be f o r e taking a class at all attempted foundation courses at UCSC. Students are Inf o r mation systems management major: All courses a community college. advised not to request Pass/No Pass grading in any foun- req u i r ed for the major must be taken for letter grades. The School of Engineering does not provide course dation courses since a grade of P is treated as a C for cal- Two lower-division exceptions are allowed (not to include substitution for School of Engineering general education culating the declaration GPA regardless of the content Information Systems Management 50 or 58). courses, such as topical courses, Computer Science 2, of the evaluation. No Pass and Withdraw grades are Not e : for the purpose of admission into any School of En- Computer Science 10, or Computer Engineering 3. treated as an F. gineering major, a grade of Pass will be treated as a C, When a student declares their major, minor, or pro- Application and Declaration Process which may adversely affect your admission to the major. posed major in a School of Engineering program, the Applications to the major are accepted during the first decision as to whether a course taken elsewhere will be se v en days of the quarte r . UCSC students must apply for Disqualification Policy accepted for this School of Engineering major or minor the major before earning 105 credits. Junior transfer stu- GPA Requirement will be made by the major department at that point. dents must apply for admittance to the major as part of Your cumulative School of Engineering GPA is calculat- (Note: There is no guarantee that a course will be appli- the UCSC admissions process (see Junior Transfer Adm i s - ed from all required and elective courses you have taken cable towards a School of Engineering major, minor, or sions to Majors above). Cur r ent student applications for your major.Your term School of Engineering GPA proposed major even if the student has completed more must be submitted electronically by completing the form is calculated from all required and elective courses you advanced courses in that department.) found at ww w. s o e . u c s c . e d u / a d v i s i n g / u n d e r g ra d u a t e / c u r re n t / have taken for your major in the previous quarter as a ap p l y. h t m l . The departmental decision can be picked up UCSC student. School of Engineering GPA calculation Honors Courses at the Undergraduate Advising Office seven calendar days follows the same rules as UCSC GPA calculation. The Baskin School of Engineering offers two honors after the application deadline. Students who have been If both your cumulative and term School of courses: Computer Engineering 16H, Honors Applied Dis- accepted into the major will then be cleared to declare the Engineering GPAs are 2.0 or greater, then you are in cr ete Mathematics, and Computer Science 13H/L, Hon o r s ma j o r . good departmental standing. If either your cumulative Int r oduction to Prog r amming and Data Stru c t u re s / L a b o r a- Petitions for declaration of the major are accepted at or term GPAs are less than 2.0, then you are on depart- to r y. Computer Engineering 16H provides a more chal- the beginning of each term between the first day of mental probation. If you are already on departmental lenging version of Computer Engineering 16; and classes and the campus enrollment deadline (usually the probation and your cumulative School of Engineering Computer Science 13H/L provides a more challenging second week of the term). Petitions should include a GPA falls below 2.0, you are subject to disqualification combination of both Computer Science 12A/L, Int ro d u c - study plan that allows the student to complete the from the major. If your term School of Engineering tion to Prog r amming/Computer Prog r amming Laborat o r y, degree without undue extension of enrollment. GPA falls below 1.5 in any term, you are also subject to an d 12B/M, Int r oduction to Data Stru c t u re s / D ata St ru c- Students interested in more than one major should sub- disqualification from the major. tu r es Laborat o r y. Other honors courses are being planned. mit one petition listing their major preferences. Ethics Requirement Typ i c a l l y , honors courses have a limited enrollment of Requirements and procedures can be found at Graduates of the Baskin School of Engineering are fe wer than 30. Students are eligible for them based on www.soe.ucsc.edu/advising/undergraduate/current/ expected to become professionals with the highest ethi- pe r formance in high school and college courses, standard- declmajor.html. cal standards. A knowledge and practice of professional iz ed test scores, and a personal intervi e w. The departments will inform students by e-mail of the ethics is a requirement for the degree. Examples of pro- status of their petitions by the beginning of the pre- e n ro l l - fessional society codes of ethics are available at ment period (usually the eighth week of the term). www.ieee.org/about/whatis/code.html and www.acm.org/ School-Wide Information and Policies Appeal Process serving/se/code.htm. Computing Facilities Students found guilty of a single incident of academ- Appeal of negative decisions will be evaluated by the aca- The Baskin School of Engineering houses res e a r ch facili- ic dishonesty may, at the discretion of the department, demic program to which the student applied. Appeals let- ties and teaching laboratories in the Baskin Eng i n e e r i n g ENGINEERING: APPLIED MATHEMATICS AND STATISICS 193

Building for courses in programming, software design, Miscellaneous Fees courses in collaboration with Mathematics, Economics, ci r cuits, electronics, graphics, digital design, and com- Miscellaneous breakage or loss of equipment fees are as- and other departments. puter and system arch i t e c t u r e. Emphasis in these labora- sessed to address the cost of damaged laboratory equip- Graduate programs leading to M.S. and Ph.D. tories is on state-of-the-art equipment, including personal ment and loss of laboratory materials due to abuse or degrees in applied mathematics and statistics are cur- computers, engineering workstations, a 1000-proc e s s o r negligence. This fee is only charged if a student breaks or rently under development and review. At present, stu- Linux cluster, logic analyzers, microp r ocessor devel o p - loses laboratory equipment or materials and is not a dents wishing to pursue graduate study in these subjects ment systems, a wireless network for mobile computers, ma n d a t o r y fee charged to all students taking the course. should apply for admission through the existing gradu- and network support at 100MB/sec (see Baskin School of Please refer to the Baskin Engineering Laboratory Sup - ate programs in computer science, stating clearly in the Engineering Computer Facilities, page 57). po r t web page for more information: ww w. s o e . u c s c application process that they are interested in graduate All Unix computers and workstations and most per- .e d u / a d m i n i s t ra t i o n / l a b s / . study in applied mathematics and statistics. sonal computers on campus are networked together, al l o wing students to access the School of Eng i n e e r i n g and the Communications and Technology Serv i c e s Lower-Division Courses Faculty and Professional Int e re s t s (C A TS) facilities from any computer account on campus. 1. Introduction to Engineering and For a more complete description of the computing facili- Prof e s s o r ties on campus, see page 55. Information Sciences (2 credits). F Exp l o r a t o r y seminar designed to help students learn about NEI L BAL M F O RT H Prerequisites engineering and information sciences in general as well as Ast r ophysics, dynamical systems, fluid dynamics, specific School of Engineering majors. Topics include ad- mathematical biology, non-Newtonian fluids, plasma physics Because of the sequential nature of the School of Engi- justing to college life, teamwork, res e a r ch and pres e n t a t i o n neering curricula, most courses have prerequisites, DAVI D DRA PE R skills, career development, and exploring educational/ca- which are listed in the course descriptions. Students Bay esian statistics, hierar chical modeling, nonparam e t r i c reer goals. Enr ollment restricted to first-year students. En- should carefully review these descriptions in the catalog methods, model uncerta i n t y , statistical applications in the rollment limited to 20. The Staff and the quarterly Schedule of Classes. Students must medical and social sciences have passed all prerequisites of a course for which they 50. Engineering Mechanics. W MAR C S. MAN G E L are enrolling. Pre-enrolled students who then fail a pre- An introduction to statics and engineering graphics, and Mathematical modeling of biological phenomena, especially requisite are no longer eligible to be enrolled in the their applications. Topics include equilibrium of two-di- the evol u t i o n a r y ecology of growth, aging, and longevity; course and will be dropped. mensional and three-dimensional systems, work and po- qu a n t i t a t i v e issues in fishery management; mathematical and For example, to enroll in Computer Science 101, a tential energy, virtual work, orthographic projections and computational aspects of disease pre r equisite to many upper-division courses, the prere q - descriptive geometry, engineering drawing, computer uisite courses that must be completed or in prog r ess are graphics and modeling, and empirical equations. Prereq- Assistant Prof e s s o r Computer Science 12B (or 13H), Computer uisite(s): Physics 5B/M or 6B/M, and concurrent enroll- PAS C A L E GAR AU D Engineering 16 or 16H, Mathematics 19B, and one of ment in course 50L. The Staff Astrophysics, geophysics, fluid dynamics, numerical the following: Mathematics 21, 22, 23A, 24, or App l i e d resolutions of differential equations, and mathematical Mathematics and Statistics 27/. 50L. Engineering Mechanics Laboratory modeling of natural flows Students with transferable course work from another (1 credit). W institution that appears to satisfy a UCSC course prere q - Laboratory sequence illustrating topics covered in course ATH A N A S I O S KOTTAS uisite should promptly consult with the School of 50. One two-hour laboratory session per week. Students Bay esian modeling and inference, survi v al analysis, se m i p a r ametric reg r ession modeling, categorical data analysis, Eng i n e e r i n g ’s staff advisers. Students will be asked to a re billed a materials fee. Pre requisite(s): Physics 5B/M or 6B/M, and concurrent enrollment in course 50. The Sta f f spatial statistics, inference under probability order constrai n t s , pr esent rec o r ds from the other institution to document Bay esian nonparametrics the course equival e n c y . Until such evidence has been ver - ified by the department, students attempting to enroll in Graduate Courses HER B E R T LEE II I a course using a prer equisite course that was not com- Bay esian statistics, computational statistics, model selection and model aver aging, inverse problems, spatial statistics, pleted at UCSC will be informed that they have not sat- 280. Product Engineering Management. * isfied the course prer equisite. (See the Course no n p a r ametric reg r ession, neural networks, classification and Prep a r es engineering students to function more effectivel y cl u s t e r i n g Substitutions section under Admission to School of within a company by better understanding the challenges Engineering Maj o r s . ) of basic research, product development, product costing RAQUE L PRA D O and pricing, market forecasting, manufacturing, sales and Time series analysis, signal processing, Bay esian statistics and Permission Numbers distribution, customer support, customer satisfaction, and applied statistics Students not meeting the regular prer equisite req u i r e- planned product obsolescence. J. Callon, P. Mantey JORG E CORT É S MON F O RT E ments for courses sponsored by the Baskin School of En- Motion planning and coordination, cooperat i v e control , gineering may petition the course instructor to rec e i v e a 281. Technology Venture Formation. S scalable and adaptive algorithms, Lagrangian and permission number to enroll. The instructor may ask a Simulates the process of starting a high-tech company. Hamiltonian control systems, geometric control theory, student to demonstrate the ability and/or potential to suc- Students work in teams to develop and present a business geometric integration, aver aging theory and pertu r b a t i o n ceed in the course or may request additional information plan for a start-up. Lectures, cases, and guest speakers an a l y s i s from the Monterey Bay area and Silicon Valley. Prerequi- to formulate a decision. Students requesting a permission HON G Y U N WAN G number must submit the form found at site(s): bachelor’s degree in science or engineering is re- qu i r ed; knowledge of accounting, finance, and marke t i n g Molecular modeling and biophysics, numerical analysis, fluid ww w. s o e . u c s c . e d u / a d v i s i n g / u n d e r g ra d u a t e / p d f / p re re q _ mechanics, computer animation, partial differen t i a l is recommended; students must demonstrate appropriate wa i ve r .pdf to the Undergraduate Advising Off i c e . equations, parallel computing, statistical physics, data knowledge and experience. Enrollment limited to 24. st ru c t u r es, fast algorithms Materials Fee A. Keller, S. Kang Students should be aware that some laboratory courses re- Le c t u re r qu i r e each student to purchase miscellaneous parts or a YON A TAN KATZ N E L S O N material kit for completion of the laboratory work. Som e Mathematical methods for economists, econometrics la b o r a t o r y courses may include consumable (one-time Applied Mathematics and use) parts and materials that are distributed to the entire class. Some laboratory kits include parts that the student Statistics Lower-Division Courses will assemble into a project and keep. Please refer to the 3. Precalculus for Science and Baskin Engineering Lab Sup p o r t Web page for specific Engineering. F,W course material fee amounts: ww w. s o e . u c s c . e d u / Applied mathematics and statistics faculty offer courses Includes real and complex numbers, inequalities, linear ad m i n i s t ra t i o n / l a b s / . under the sponsorship of the School of Engineering. Applied mathematics and statistics faculty also teach and quadratic equations, functions, graphs, exponential

*Not offered in 2004–05 194 PROGRAMS AND COURSES

and logarithmic functions, trigonometry, and analytic pr obability and statistics, including correlation and simple and efficiency and asymptotic normality. (Formerly Eng i - geometry, with applications in science and engineering. linear reg r ession and multiple reg r ession. Experience using neering 205.) Enrollment restricted to graduate students. Students cannot receive credit for both this course and statistical software package. Case studies drawn from Undergraduates are encouraged to take this class with Mathematics 2AB or 3. Mathematics 3 can substitute for business problems. Students cannot receive credit for this permission of instructor. H. Lee course 3. (Formerly Engineering 3.) Prerequisite(s): score course and Economics 113. (Formerly Engineering 113.) of 20 or higher on Mathematics Placement Exam or Prerequisite(s): course 11B or Economics 11B or Mathe- 206. Bayesian Statistics. * Mathematics 2. (General Education Code(s): Q.) matics 11B or 19B. (General Education Code(s): Q.) Introduction to Bayesian statistical methods for inference H. Zhou The Staff, H. Lee and prediction; exchangeability; prior, likelihood, poste- rior, and predictive distributions; coherence and calibra- 5. Statistics. F,W,S 131. Introduction to Probability Theory. S tion; conjugate analysis; Markov Chain Monte Carlo Introduction to statistical methods/reasoning, including Introduction to probability theory and its applications. methods for simulation-based computation; hierarchical de s c r i p t i v e methods, data-gathering (experimental design Combinatorial analysis, axioms of probability and inde- modeling; Bayesian model diagnostics, model selection, and sample surveys), probability, interval estimation, sig- pendence, random variables (discrete and continuous), and sensitivity analysis. Students cannot receive credit for nificance tests, one- and two-sample problems, categori- joint probability distributions, properties of expectation, both this course and course 181. (Formerly Engineering cal data analysis, correlation and regression. Emphasis on Central Limit Theorem, Law of Large Numbers, Markov 206.) Prerequisite(s): graduate standing or permission of applications to the natural and social sciences. Students chains. Students cannot receive credit for this course and instructor. The Staff cannot receive credit for this course and course 7, and Computer Engineering 107. (Formerly Engineering 131.) Mathematics 5 and 7. (Formerly Engineering 5.) (Gen e r a l Prerequisite(s): course 11B or Economics 11B or Mathe- 207. Intermediate Bayesian Statistical Education Code(s): IN, Q.) The Staff matics 11B or 19B. R. Prado Modeling. S Hierarchical modeling, linear models (regression and 7. Biostatistics. W 146. Chaotic Dynamical Systems. F analysis of variance) from the Bayesian point of view, in- Sta n d a r d statistical techniques in biology and the medical Linear difference equations and the calculus of differen c e s . termediate Mark o v chain Monte Carlo methods, general- sciences; examples taken from these fields are presented. Nonlinear difference equations and maps. Fixed points, ized linear models, multivariate models, mixture models, Descriptive statistics, normal and binomial distributions, st a b i l i t y , bifurcations, and cycles. The logistic map and the hidden Mark o v models. (Formerly Engineering 207.) Pre- estimation and hypothesis testing, including correlation period-doubling cascade to chaos. Strange attractors and requisite(s): graduate standing or permission of instruc t o r . and chi-square techniques, ANOVA, multivariate analysis, measures of chaos. Students cannot receive credit for this R. Prado and nonparametric techniques. Students cannot receive course and Mathematics 145. (Formerly Engineering credit for this course and course 5 or Mathematics 5 or 7. 146.) Prerequisite(s): course 27 or Mathematics 27 or 210. Mathematical Models. * (Formerly Engineering 7.) (General Education Code(s): Mathematics 21 and 24. The Staff Serves a dual purpose: provides an introduction to the IN, Q.) R. Prado ideas underlying the mathematical modeling of physical 147. Computational Methods and phenomena; and in discussing the various phenomena, 11A. Mathematical Methods for Applications. W this course either reminds or introduces mathematical Economists. F,W,S Applications of computational methods to solving math- concepts and techniques. Models described chosen from An introduction to mathematical tools and reasoning, ematical problems using Matlab. Solution of nonlinear diverse topics such as population dynamics, chemical re- with applications to economics. Topics are drawn from equations, linear systems, differential equations, sparse actions, fluid and solid mechanics, quantum theory, and precalculus and calculus and include functions and matrix solver, and eigenvalue problems. Some prior expe- pro b a b i l i t y . Mathematical techniques cover ed include ad- graphs, techniques of differentiation, rel a t i v e extrema, log- rience with Matlab is helpful but not required. (Formerly vanced theory of ordinary and partial differential equa- arithms and exponents, and differentials. Students who Engineering 147.) Prerequisite(s): course 27 or Mathe- tions, eigenvalue problems, and linear stability theory. ha v e already taken Mathematics 11A and 19A should not matics 27. H. Wang (Formerly Engineering 210.) Enrollment restricted to take this course. (Also offered as Economics 11A. Stu d e n t s graduate students or permission of instructor. The Staff cannot receive credit for both courses.) Prerequisite(s): 162. Design and Analysis of Computer score of 31 or above on Math Placement Exam. Students Simulation Experiments. S 211. Applied Mathematical Methods I. F who do not place into precalculus should enroll in Math Methods for the design and analysis of computer simula- Focuses on the analytical and numerical methods for solv- 1. (General Education Code(s): Q.) J. Katznelson tion experiments: random number generation; estimation ing differential equations. Topics include well-posed prob - of sample size necessary to achieve desired precision goals; lems, Fourier transform, separation of variables, Green’s 27. Mathematical Methods for antithetic variables and other devices for increasing simu- functions, Huygen’s principle, calculus of variation, nu- Engineers. F,W,S lation efficiency; analysis of the output of large “deter- merical discretization, local truncation error, global error, This course provides the mathematical background for ministic” computer programs, exploring the sensitivity of error estimation, numerical stability, multigrid method. se v eral engineering courses. The content includes linear al- outputs to changes in the inputs. Applications drawn (Formerly Engineering 211.) Enrollment restricted to gebra, ordinary differential equations, and Laplace Trans- mainly from engineering and environmental sciences. graduate students. Undergraduates are encouraged to take form methods. Students cannot receive credit for this (F ormerly Engineering 162.) Prer equisite(s): course 5 or 7 this class with permission of instructor. H. Wang course and Mathematics 24 or 27. (Formerly Eng i n e e r i n g or 113 or 131 or Computer Engineering 107 or permis- 27.) Prer equisite(s): Mathematics 19B or 22 or 23A or 26 sion of instructor. The Staff, H. Lee 212. Applied Mathematical Methods II. W or permission of instructor. Concurrent enrollment in Co vers pertubation methods: asymptotic series, stationary course 27L is required. H. Wang phase and expansion of integrals, matched asymptotic ex- Graduate Courses pansions, multiple scales and the WKB method, Padé ap- 27L. Mathematical Methods for Engineers p roximants and improvements of series. (Fo r m e r l y Laboratory (2 credits). F,W,S 203. Stochastic Processes. * Engineering 212.) Prerequisite(s): course 211. H. Zhou Computer demonstrations of solutions of differential Probabilistic and statistical analysis of random processes: equations. Numerical simulations of differential equations Markov chains, Markov random fields, hidden Markov 213. Numerical Solutions of Differential using the supplied Matlab programs with graphics user in- models, point processes, Brownian motion, diffusions, Equations. * terfaces. Elementary programming in Matlab language to and stochastic differential equations. Simulation of sam- Focuses on numerical solutions of differential equations. solve equations and to visualize solutions. (Formerly En- ple paths, probabilistic properties, parameter estimation, Topics include Runge-Kutta methods; error estimation gineering 27L.) Prer equisite(s): Mathematics 19B or 22 or data analysis, applications to a variety of fields. (Formerly and error control; consistency, stability, and convergence; 23A or 26 or permission of instructor. Concurrent en- Engineering 203.) Prerequisite(s): graduate standing or conjugate gradient method; multigrid method; CFL con- rollment in course 27 is required. H. Wang course 131 and Mathematics 21. A. Kottas dition; and high-resolution methods for conservation laws. (Formerly Engineering 213.) Enrollment restricted 205. Mathematical Statistics. F to graduate students or permission of instruc t o r . The Sta f f Upper-Division Courses Graduate introduction to topics in probability and mathematical statistics from the frequentist point of view: suf- 215. Mathematical Biology. W 113. Managerial Statistics. W f i c i e n c y, exponential families, maximum likelihood Application of ordinary and partial differential equations Practical methods for analyzing data relevant to the man- estimation, optimality theory for estimation, confidence and stochastic processes to problems in cell, organismal, agement sciences, with particular emphasis on informa- in t e r vals and significance testing, decision theory, conver - and population biology. Topics include life history theory, tion systems management. Re v i ews basic topics in gence in probability and in law, central limit theorems, sex ratio, nonlinear diffusion, effects of aggregation on ENGINEERING: BIOMOLECULAR ENGINEERING 195

population dynamics, and the population biology of dis- 274. Generalized Linear Models. W RIC H A R D HUG H E Y (Computer Eng i n e e r i n g ) ease. (Formerly Engineering 215.) Enrollment restricted Theory, methods, and applications of generalized linear Computer arch i t e c t u r e, parallel processing, computational to graduate students or permission of instru c t o r. statistical models; rev i e w of linear models; binomial mod- bi o l o g y M. Mangel els for binary responses (including logistical reg r ession and SUR E S H LOD H A (Computer Science) probit models); log-linear models for categorical data Scientific visualization, geographic information visualization, 216. Stochastic Differential Equations. * analysis; and Poisson models for count data. Case studies Introduction to stochastic differential equations and dif- sensor and computer vision, image processing, multi-modal drawn from social, engineering, and life sciences. Stu d e n t s human-computer interac t i o n fusion processes with applications to biology and eco- cannot rec e i v e credit for this course and course 174. (For - nomics. Topics include Brownian motion and white noise, merly Engineering 274.) Prerequisite(s): course 205 or JOH N TAM K U N (Mol e c u l a r , Cell, and Deve l o p m e n t a l gambler’s ruin, backward and forward equations, and the 256. En rollment restricted to graduate students. Bio l o g y ) theory of boundary conditions. (Formerly Engineering A. Kottas Transcriptional regulation, molecular genetics of Dros o p h i l a 216, Stochastic Population Theory. ) Enrollment restricted de v elopment, regulation of gene expres s i o n to graduate students or consent of instructor. M. Mangel 297. Independent Study or Research. F,W,S MAN F R E D K. WAR M U T H (Computer Science) Independent study or research under faculty supervision. 221. Bayesian Decision Theory. F Online learning, machine learning, statistical decision theory, Students submit petition to sponsoring agency. Enroll- ne u r al computation, analysis of algorithms Exp l o r es conceptual and theoretical bases of statistical de- ment restricted to graduate students. (Formerly Engi- cision making under uncertainty. Focuses on axiomatic neering 297.) The Staff W. TOD D WIP K E (Eme r i t u s ) foundations of expected utility, elicitation of subjective probabilities and utilities, and the value of information 297F. Independent Study (2 credits). F,W,S Assistant Prof e s s o r and modern computational methods for decision prob- Independent study or research under faculty supervision. KAR E N OTTE M A N N (Env i r onmental Toxi c o l o g y ) lems. Prer equisite(s): course 206. Enr ollment restricted to Students submit petition to sponsoring agency. Enroll- Env i r onmental responses to pathogenic bacteria graduate students. The Staff, D. Draper ment restricted to graduate students. The Staff HON G Y U N WAN G (A pplied Mathematics and 223. Time Series Analysis. * 299. Thesis Research. F,W,S Sta t i s t i c s ) Graduate level introd u c t o r y course on time series data and Thesis res e a r ch under faculty supervision. Students submit Molecular modeling and biophysics, numerical analysis, fluid models in the time and frequency domains: descriptive petition to sponsoring agency. Enrollment restricted to mechanics, computer animation, partial differen t i a l time series methods; the periodogram; basic theory of sta- graduate students. (Formerly Engineering 299.) The Sta f f equations, parallel computing, statistical physics, data tionary processes; linear filters; spectral analysis; time se- st ru c t u r es, fast algorithms ries analysis for repeated measurements; ARIMA models; in t r oduction to Bay esian spectral analysis; Bay esian learn- Prog r am Des c r i p t i o n ing, forecasting, and smoothing; introduction to Baye s i a n Biomolecular Engineering Dynamic Linear Models (DLMs); DLM mathematical The program in bioinformatics is a multidisciplinary pro- st ru c t u r e; DLMs for trends and seasonal patterns; and au- gram involving faculty of the Center for Bio m o l e c u l a r toregression and time series regression models. (Formerly Science and Engineering. The program offers B.S., M.S., Engineering 223.) Prerequisite: course 206. Enrollment Faculty and Professional Int e re s t s and Ph.D. degrees in bioinformatics. restricted to graduate students. R. Prado Bioinformatics combines mathematics, science, and engineering to explore and understand biological data 241. Bayesian Nonparametric Methods. * Prof e s s o r from high-throughput experiments, such as genome Theory, methods, and applications of Bayesian nonpara- DAVI D DEA M E R , Eme r i t u s (C h e m i s t r y and sequencing, gene expression chips, and proteomics metric modeling. Prior probability models for spaces of Bio c h e m i s t ry ) experiments. The program builds upon the research and functions. Dirichlet processes. Pólya trees. Nonparamet- academic strengths of the faculty in the Center for DAVI D HAUS S L E R (Computer Science; Dire c t o r , ric mixtures. Models for regression, survival analysis, cat- Biomolecular Science and Engineering. The Human Institute for Qua n t i t a t i v e Biomedical Res e a rc h ) egorical data analysis, and spatial statistics. Examples Genome Project, the international collaboration to Genomics, bioinformatics, computational molecular biology, drawn from social, engineering, and life sciences. (For- statistical models, machine learning, neural networks, decision determine the sequence of human DNA and under- merly Engineering 241.) Prerequisite(s): course 207. En- th e o r y, theory of computation stand its function, had its origin in a conference that rollment restricted to graduate students. A. Kottas took place at UC Santa Cruz in 1985. One notable KEVI N KAR P LU S (Computer Eng i n e e r i n g , output from our research is that UCSC is the primary 256. Linear Statistical Models. W Undergraduate and Graduate Dir ector of Bio i n f o r m a t i c s ) release site for the public version of the human genome Theory, methods, and applications of linear statistical Analysis of biological sequences, protein struc t u r e pred i c t i o n and its annotation: http://genome.ucsc.edu. We are also a models. Rev i e w of simple correlation and simple linear re- major player in protein-structure prediction. gr ession. Multiple and partial correlation and multiple lin- Assistant Prof e s s o r The undergraduate bioinformatics degree prog r a m ear reg r ession. Analysis of variance and covariance. Linear pre p a r es students for graduate school or a career in the model diagnostics and model selection. Case studies TOD D LOWE (Computer Eng i n e e r i n g ) Experimental and computation genomics, ncRNA gene fast-paced pharmaceutical or biotechnology industries. drawn from natural, social, and medical sciences. Stu d e n t s finders, DNA microa r r ays to study the biology of Ar chaea The immense growth of biological information stored in cannot receive credit for this course and course 156. co m p u t e r i z ed databases has led to a critical need for peo- CAROL ROHL (Biomolecular Engineering) Course 206 strongly recommended. Undergraduates are ple who can understand the languages, tools, and tech- encouraged to take this class with permission of instruc- Protein design, protein struc t u r e and function pred i c t i o n ; pro t e i n - p r otein interac t i o n s niques of mathematics, science, and engineering. A classi- to r . (Formerly Engineering 256.) Enr ollment restricted to cally trained scientist may be unfamiliar with the statisti- graduate students. The Staff JOS H U A STUA R T (Biomolecular Engineering) cal and algorithmic knowledge req u i r ed in this field. A 261. Probability Theory with Markov Computational genomics classically trained engineer may be unfamiliar with the Chains. S ◆ ◆ ◆ ch e m i s t r y and biology req u i r ed in the field. Thus, this Int r oduction to probability theory: probability spaces, ex- pr ogram strives for a balance of the two, an engineer pectation as Lebesgue integral, characteristic functions, focused on the problems of the underlying science or, modes of convergence, conditional probability and ex- Prof e s s o r co n ve r s e l y , a scientist focused on the use of engineering pectation, discrete-state Markov chains, stationary distri- tools for analysis and discover y. MAN U E L ARE S JR. (Mol e c u l a r , Cell, and The undergraduate degree program in bioinformatics butions, limit theorems, ergodic theore m , Dev elopmental Bio l o g y ) continuous-state Markov chains, applications to Markov builds a solid foundation in the constituent areas of the Gene expression, RNA processing, struc t u r e and function of field. Students complete core sequences in mathematics chain Monte Carlo methods. Prerequisite(s): course 205. small nuclear RNAs Enrollment restricted to graduate students. The Staff, (including calculus, statistics, and discrete mathematics), A. Kottas A. RUS S E L L FLE G A L (Env i r onmental Toxi c o l o g y ) science (including biology, chemistry, and biochemistry) , Ant h r opogenic perturbations of biogeochemical cycl e s and engineering (including programming, algorithms, and databases). The core topics are brought together in a bioinformatics course, Biomolecular Engineering 100/L,

*Not offered in 2004–05 196 PROGRAMS AND COURSES

Int r oduction to Bio i n f o rm a t i c s / L a b o ra t o r y. Students have gineering section of this catalog for the School of Eng i - Upper-Division Requirements two electives for specialization within the field of bioin- ne e r i n g ’s Major Disqualification Pol i c y . Majors must complete the following upper-division formatics and are req u i r ed to take a bioethics course, co u r s e s : course 80G, Bioethics in the Twen t y - F irst Cen t u r y: Science, Transfer Students Business, and Society, to study the ethical, legal, and social Bio c h e m i s t r y and Molecular Bio l o g y Please refer to the School of Engineering section of the 100A, Bio c h e m i s t r y (first in three - p a r t sequence) implications of this new technology. As a compreh e n s i v e catalog for the policy regarding transfer students. req u i r ement, all students complete a graduate proj e c t Bioinformatics course: Biomolecular Engineering 220/L (formerly School of Engineering Pol i c i e s Biomolecular Engineering 10 0 / L , Int r oduction to Computer Science 243), Protein Bio i n f o rm a t i c s / Bio i n f o rm a t i c s / L a b o ra t o r y Please refer to the School of Engineering section of the La b o ra t o r y, or Biomolecular Engineering 230/L, (former- Biomolecular Engineering 110, Co m p u t a t i o n a l catalog for additional policies that apply to all School of ly Computer Science 244), Computational Gen o m i c s / Bio l o g y Too l s Engineering prog r a m s . La b o ra t o r y. One of the following: Note: students who work on independent res e a r ch proj - Biomolecular Engineering 220/L, Prot e i n ects with faculty may substitute a senior thesis, Bio m o l e c u l a r Prep a r ation for the Maj o r Bio i n f o rm a t i c s / L a b o ra t o r y; or 230/L, Co m p u t a t i o n a l Engineering 195, for the graduate project course. Students applying for admission to the bioinformatics Gen o m i c s / L a b o ra t o r y; or 195, Senior Thesis Res e a rc h major should have completed four years of high school Ch e m i s t r y Courses for Nonmajors mathematics (through advanced algebra and trigonome- 108A/L, Organic Chemistry/ L a b o ra t o r y; or Biomolecular Engineering 60, Programming for tr y) and three years of science, including one year of 112A/L, 112B/M, Organic Chemistry/ L a b o ra t o r y Biologists and Biochemists, provides an introductory pro- ch e m i s t r y and one year of biology. Comparable college (t w o - t h i r ds of three - p a r t sequence) gramming class using Perl and BioPerl to analyze, trans- mathematics and science courses completed at other form, and publish biological data. institutions may be accepted in place of high school Probability and Sta t i s t i c s Biomolecular Engineering 80G, Bioethics in the pr eparation. Students without this preparation may be Computer Engineering 107, Mathematical Methods of Twenty-First Century: Science, Business, and Society, is req u i r ed to take additional courses to prep a r e themselves Systems Analysis: Sto c h a s t i c ; or App l i e d Mat h e m a t i c s particularly appropriate to all students interested in the for the prog r a m . and Statistics 131, Int r oduction to Probability Th e o r y societal issues surrounding the revolutions in bioinfor- (formerly Mathematics 131A); and 206, Baye s i a n matics and biotechnology. Major Req u i re m e n t s Sta t i s t i c s Biomolecular Engineering 110, Computational Computer Eng i n e e r i n g Ever y bioinformatics major must have a faculty adviser, Biology Tools, provides an introduction to the tools and 185, Technical Wri t i n g ; or W section of Biology 20L, assigned by the Baskin School of Eng i n e e r i n g techniques of bioinformatics from a user’s view. It is Experimental Bio l o g y Laborat o r y intended for biologists and biochemists who need to Undergraduate Advising Office, and with that adviser Computer Science use bioinformatics tools, but are not primarily interest- must formulate a program of proposed course work that 101, Abs t r act Data Typ e s ed in building new bioinformatics tools. meets the major req u i r ements. Because of the enormous Biomolecular Engineering 100/L, Int r oduction to br eadth of req u i r ements, bioinformatics majors are urged 180, Database Sys t e m s to take honors courses or sections whenever possible, to Bio i n f o rm a t i c s / L a b o ra t o r y, pr ovides a detailed look at Adv anced Prog r a m m i n g get as much as possible out of the courses they take in some of the important algorithms and theory that is used One of the following five courses: each field. in bioinformatics tools. It may be of interest to majors in Computer Engineering 177, Applied Graph Th e o r y ch e m i s t r y, biology, computer science, and mathematics. Lower-Division Requirements and Alg o r i t h m s ; or Computer Science 104A, Biomolecular Engineering 109, Res o u rc e - Ef f i c i e n t Fundamentals of Compiler Design I; or Computer Prog r amming, pr ovides advice and practice for people Majors must complete the following lower - d i v i s i o n Science 109, Adv anced Prog ra m m i n g ; or Computer wo r king at the limits of their computer hardw a r e. It is of co u r s e s : Science 115, So f t w a r e Met h o d o l o g y; or use for bioinformaticians, game programmers, and Bio l o g y Biomolecular Engineering 109, Res o u rc e - Ef f i c i e n t embedded-system designers. 21A, Acc e l e r ated Cell and Molecular Bio l o gy ; or Prog ra m m i n g 20A, Cell and Molecular Bio l o g y Req u i r ed Ele c t i ve s Bioinformatics Policies 21B, Acc e l e r ated Dev elopment and Phy s i o l o gy ; or With prea p p r oval from the undergraduate director for 20B, Dev elopment and Phy s i o l o g y bioinformatics, students must select two additional Admissions Policy Biomolecular Engineering courses as electives. The following courses are typical of Admission to the bioinformatics major is selective. Fir s t - ye a r 80G, Bioethics in the Twen t y - F irst Cen t u r y: Science, the ones chosen: applicants may rec e i v e direct admission at the time they Business, and Society; or Philosophy 145, Brav e New Bio c h e m i s t r y 100B, 100C, 110 apply to UC Santa Cruz, based on their high school rec o r d Wor ld: Ethical Issues in Gen e t i c s and test scores. Admission to the bioinformatics major after Biology 102L, 105 or 106, 105L, 109L, 110, 115, a student has entered UCSC is based on performance in the Chemistry 116L, 117A, 187L, 210 foundation courses: Computer Science 13H (or 12A and 1B/M and 1C/N, Gen e r al Chemistry/ L a b o ra t o r y Biomolecular Engineering 109, 110, 220/L, 230/L 12B), Chemistry 1B/M and 1C/N, and Mathematics 19A- Computer Engineering Ch e m i s t r y 108B/M B. Please refer to the School of Engineering section of the 16H, Honors Applied Discrete Mathematics; or Computer Engineering 108, 150, 151, 177 catalog for the full admissions policy. 16, Applied Discrete Mat h e m a t i c s Computer Science 104A, 104B, 109, 115, 116, 130, 16 0 Computer Science Courses Taken Elsewhere Applied Mathematics and Statistics 147, 162, 203, 13H/L, Int r oduction to Prog r amming and Dat a 20 5 Please refer to the School of Engineering section of the Stru c t u r es (Hon o r s ) / L a b o ra t o r y; or both 12A/L, catalog for policies about taking courses at other institu- Int r oduction to Prog ra m m i n g / L a b o ra t o r y an d Not e : many of these courses are offered only once a yea r tions after enrolling at UC Santa Cruz . 12B/M, Int r oduction to Data Stru c t u re s and have additional prer equisites, so advance planning is ne c e s s a r y to make sure elective courses can be fit into the Mathematics Disqualification Pol i c y st u d e n t ’s schedule. 20A and 20B, Honors Calculus; or 19A-B, Calculus Students who do not make adequate prog r ess in the major for Science, Engineering, and Mathematics (Cred i t Co m p re h e n s i v e Req u i re m e n t (normally passing six req u i r ed courses per year) may be for one or both can be granted with adequate per- disqualified from the major. All students not meeting the formance on the CEEB calculus AB or BC Adva n c e d The bioinformatics compreh e n s i v e req u i r ement can be pro g r ess in the major or grade point average req u i re m e n t s Placement examination.) met by taking Biomolecular Engineering 220/L, Prot e i n must meet with the undergraduate director to discuss their 23A, Mul t i v ariable Cal c u l u s Bio i n f o rm a t i c s / L a b o ra t o r y, or Biomolecular Eng i n e e r i n g options for continuing in the major. Please refer to the En- 230/L, Computational Gen o m i c s / L a b o ra t o r y, which includes substantial projects, or Biomolecular Eng i n e e r i n g ENGINEERING: BIOLMOLECULAR ENGINEERING 197

195, Senior Thesis Res e a r ch. Students electing the senior bi o c h e m i s t r y (Bio c h e m i s t r y 100A or Biology 100), statis- Graduate Prog ra m thesis must submit a written thesis proposal to the under- tics (Computer Engineering 107 or Applied Mat h e m a t i c s graduate director of bioinformatics for approval prior to and Statistics 131), and programming (Computer Science The graduate program in bioinformatics offers both M.S. submitting the final thesis. 101 or Biomolecular Engineering 101) to both the minor and Ph.D. degree s . and another major or minor. If Biomolecular Eng i n e e r i n g Course Requirements Bio i n f o r matics Major Pla n n e r s 100/L are applied to another degree, they must be re- Both masters and doctoral students must complete nine, placed by an appropriate bioinformatics elective approved 5- c r edit courses (seven core courses and two electives; see Plan One is a suggested plan for students who are unde- by the program. Majors with substantial overlap with be l o w) and a 3-credit res e a r ch and teaching course. In cided between bioinformatics and another School of bioinformatics include biochemistry; chemistry; com- addition, M.S. students must complete four seminar Engineering major. Plan Two is suggested for students puter science; computer engineering; and molecular, cell, cr edits, while Ph.D. students must complete eight semi- undecided between bioinformatics and some other field and developmental biology. For example, a biochemistry nar credits. in biology or chemistry. Fou r - y ear plans req u i r e individ- and molecular biology major, chemistry major with bio- Core courses (5 credit)—seven are required ual design to fit in the desired electives, so only the first ch e m i s t r y emphasis, or MCD biology major could dou- Biomolecular Engineering two years of the academic plans are presented here. ble-count the biology, general chemistry, calculus, organic ch e m i s t r y, and biochemistry courses. A chemistry major • 100/L, Int r oduction to Bio i n f o rm a t i c s / L a b o ra t o r y Plan One could double-count general chemistry, calculus, organic • 220/L, Protein Bio i n f o rm a t i c s / L a b o ra t o r y Yea r Fa l l Win t e r Sp r i n g ch e m i s t r y, computer science 12A, and biochemistry 1s t Math 19A Math 19B Math 23A courses. A computer science major could double-count • 230/L, Computational Gen o m i c s / L a b o ra t o r y (f ro s h ) Cmps 12A/L Cmps 12B/M Cmpe 16H (or 16) the programming, discrete math, calculus, and statistics co r e gen ed gen ed classes. A computer engineering major could double- • 80G, Bioethics in the Twen t y - F irst Cen t u r y: Science, 2n d Chem 1B/M Chem 1C/N Biol 21B (or 20B) count the bioethics, chemistry, programming, discret e Business, and Society; or Philosophy 245, Brav e New (s o p h ) gen ed Biol 21A (or 20A) Cmps 101 math, calculus, and statistics classes. Wor ld: Ethical Issues in Gen e t i c s gen ed gen ed One graduate course, approved by the faculty, in each of the following three areas: Plan Two The Bio i n f o r matics Combined Yea r Fa l l Win t e r Sp r i n g • Statistics (Applied Mathematics and Statistics 206 B. S . / G raduate Deg r ee Prog ra m rec o m m e n d e d ) 1s t Math 19A Math 19B Math 23A Because our bioinformatics B.S. program provides exce l - (f ro s h ) Chem 1B/M Chem 1C/N Cmpe 16H (or 16) • Biology (Biology 200B rec o m m e n d e d ) co r e gen ed gen ed lent preparation for a graduate program in bioinformatics, we offer a combined B.S./M.S. and B.S./Ph.D. pro- • Ch e m i s t r y (Chemistry 200A rec o m m e n d e d ) 2nd Cmps 12A/L Cmps 12B/M Biol 21B (or 20B) gram that allows our B.S. students to complete the M.S. (s o p h ) Chem 108 A/L Biol 21A (or 20A) Cmps 101 Electives (5 credit)—two are required gen ed gen ed gen ed (or Ph.D.) somewhat sooner than master’s students with less tailored prep a r a t i o n . The electives should be graduate-level courses selected The current B.S. and graduate req u i r ements have four with approval of the faculty to ensure a coherent, bal- The Bio i n f o r matics Min o r courses in common: anced program. For M.S. students, 5 credits of independent res e a r ch (297) or thesis res e a r ch (299) may count as The bioinformatics minor consists of the following 16 • Biomolecular Engineering 80G, Bioethics in the el e c t i v es towa r d the degree req u i r ements upon approval co u r s e s : Twen t y - F irst Cen t u r y: Science, Business, and Society; or of the faculty. For Ph.D. students, independent or thesis Lo wer - D ivision Req u i r ements (11 courses) Philosophy 145/245, Brav e New Wor ld: Ethical Iss u e s res e a r ch cannot be counted as electives . • Biology (two courses): Biology 20A and 20B or 21A in Gen e t i c s Students must choose their electives with faculty guid- and 21B • Biomolecular Engineering 100/L, Int r oduction to ance and approval to balance their preparation and make Bio i n f o rm a t i c s / L a b o ra t o r y up for deficiencies in background areas. In addition to • General chemistry (two courses): Chemistry 1B/M fulfilling background needs, students may choose to and 1C/N • Biomolecular Engineering 220/L, Prot e i n em p h a s i z e one of the breadth areas: molecular biology, Bio i n f o rm a t i c s / L a b o ra t o ry ; or 230/L, Co m p u t a t i o n a l bi o c h e m i s t r y, statistics, computational biology, genetics, • Calculus (three courses): Mathematics 19A-B and Gen o m i c s / L a b o ra t o r y computer science, computer engineering, applied mathe- 23A; or Mathematics 11A-B and 22; or Mat h e m a t i c s matics, cell biology, and computer graphics/visualization • Applied Mathematics and Statistics 206, Baye s i a n 20A and 20B and 23A. or may take a cross-sampling of the electives to achieve a Sta t i s t i c s •Dis c r ete math (one course): Computer Eng i n e e r i n g br oad knowledge base. 16 or 16H Mas t e r ’s students normally take nine courses plus two Other Curriculum Requirements seminars (4 credits) and Biomolecular Engineering 200. • Programming (two courses): Computer Science The course work for Ph.D. students is the same, exce p t • Biomolecular Engineering 200, Res e a r ch and Tea c h i n g 12A/L and 12B/M; or Computer Science 13H/L that 8 credits of seminars are req u i re d . in Bio i n f o rm a t i c s , 3 credits The combined B.S./graduate program does not make •Seminars • Bioethics (one course): Biomolecular Eng i n e e r i n g any changes to the undergraduate program, except that M.S. students: a minimum of two seminar courses, 80G or Philosophy 145 students must pass the four overlapping courses listed including at least one quarter of the 2-cred i t Upp e r - D ivision Req u i r ements (five courses) ab o ve with a grade of B- or better. Biomolecular Engineering seminar, 280B (formerly The req u i r ements at the graduate level are changed to Computer Engineering 280B) • Organic chemistry (one course): Chemistry 108A; or rem o ve the four courses that overlap with the B.S. and to Ch e m i s t r y 112A-B add two graduate electives to be chosen by the students Ph.D. students: a minimum of four seminar courses, with the approval of their advisers. Thus, the total num- including at least two quarters of the 2-cred i t •Bio c h e m i s t r y (one course): Bio c h e m i s t r y and Biomolecular Engineering Sem i n a r , 280B Molecular Biology 100A or Biology 100 ber of courses req u i r ed is reduced from nine to seven , plus the seminar req u i r ements. • Statistics (one course): Computer Engineering 107 or To apply for the combined program, students apply Adequate Prog re s s Applied Mathematics and Statistics 131 to the M.S. or Ph.D. program through the normal grad- Graduate students receiving two or more U (unsatisfac- uate admission process in the fall of their senior yea r . If to r y) grades or grades below B in courses rel e v ant to the • Programming (one course): Computer Science 101 or admitted into the graduate program, they will automati- pr ogram are not making adequate prog r ess and will be Biomolecular Engineering 109 cally be included in the combined B.S./M.S. or placed on academic probation for the next three quarte r s •Bioinformatics (one course): Bioinformatics 100/L B. S . / P h.D. prog r a m . of reg i s t e r ed enrol l m e n t . or 110 Graduate students who fail (unsatisfactory or lower than B) a rel e v ant course while on probation may be dis- A bioinformatics minor may apply the upper-division missed from the program. Students may appeal their discourses in organic chemistry (Chemistry 108 or 112A-B), missal. Graduate students who fail a rel e v ant course after 198 PROGRAMS AND COURSES

being rem o ved from probation are immediately ret u r n e d of major ethical questions having arisen from research in 130. Genomes. W to academic prob a t i o n . genetics, medicine, and industries supported by this Advanced elective for biology majors, examining biology Graduate students experiencing circumstances that knowledge. (Also offered as Chemistry 80G and Philoso- on the geneome scale. Topics include genome sequencing; may adversely affect their academic performance should phy 80G.) (General Education Code(s): T2-Natural Sci- large scale computational and functional analysis; features consult with their adviser and the graduate direc t o r . ences.) E. Suckiel, D. Deamer specific to pro k a ryotic, eukaryotic, or mammalian genomes; proteomics; SNP analysis; medical genomics; Thesis and Dissertation Requirements 94. Group Tutorial. F,W,S and genome evolution. Prerequisite(s): Biology 100 or Provides a means for a small group of students to study a In addition to completing the course req u i r ements, stu- Biochemistry 100A and Biology 105, or approval of in- particular topic in consultation with a faculty sponsor. structor. Enrollment limited to 30. T. Lowe dents must fulfill the following thesis or dissertation re- Students submit petition to sponsoring agency. May be re- qu i re m e n t s . peated for credit. The Staff 193. Field Study. F,W,S For M.S. students, a written thesis proposal should Provides for individual programs of study with specific be submitted to a faculty member by the end of the 94F. Group Tutorial (2 credits). F,W,S aims and academic objectives carried out under the direc- third academic quarter. If the faculty member accepts Provides a means for a small group of students to study a tion of a BME faculty member and a willing sponsor at a the proposal, he or she will become the student’s adviser particular topic in consultation with a faculty sponsor. field site, using resources not normally available on cam- and will be in charge of supervising the writing of the Students submit petition to sponsoring agency. May be re- pus. Credit is based upon written and oral presentations master’s thesis. When the thesis is completed, it will be peated for credit. The Staff demonstrating the achievement of the objectives of the submitted to and must be accepted by a faculty review 99. Tutorial. F,W,S course. Students submit petition to sponsoring agency. committee consisting of the thesis adviser and at least The Staff two additional readers. The committee must include a Students submit petition to sponsoring agency. May be re- School of Engineering faculty member, may include peated for credit. The Staff 193F. Field Study (2 credits). F,W,S participants from the Division of Physical and 99F. Tutorial (2 credits). F,W,S Provides for individual programs of study with specific Biological Sciences and from industry as appropriate, Students submit petition to sponsoring agency. May be re- aims and academic objectives carried out under the direc- and must be approved by the bioinformatics program peated for credit. The Staff tion of a BME faculty member and a willing sponsor at a director. Students are required to present their thesis field site, using resources not normally available on cam- project in a public seminar. pus. Credit is based upon written and oral presentations Ph.D. students must select a faculty res e a r ch adviser Upper-Division Courses demonstrating the achievement of the objectives of the by the end of the second yea r . A written dissertation pro- course. Students submit petition to sponsoring agency. posal will be submitted to the adviser. A qualifying com- 100. Introduction to Bioinformatics. F The Staff mittee is then formed, which consists of the adviser and Introduction to bioinformatics, the use of computational th r ee additional members, and approved by the bioinfor- techniques to conver t the masses of information from bio- 194. Group Tutorial. F,W,S matics program director and the campus graduate dean. chemical experiments (DNA sequencing, DNA chips, and A program of study arranged between a group of students The student must submit his or her written disserta t i o n other high-throughput experimental methods) into useful and a faculty member. Students submit petition to spon- pr oposal to all members of the committee and the gradu- information. The emphasis is on DNA and protein se- soring agency. May be repeated for credit. The Staff quence alignment and analysis. Prer equisite(s): Computer ate assistant one month in advance of the examination. 194F. Group Tutorial (2 credits). F,W,S The dissertation proposal is publicly and formally pre- Science 12B or 13H; Computer Engineering 107 or Ap- plied Mathematics and Statistics 131; concurrent enroll- A program of independent study arranged between a sented in an oral qualifying examination given by the group of students and a faculty member. Students submit qualifying committee. ment in course 100L required. Corequisite: Biochemistry 100A. Enrollment limited to 30. K. Karplus petition to sponsoring agency. May be repeated for cred i t . Ph.D. candidates will submit the completed disserta - The Staff tion to a reading committee at least one month prior to 100L. Introduction to Bioinformatics the dissertation defense. The reading committee, formed Laboratory (1 credit). F 195. Senior Thesis Research. F,W,S upon advancement to candidacy, consists of the disserta - Introduction to bioinformatics, the use of computational Students submit petition to sponsoring agency. Enroll- tion supervisor and two readers appointed by the pro- techniques to conver t the masses of information from bio- ment restricted to bioinformatics majors. May be rep e a t e d gram director upon the recommendation of the disserta - chemical experiments (DNA sequencing, DNA chips, and for credit. The Staff tion supervi s o r . The candidate will present his or her other high-throughput experimental methods) into useful res e a r ch in a public seminar. The seminar will be fol- 195F. Senior Thesis or Research (2 credits). information. The emphasis is on DNA and protein se- Students submit petition to sponsoring agency. Enroll- lo wed by a defense of the dissertation to the rea d i n g quence alignment and analysis. Prer equisite(s): Computer committee and attending faculty, who will then decide ment restricted to bioinformatics majors. May be rep e a t e d Science 12B or 13H; Computer Engineering 107 or Ap- for credit. The Staff whether the dissertation is acceptable or req u i r es rev i s i o n . plied Math and Statistics 131; concurrent enrollment in course 100 req u i r ed. Corequisite: Bio c h e m i s t r y 100A. En- 198. Individual Study or Research. F,W,S Transfer Limitations rollment limited to 30. K. Karplus Students submit petition to sponsoring agency. Enroll- Up to two courses may be transferred from other gradu- ment restricted to bioinformatics majors. May be rep e a t e d ate institutions, with the approval of the faculty adviser 109. Resource-Efficient Programming. W for credit. The Staff and the graduate director. Concentrates on writing programs that use computer resources efficiently. Learn to measure resource usage and 198F. Individual Study or Research (2 credits). Lower-Division Courses modify programs to get better performance. Particularly F,W,S appropriate for programmers working at limits of their Students submit petition to sponsoring agency. Enroll- 60. Programming for Biologists and ha rd w a r e (bioinformaticians, game programmers, and em- ment restricted to bioinformatics majors. May be rep e a t e d Biochemists. S bedded system programs). Prer equisites(s): Computer Sci- for credit. The Staff ence 12B and 12M or 13H and 13L, Computer Le c t u r e and lab-based course teaching programming skills 199. Tutorial. F,W,S needed by biologists and biochemists. No programming Engineering 16 or 16H, and Mathematics 19A. Enroll- ment limited to 90. K. Karplus For fourth-year students majoring in bioinformatics. En- experience required, but basic computer skills assumed. rollment restricted to Bioinformatics majors. May be re- Students without prior programming experience will be 110. Computational Biology Tools. W peated for credit. The Staff g iv en the basic proficiency in Perl, Bi o Perl, and other Pe r l Hands-on laboratory geared to teach basic tools used in libraries needed to analyze, transform, and publish bio- computational biology (motif searching, primer selection, Graduate Courses logical data. Prer equisite(s): Biology 20A or 21A. (Gen e r a l sequence comparison, multiple sequence alignment, Education Code(s): IN, Q.) J. Stuart, C. Rohl genefinders, phylogenetics analysis, X-ray crys t a l l o g r a p h y 200. Research and Teaching in Bioinformatics 80G. Bioethics in the Twenty-First Century: software). Web- and Unix-based tools/databases are used. (3 credits). F Science, Business, and Society. F Open to all science students; no prior Unix experience re- Basic teaching techniques for teaching assistants, includ- Serves science and non-science majors interested in quired. Prerequisite(s): Biology 100 or Biochemistry ing responsibilities and rights of teaching assistants, re- bioethics. Guest speakers and instructors lead discussions 100A. Enrollment limited to 25. C. Rohl, T. Lowe source materials, computer security, leading discussion or ENGINEERING: COMPUTER ENGINEERING 199

lab sessions, presentation techniques, maintaining class in all meetings. Enrollment restricted to graduate stu- 299. Thesis Research. records, electronic handling of homework, and grading. dents; qualified undergraduates may enroll with permis- Thesis research conducted under faculty supervision. Al- Examines res e a r ch and professional training, including use sion of instru c t o r. May be repeated for cre d i t . though course may be repeated for credit, not ever y degree of library and online databases, technical typesetting, writ- D. Haussler program accepts a repeated course towards degree re- ing journal and conference papers, publishing in bioin- q u i re m e n t s . Students submit petition to sponsoring formatics, giving talks in seminars and conferences, and 281K. Seminar on Protein Structure Prediction agency. May be repeated for credit. The Staff ethical issues in science and engineering. Required for all (2 credits). F,W,S teaching assistants. Enrollment restricted to graduate stu- Weekly seminar series covering topics of current compu- dents. C. Rohl, T. Lowe, K. Karplus tational and experimental research in protein structure prediction. Current research work and literature in this 210. Application and Analysis of area discussed. Students lead some discussions and par- Computer Engineering Microarrays. W ticipate in all meetings. Enrollment restricted to graduate Topics include, but are not limited to, microarray pro- students; qualified undergraduates may enroll with per- duction techniques, experimental strategies using mi- mission of instru c t o r. May be repeated for cre d i t . Faculty and Professional Int e re s t s croarrays, extraction and analysis of microarray data, K. Karplus DNA and protein arrays, SNP analysis, gene expression Prof e s s o r analysis, materials analysis, and advanced analysis of data 281L. Seminar in Computational Genetics (2 using bioinformatic techniques. Enrollment restricted to credits). F,W,S ALE X A N D R E BRA N D WAJ N Computer arch i t e c t u r e, perfo r mance modeling, queueing graduate students; undergraduates by permission of in- Weekly seminar series covering topics and experimental ne t w o r k models of computer systems, operating systems structor. J. Stuart, M. Ares, T. Lowe res e a r ch in computational genetics. Cur r ent res e a r ch work and literature in this area discussed. Students lead some WAYN E WEI -M IN G DAI 220. Protein Bioinformatics. W discussions and participate in all meetings. Enr ollment re- Computer-aided design of VLSI circuits, layout synthesis, Covers the application of bioinformatics techniques to stricted to graduate students; qualified undergraduates multichip modules, field-prog r ammable systems protein sequences and structures. Topics include protein may enroll with permission of instruc t o r . May be rep e a t e d sequence analysis, protein stru c t u re prediction, and for credit. T. Lowe F. JOE L FERG U S O N Fault diagnosis, failure analysis, logic fault modeling, digital sources of experimental data about proteins. (Formerly 281R. Seminar on Protein Structure and test pattern generation, design-for-test of digital circuits and Computer Science 243, Bioinformatics.) Prerequisite(s): systems, VLSI design courses 100 and 100L, or Chemistry 200B; concurrent Function (2 credits). F,W,S enrollment in course 220L or 296 or 297 is required. En- Weekly seminar series covering topics of current compu- J. JOAQUÍ N GARC Í A -L UN A -A CEV E S rollment restricted to graduate students; undergraduates tational and experimental research in protein structure Wir eless networks, Int e r net, multimedia information systems may enroll if they have completed course 100, Computer prediction and design, structure-function relationships and protein evolution. Current research work and litera- RIC H A R D HUG H E Y Science 101, and Biochemistry 100A. C. Rohl Computer arch i t e c t u r e, parallel processing, computational ture in these areas discussed. Students lead some discus- bi o l o g y 220L. Protein Bioinformatics Laboratory (1 sions and participate in all meetings. Enr ollment res t r i c t e d credit). W to graduate students; qualifed undergraduates may enroll KEVI N KAR P LU S Project in protein bioinformatics. Prerequisite(s): courses with permission of instructor. May be repeated for credit. Analysis of biological sequences, protein struc t u r e pred i c t i o n , 100 and 100L; concurrent enrollment in course 220 is re- C. Rohl pro g r amming SIMD machines, VLSI chip design, technical quired. C. Rohl, K. Karplus wr i t i n g 281S. Seminar in Computational Functional 230. Computational Genomics. * Genomics (2 credits). F,W,S GLE N G. LAN G D O N JR., Eme r i t u s Genomics databases: analysis of high-throughput ge- Weekly seminar series covering topics of current compu- PATR I C K E. MAN T E Y nomics datasets; BLAST and related sequence comparison tational and experimental res e a r ch in computational func- Image systems, image processing, visualization, image and methods; pairwise alignment of biosequences by dynamic tional genomics. Current research work and literature in multimedia systems, digital signal processing, real-time control programming; statistical methods to discover common this area discussed. Students lead some discussions and MART I N E D. F. SCH L AG motifs in biosequences; multiple alignment and database participate in all meetings. Enrollment restricted to grad- VLSI design tools and algorithms, VLSI theory, field- search using motif models; constructing phylogenetic uate students; qualified undergraduates may enroll with pro g r ammable gate arrays, FPGA-based computing engines trees; hidden Markov models for finding genes, etc.; dis- permission of instructor. May be repeated for credit. criminative methods for analysis of bioinformatics data, J. Stuart ANU J A N VAR M A neural networks, and support vector machines; locating Computer networking, computer arch i t e c t u r e, optical ne t w o rk s genes and predicting gene function, including introduc- 296. Research in Bioinformatics. F,W,S tion to linkage analysis and disease association studies Independent research in bioinformatics under faculty su- using SNPs; and modeling DNA and RNA structures. pe r vision. Although this course may be repeated for cred i t , Associate Prof e s s o r Prerequisite(s): courses 100 and 100L. Enrollment re- not every degree program accepts a repeated course to- PAK K. CHA N stricted to graduate students; undergraduates may enroll wards degree requirements.Students submit petition to Placement and routing algorithms, field-prog r ammable gate if they have completed course 100, Computer Science sponsoring agency. May be repeated for credit. The Staff ar r ays, spectral-based partitioning, circuit theory, computer ar i t h m e t i c 101, and Biochemistry and Molecular Biology 100A; or 297. Independent Study or Research. F,W,S by permission of the instructor. J. Stuart, T. Lowe Independent study or research under faculty supervision. TRAC Y LAR R A B E E 280B. Seminar on Bioinformatics Although course may be repeated for credit, not ever y de- Test pattern simulation and generation, fault modeling, fault gr ee program accepts a repeated course towa r ds degree re- diagnosis, design verification, technical writing, logic (2 credits). F,W,S si m u l a t i o n Weekly seminar series covering topics of current research q u i rements. Students submit petition to sponsoring in computational biology or bioinformatics. Current re- agency. May be repeated for credit. The Staff KATI A OBR AC Z K A Computer networks, distributed systems, operating systems, search work and literature in these areas are discussed in 297F. Independent Study or Research (2 weekly meetings. Enrollment restricted to graduate stu- Int e r net information systems, mobile computing, wirel e s s credits). F,W,S ne t w o rk s dents or permission of instructor. May be repeated for Independent study or research under faculty supervision. credit. C. Rohl, D. Haussler, T. Lowe, K. Karplus Although course may be repeated for credit, not ever y de- Assistant Prof e s s o r 281H. Seminar in Comparative Genomics (2 gr ee program accepts a repeated course towa r ds degree re- q u i rements. Students submit petition to sponsoring LUC A DE ALFA R O credits). F,W,S Embedded software; software engineering; formal modeling Weekly seminar series covering topics of current compu- agency. Enrollment restricted to graduate students. May be repeated for credit. The Staff and analysis of systems: rea c t i v e, hybrid, and stochastic; game tational and experimental research in comparative ge- th e o r y nomics. Current research work and literature in this area discussed. Students lead some discussions and participate WIL L I A M DUN B A R Co n t r ol of dynamic systems and optimization

*Not offered in 2004–05 200 PROGRAMS AND COURSES

GAB R I E L ELK A I M Associate Prof e s s o r Courses for Nonmajors Embedded systems, robust control and sensor-based rea c t i v e systems with applications to autonomous unmanned veh i c l e s , CLAI R E X.-G. GU (E lectrical Eng i n e e r i n g ) The Computer Engineering Dep a r tment offers course 3, co o p e ra t i v e vehicle swarms, and rob o t i c s Optical fiber communications, volume holographic data Personal Computer Concepts: Software and Hard w a r e, st o r age, liquid crystal displays, nonlinear optics, optical pr oviding students an introd u c t o r y course on the design TAR A MAD H Y A S T H A in f o r mation proc e s s i n g and use of computers from an engineering viewp o i n t . Sto r age systems, high-perfo r mance computing, educational Other computer engineering courses of interest to non- te c h n o l o g y SUR E S H K. LOD H A (Computer Science) Scientific visualization, geographic information visualization, majors, as well as to science-oriented students, include ROB E R TO MAN D U C H I sensor and computer vision, image processing, multi-modal course 12, Computing Systems and Assembly Language, Sensor processing and image understanding with application human-computer interac t i o n an introd u c t o r y course on computer systems, system soft- to autonomous navigation, sensor networks, and deep-space wa r e, and machine-level programming; course 16, PEYM A N MILA N FA R (E lectrical Eng i n e e r i n g ) communications Applied Discrete Mat h e m a t i c s , an introduction to appli- Signal and image processing, inverse problems, statistical HAI TAO detection and estimation, scientific computing, and applied cations of discrete mathematical systems; course 80N, Image and video processing, computer vision, vision-based ma t h e m a t i c s Int r oduction to Net w o r king and the Int e rn e t , an introd u c - gr aphics, and human-computer interaction tion to technological services of the Internet; and course ETH A N L. MIL L E R (Computer Science) 80E, Engineering Eth i c s . JOS E REN A U File and storage systems, operating systems, computer security, Computer arch i t e c t u r e, chip multiproc e s s o r s , distributed systems, perfo r mance evaluation, informa t i o n en e r gy / p e rf o r mance trade-offs, thread level speculation, ret r i e va l Computer Engineering Policies in t e r action between arch i t e c t u r e and compilers, Linux kernel Assistant Prof e s s o r Admissions Policy Le c t u re r Admission to the computer engineering major is selective. HAM I D SAD J A D P O U R (E lectrical Eng i n e e r i n g ) Freshmen applicants may rec e i v e early admission at the CYRU S BAZ E G H I Coding theory, equalization techniques, wirel e s s time they apply to UCSC, based on their high school communications, communication theory GUY COX rec o r d and test scores. Admission to the major after a student has entered UCSC is based on performance in the STE PH E N C. PET E R S E N Adjunct Prof e s s o r Embedded controller systems, RF wireless systems, modulation foundation courses: Computer Science 12A and 12B (or and spectrum reuse, digital signal processing, circuit theory HAR WOO D G. KOL S K Y , Eme r i t u s 13H), Computer Engineering 16 or 16H, and Mat h e - matics 19A-B. Please refer to the School of Eng i n e e r i n g PATR I C K TAN TA L O section of the catalog for the full admissions policy. Graphs and network theory, optimization problems, analysis Prog r am Des c r i p t i o n of algorithms Computer engineering focuses on the design, analysis, Disqualification Policy LIN D A WER N E R and application of computers and on their applications as components of systems. The UC Santa Cruz Dep a rt m e n t Please refer to the Engineering section of this catalog for So f t w a r e engineering testing, usability engineering, the School of Eng i n e e r i n g ’s Major Disqualification Pol i c y . educational and social issues of Computer Engineering sustains and strengthens its teaching and res e a r ch program to provide students with In evaluating disqualifying GPAs, the department will ◆ ◆ ◆ inspiration and quality education in the theory and prac- consider failure of the core exam as if it wer e a failure in a tice of computer engineering. req u i r ed course. Prof e s s o r The UC Santa Cruz B.S. in computer engineering BEN J A M I N FRI E D LA N D E R (E lectrical Eng i n e e r i n g ) pre p a r es graduates for a rewa r ding career in engineering. Letter Grade Policy Image and video processing, computer vision, vision-based UC Santa Cruz computer engineering graduates will The Computer Engineering Dep a r tment req u i r es letter gr aphics, and human-computer interaction ha v e a thorough grounding in the principles and prac- grading for all courses applied to the degree with the ex- DAR R E L L D. E. LON G (Computer Science) tices of computer engineering and the scientific and ception of two lower-division courses, which students Sto r age systems, distributed computing systems, operat i n g mathematical principles upon which they are built; they may elect to take Pas s / N o Pass. This policy includes systems, mobile computing, perfo r mance evaluation, fault will be prep a r ed for further education (both formal and courses req u i r ed for the computer engineering major but to l e r ance, computer security, multimedia, and video-on- informal) and for prod u c t i v e employment in industry. sp o n s o r ed by other departments. demand systems Because computer engineering is so broad, five specialized tracks for completing the program have been Transfer Students DOM I N I C W. MAS S A R O (P SYC H O LO G Y ) identified: systems programming, computer systems, Understanding language, speech perception and rea d i n g , Please refer to the School of Engineering section of the language learning and speech technology, pattern rec o g n i t i o n , multimedia systems, networks, and digital hardware. catalog for the policy reg a r ding transfer students. concept learning, decision making, development of perce p t i o n Descriptions of these tracks follow in the section on and cognition, human-machine interfa c e major requirements. School of Engineering Pol i c i e s Many computer engineering students continue their CHA R L E S E. MCDOWE L L (Computer Science) education through the M.S. degree. The Dep a r tment of Please refer to the School of Engineering section of the Prog r amming languages, parallel computing, operat i n g Computer Engineering offers an accelerated combined catalog for additional policies that apply to all School of systems, compilers B.S./M.S. degree in computer engineering that enables Engineering prog r a m s . ALE X T. PAN G (Computer Science) eligible undergraduates to move without interruption to Computer graphics, scientific visualization, and virtu a l the graduate program. Int e r ested computer engineering Major Requirements reality interfa c e s majors should contact their adviser for more details. Th e All students in the computer engineering major take the graduate program of the Dep a r tment of Computer IRA POH L (Computer Science) same core courses, which give the fundamentals of pro- Engineering also offers both the standard M.S. and the Artificial intelligence, prog r amming languages, heuristic gramming and hardw a r e design, supported by the Ph.D. degree s . methods, educational and social issues, combinatorial physics and mathematics necessary to understand them. Ever y major and minor must have a computer engi- algorithms The core courses also cover the fundamentals of comput- neering faculty adviser, assigned by the Baskin School of er arch i t e c t u r e and designing with microp ro c e s s o r s . R. MIC H A E L TAN N E R (Computer Science) Engineering Undergraduate Advising Office, and with Inf o r mation theory, error - c o r r ecting codes and grap h s , that adviser must formulate a program of prop o s e d Lower-Division Requirements co m p l e x i t y , VLSI systems, fault tolerance course work that meets the major or minor req u i re m e n t s . JAN E P. WIL H E L M S (Computer Science) The computer engineering program is accredited by Co r e Req u i re m e n t s Computer graphics, computer animation, modeling the Engineering Acc r editation Committee of the Computer Engineering ar ticulated bodies, dynamic simulation, behavioral Acc r editation Board for Engineering and Tec h n o l o g y 12/L, Computer Systems and Ass e m b l y animation, human and animal modeling, scientific (A B E T) . La n g u a g e / L a b o ra t o r y visualization Computer Science ENGINEERING: COMPUTER ENGINEERING 201

12A, Int r oduction to Prog r amming; an d The systems programming track focuses on software sys- cols. Students finishing this track are well prep a r ed for 12B, Int r oduction to Data Stru c t u r es; or 13H, tems: courses include operating systems, compilers, soft- the design of wired and wireless network systems. Int r oduction to Prog r amming and Data Stru c t u re s wa r e engineering, and advanced programming. Stu d e n t s • Computer Engineering 150, Int r oduction to (Ho n o r s ) finishing this track are ver y well prep a r ed for building Computer Net w o rk s Electrical Eng i n e e r i n g large software systems of all types. This track is the clos- 70/L, Int r oduction to Ele c t ro n i c s / L a b o ra t o r y est one to a computer science major—the main differ- • Computer Engineering 151, Net w o r k ences are that it does not req u i r e computer science theory Adm i n i s t r ation; or 154, Data Communication; or Mat h e m a t i c s courses, but because of the core computer engineering Electrical Engineering 151, Communications Sys t e m s Computer Engineering 16, Applied Discrete req u i r ements, includes more hardw a r e and electron i c s (re q u i r es Electrical Engineering 103) Mathematics; or Computer Engineering 16H, than a computer science bachelor’s degree . • Computer Engineering 156, Net w o r k Prog ra m m i n g Honors Applied Discrete Mathematics • Computer Science 111, Int r oduction to Ope ra t i n g Mathematics 19A-B, Calculus for Science, Sys t e m s • Computer Science 111, Int r oduction to Ope ra t i n g Sys t e m s Engineering, and Mat h e m a t i c s • Computer Science 115, So f t w a r e Met h o d o l o g y Mat h e m a t i c s 23A, Mul t i v ariable Cal c u l u s •Ele c t i v es: any approved upper-division or graduate • Ele c t i v e: any approved computer science or computer el e c t i v e Electrical Engineering 103, Signals and Sys t e m s engineering upper-division or graduate elective Digital Hardware Track (re q u i r ed for multimedia and networks tracks); or • Any tw o of the following courses: Mathematics 23B, Mul t i v ariable Cal c u l u s The digital hardw a r e track focuses on hardw a r e design Computer Engineering 113, Par allel and Concurren t and includes more electronics than the other tracks. Applied Mathematics and Statistics 27/L, Prog ra m m i n g Students finishing this track are well prep a r ed for build- Mathematical Methods for Eng i n e e r s / L a b o ra t o r y (f o r - Computer Engineering 117/L, Embedded Software/ ing hardw a r e systems. This track is the closest one to an merly Mathematics 27); or Mathematics 21, Lin e a r La b o ra t o r y el e c t r onics major; the main differences are that it does Alg e b ra ; and Mathematics 24, Ordi n a r y Differen t i a l Computer Engineering 156, Net w o r k Prog ra m m i n g not req u i r e as much electronics theory or analog elec- Equ a t i o n s ) (re q u i r es course 150) tr onic design, but because of the core computer engineer- Sc i e n c e Computer Science 104A, Fundamentals of Compiler ing req u i r ements, req u i r es more software skills. Design I • Computer Engineering 125/L, Logic Design with Students must complete Physics 5A/L or 6A/L, Computer Science 104B, Fundamentals of Compiler Ver i l o g / L a b o ra t o ry ; or 126/L, Adv anced Logic Physics 5C/N or 6C/N, and on e of the followi n g Design II Des i g n / L a b o ra t o r y four science options: Computer Science 116, So f t w a r e Design Proj e c t • Computer Engineering 173/L, Hig h - S peed Digital Bio l o g y : Ch e m i s t r y 1B/M or 4A/L; and Biology 20A Computer Systems Track Des i g n or 21A The computer systems track is the most general track, • Electrical Engineering 171/L, Analog Ele c t r onics or Ch e m i s t ry : Chemistry 1B/M or 4A/L; and pr oviding a balance between software and hardw a r e course 172/L, Linear and Nonlinear Circ u i t s / Chemistry 1C/N or 4B/M design. Students are prep a r ed for a large variety of differ- La b o ra t o r y ent design tasks, especially those requiring the integration Ea r th Science: Ea r th Science 10/L and a choice of of hardw a r e and software systems, but may need furth e r •Ele c t i v e: any approved computer engineering or elec- one 5-credit Earth science upper-division course, training for any particular specialization. trical engineering upper-division or graduate elective ex cluding Earth Science 111 • Computer Engineering 125/L, Logic Design with Phy s i c s : Physics 5B/M or 6B/M; and either Phy s i c s Verilog/Laboratory; or Comprehensive Requirement 5D or one 5-credit upper-division physics course 126/L, Advanced Logic Design/Laboratory The senior compreh e n s i v e req u i r ement for computer en- Eth i c s gineering majors is in two parts: a capstone course and a • Computer Science 111, Introduction to Operating po r tfolio exit req u i r ement. Students must take Computer Engineering 80E, Systems Engineering Ethics; or another approved ethics course. Core Examination •Ele c t i v e: any approved computer science practice or Successful completion of the Computer Eng i n e e r i n g This course is req u i r ed even for transfer students who computer engineering upper-division or graduate Co r e Examination is a prer equisite to the capstone proj - ha v e had their general education req u i r ements waived . el e c t i v e ect courses and a req u i r ement for graduation. The core examination is offered the first Sat u r day after instruc t i o n •Ele c t i v e: any approved computer engineering or elec- Upper-Division Requirements begins each fall, winter, and spring quarte r . This exami- trical engineering upper-division or graduate elective Core Requirements nation verifies proficiency in the material cover ed in Computer Engineering Multimedia Systems Track courses 100, 107, 110, and 121. Students are most 10 0 / L , Logic Des i g n / L a b o ra t o r y The multimedia systems track focuses on techniques st r ongly encouraged to plan their course schedule to 121/L, Mic ro p r ocessor System Des i g n / L a b o ra t o r y and systems in acquiring, processing, transmitting, and en s u r e completion of the core courses in the junior or storing digital media. Courses include signals and sys- 110, Computer Arch i t e c t u r e early senior year and to take the examination as soon as tems, data compression, networks, and multimedia pro- possible therea f t e r . 107, Mathematical Methods of Systems Ana l y s i s : cessing and applications. Students finishing this track Portfolio Exit Requirement Sto c h a s t i c are well prepared for designing real-time multimedia 185, Technical Writing for Computer Eng i n e e r s Students are req u i r ed to submit a portfolio and exit sur- systems in a networked computer environment. vey . Students whose submissions are deemed inadequate, Computer Science • Computer Engineering 108, Data Compression either in presentation or in content, may be req u i r ed to 101, Abs t r act Data Typ e s (requires Electrical Engineering 103) revise and rewrite the portfolio or to complete an addi- Spe c i a l i z ed Tra c k s tional project course. The portfolios must be turned in • Computer Engineering 150, Introduction to el e c t r onically via ht t p : / / w w w. s o e . u c s c . e d u / p ro g ra m s / The following tracks are specializations for the computer Computer Networks ce / u n d e r g ra d u a t e / p o rt f o l i o .html at least seven days before engineering student. Students must complete all of the the end of instruction in the quarter of graduation. courses listed within their selected track, and they must • Computer Engineering 163/L, Multimedia Processing and Applications/Laboratory The portfolios will be rev i e wed quarterly by the com- complete the capstone sequence: puter engineering undergraduate committee and must Computer Engineering •Elective: any approved computer engineering or include the following: • 123A, Computer Engineering Design Project I computer science upper-division or graduate elective • A hardw a r e-oriented project rep o r t • 123B, Computer Engineering Design Project II; or Networks Track 195, Senior Thesis Research The networks track focuses on communication betwee n • A software-oriented project rep o r t Systems Programming Track computers, covering both network hardw a r e and prot o - • A third project rep o r t of the student’s selection 202 PROGRAMS AND COURSES

• A one- to two-page overv i e w of the three proj e c t s , 12 B / M , Int r oduction to Data Stru c t u re s / Da t a as graduate students generally apply in their last quarte r the student’s contribution to them, and a narrative as Stru c t u r es Laborat o ry ; or 13H/L, Int r oduction to of junior standing. To qualify, applicants must have com- specified at ht t p : / / w w w. s o e . u c s c . e d u / p ro g ra m s / c e / Prog r amming and Data Stru c t u r es (Hon o r s ) / pleted the followi n g : un d e r g ra d u a t e / p o rt f o l i o. h t m l . La b o ra t o r y Computer Engineering 100/L, Logic Des i g n / L a b o ra t o r y 101, Abs t r act Data Typ e s • An exit survey Computer Science 101, Abstract Data Types If a project report is associated with a course, it must Electrical Engineering be an upper-division or graduate course. One of the 70/L, Int r oduction to Ele c t ro n i c s / L a b o ra t o r y Computer Engineering 110, Computer Architecture; reports must be the result of a multi-person project. At most, two of the upper-division core courses and the or 121/L, Microprocessor System Design/ Laboratory One of the reports must be the result of an individual lower-division electrical engineering course may be used Electrical Engineering 70/L, Introduction to project. One of the reports must be the result of the to satisfy the requirements of another major or minor Electronics/Laboratory student’s capstone design project. degree. The portfolio exit req u i r ement does not apply for the and at least one additional upper-division School of Engineering course. Computer Engineering Major Planners computer engineering minor. Applications will be considered until the student’s first The following are two sample academic plans for stu- Materials Fee and Miscellaneous Fees quarter of senior standing. This extension of the applica- dents to complete during their first two years as prep a r a - tion period into the first quarter of the senior year is tion for the computer engineering major. Plan One is Please see the section on fees under the School of specifically geared to enable eligible transfer students to suggested guidelines for students who are committed to Eng i n e e r i n g . complete the courses required for admission. the major early in their academic caree r . Plan Two is for Students who cannot meet the B.S./M.S. application students who are considering the major. Undergraduate Programs req u i r ements or who are not admitted into the prog r a m Plan One ar e encouraged to apply for admission to the standard B.S./M.S. Undergraduate Program M.S. or Ph.D. program during their senior yea r . Yea r Fa l l Win t e r Sp r i n g The Department of Computer Engineering offers a Additional information about this program can be 1s t Math 19A Math 19B Cmpe 100/L combined bachelor and master of science degree profound on the departm e n t ’s web pages at ww w. s o e . u c s c (f r s h ) Cmps 12A Cmpe 12L Cmps 12B gram in computer engineering, providing the opportu- .e d u / p ro g ra m s / u n d e r g ra d u a t e . 2n d Phys 5A/L Ams 27/L Phys 5C/N nity to earn both degrees in five years. The B.S./M.S. (s o p h ) Math 23A Cmpe 16 or 16H EE 103 program offers a competitive edge to students who are Graduate Programs Cmpe 80E completing their undergraduate degree at UCSC, by en- Plan Two abling those with advanced preparation to move directly M.S. and Ph.D. Degree Programs Yea r Fa l l Win t e r Sp r i n g from the undergraduate to the graduate program. The The graduate program in computer engineering accepts program assists qualified enrolled students with a simpli- 1s t Math 3 (pre- c a l c ) Math 19A Math 19B students for both the M.S. and the Ph.D. degrees. Gra d u - (f r s h ) Cmps 10 or EE 80T Cmps 12A Cmpe 12/L fied graduate application process and makes it possible ate students in this program establish a solid foundation to complete an M.S. degree with just seven courses be- in computer algorithms and arch i t e c t u r es and then pro- 2n d Phys 5A/L Cmpe 100/L Phys 5C/N yond the B.S. program. (s o p h ) Cmps 12B Cmpe 16 or 16H Math 23A ceed to a thorough study of recent developments in their The program prep a r es students for engineering posi- Cmpe 80E selected area of specialization. This provides the basis for tions in industry, and it is particularly attractive for the M.S. degree and Ph.D. thesis work. The major area s undergraduate students planning to engage in engineer- of res e a r ch concentration in computer engineering at Minor Requirements ing res e a r ch in industry or academia. The School of UCSC are computer networks, computer systems design, Engineering has many opportunities for undergraduate computer-aided design technologies, digital media and Req u i r ements for the minor in computer engineering are res e a r ch, especially for honors-level students. B.S./M.S. education technology, and software and systems engineer- the followi n g : students can continue their undergraduate res e a r ch proj - in g . ects with the same res e a r ch grou p . Upon advancement to The computer engineering program benefits from a Mathematics graduate standing, B.S./M.S. students are eligible for close relationship with the computer science and electri- 19A-B, Calculus for Science, Engineering, and su p p o r t as graduate res e a r ch assistants. The B.S./M.S. cal engineering programs at UCSC and ties to industry Mat h e m a t i c s pr ogram provides knowledge and training in importa n t in the Silicon Valley and Mon t e r ey Bay areas. Gra d u a t e s 23A, Mul t i v ariable Cal c u l u s and contemporary areas of computer engineering. of the program are prep a r ed for careers in teaching and Applied Mathematics and Statistics 27/L, Particularly motivated B.S./M.S. students can com- res e a r ch as well as for positions in industrial res e a r ch and Mathematical Methods for Eng i n e e r s / L a b o ra t o r y (f o r - plete the entire program in 14 quarters (or fewer with de ve l o p m e n t . merly Mathematics 27); or Mathematics 21, Lin e a r Advanced Placement credit); however, advance planning While in the program, most graduate students are sup- Alg e b r a; and 24, Ordi n a r y Differential Equ a t i o n s is essential. Interested students should contact the po r ted as res e a r ch assistants on faculty-sponsored proj e c t s Computer Engineering 16, Applied Discret e department and their faculty adviser early in their col- or as teaching assistants for undergraduate courses. Mat h e m a t i c s ; or 16H, Honors Applied Discret e lege career—no later than the start of their junior year. Additional information on the computer engineering Mat h e m a t i c s B.S./M.S. students retain undergraduate status until the M.S. and Ph.D. degrees, including degree req u i re m e n t s completion of all undergraduate requirements, but may and applications for admission, can be found on the Science begin graduate course work in advance of graduate de p a rt m e n t ’s web pages at ww w. s o e . u c s c . e d u / Physics 5A/L or 6A/L, and 5C/N or 6C/N standing. pro g ra m s / g ra d u a t e . The undergraduate degree requirements are the same Core Requirements as those for other computer engineering majors; howev- Requirements for the Master’s Degree er, the B.S./M.S. program capitalizes on graduate-level Computer Engineering courses that may apply toward both degree require- Base Requirement 12/L, Computer Systems and Assembly Language/ ments. B.S./M.S. candidates may apply (at most) two In their first year, graduate students must show profi- La b o ra t o r y graduate courses taken as undergraduates toward both ciency in five fundamental subjects: data structures, 100/L, Logic Des i g n / L a b o ra t o r y the M.S. degree and B.S. degree electives. At the time computer architecture, logic design, circuits, and soft- 110, Computer Arch i t e c t u r e graduate status is achieved, no more than three graduate ware systems. Proficiency can be demonstrated by either 121/L, Mic ro p r ocessor System Des i g n / L a b o ra t o r y courses taken as an undergraduate may count toward completing one of the associated undergraduate courses, the nine courses required for the M.S. degree. by establishing that an equivalent undergraduate course Computer Science B.S./M.S. students may not apply undergraduate cours- has been completed elsewhere, or by passing the final 12A/L, Int r oduction to Prog ra m m i n g / C o m p u t e r es toward the M.S. degree. exam (or project when deemed appropriate by the fac- Prog r amming Laborat o ry ; an d Admission to the B.S./M.S. program is by formal ulty responsible) of an associated course. Students application. Undergraduate applicants seeking admission should obtain a Computer Engineering Base Worksheet ENGINEERING: COMPUTER ENGINEERING 203

for the list of associated courses and instructions on ful- Course Requirements Students are advanced to candidacy after they have filling this requirement. A Ph.D. student is req u i r ed to take a total of 58 cred i t s completed the course req u i r ements, passed both the pre- The base req u i r ement must be met by all graduate stu- of graduate courses, which must consist of li m i n a r y and qualifying examinations (or just the qualify- dents (both M.S. and Ph.D.) by the end of the spring course 200, Res e a r ch and Teaching in Computer ing examination if passed prior to the end of the stu- qu a r ter of their first year in the program. Science and Eng i n e e r i n g ; de n t ’s third year in the program), cleared all Inc o m p l e t e Course Requirements grades from their rec o r ds, have an appointed disserta t i o n Each student is req u i r ed to complete a total of 48 units. Computer Science 201, Analysis of Alg o r i t h m s ; reading committee, and paid the filing fee. Students who The course work must include ha v e not advanced to candidacy by the end of their course 202, Computer Arch i t e c t u re ; fo u r th year will be placed on academic prob a t i o n . Computer Engineering 200, Res e a r ch and Teaching in a minimum of 20 credits of graduate computer engi- Each Ph.D. candidate must submit the completed dis- Computer Science and Eng i n e e r i n g neering courses from Computer Eng i n e e r i n g ’s list of se r tation to a reading committee at least one month prior Computer Science 201, Analysis of Alg o r i t h m s ap p r oved graduate courses (available online or from to the dissertation defense. The appointment of the dis- the department); se r tation reading committee is made immediately after Computer Engineering 202, Computer Arch i t e c t u r e the qualifying exam and is necessary for advancing to up to 10 credits of course 297, Independent Study or ca n d i d a c y . The candidate must present his or her res e a rc h Up to 10 credits of Computer Engineering 297, Res e a rc h ; or course 299, Thesis Res e a rc h ; Independent Study or Res e a r ch; or Computer results in a public seminar sponsored by the disserta t i o n Engineering 299, Thesis Res e a rc h up to 10 credits of graduate courses (not seminars) in su p e rv i s o r . The seminar is followed by a defense of the related disciplines outside the School of Eng i n e e r i n g di s s e r tation to the reading committee and attending fac- Up to 10 credits of either graduate courses (not semi- (re q u i r es adviser and computer engineering graduate ulty who will then decide whether the dissertation is nars) in related disciplines outside the School of committee approval ) ; acceptable or req u i r es revision. Successful completion of Engineering (req u i r es adviser and computer engineer- the dissertation fulfills the final academic req u i r ement for ing graduate committee approval) or upper-division all remaining units must be graduate elective courses the Ph.D. degree . undergraduate courses when necessary to stren g t h e n fr om Computer Eng i n e e r i n g ’s list of approved gradu- the student’s preparation for graduate studies ate courses. Transfer Credit (re q u i r es adviser approval ) The selection of elective courses must show breadth by Up to three School of Engineering courses fulfilling the All remaining credits must be graduate elective including either 10 credits in each of two categories or 5 de g r ee req u i r ements of either the M.S. or Ph.D. degree s courses from Computer Engineering’s list of credits in each of three separate categories from Com- may be taken before beginning the graduate prog r a m approved graduate courses (available online or from puter Engineering’s list of approved graduate courses. th r ough the concurrent enrollment prog r a m . the department) Computer Science 201 and course 202 cannot be used Ph.D. students who have previously earned a master’s to satisfy the breadth requirement. de g r ee in a related field at another institution may substi- In addition, the selection of graduate elective courses Course selection should form a coherent plan of study tute courses from their previous university with approval must show breadth by including a minimum of 5 cred i t s and req u i r es adviser approval. Undergraduate courses of the adviser and the computer engineering graduate in each of two categories from Computer Eng i n e e r i n g ’s may not be used to satisfy Ph.D. course req u i re m e n t s . committee. Courses from other institutions may not list of approved graduate electives. Computer Science 201 Ph.D. students who have satisfied the req u i r ements for be applied to the M.S. degree course req u i re m e n t s . and Computer Engineering 202 cannot be used to satisfy the master’s degree are eligible to rec e i v e a master’s degree . Petitions for course substitutions must designate a specif- the breadth req u i re m e n t . Examinations and Dissertation ic graduate-level course from the list of approved gradu- At least half of the units from the graduate-level cours- ate courses. They should be submitted along with the es must be computer engineering graduate courses. To continue in the Ph.D. program, students must pass a pre l i m i n a r y examination in their chosen res e a r ch area by transcript from the other institution or UCSC extension. Thesis the end of their third yea r . Prel i m i n a r y examinations are For courses taken at other institutions, copies of the syl- Completion of a master’s thesis is req u i r ed for award of held during the first three weeks of each spring quarte r ; labi, exams, and other course work should accompany the master’s degree. To fulfill this req u i r ement, the stu- students must petition the computer engineering gradu- the petition. Such petitions are not considered until the dent must submit a written proposal to a faculty mem- ate committee for an examination in their chosen area completion of at least one quarter at UCSC. be r , usually by the third academic quarte r . By accepting two weeks before the end of winter quarte r . Exa m i n a t i o n A total of, at most, three courses may be transferred the proposal, the faculty member becomes the thesis committees consist of four faculty members, two chosen fr om concurrent enrollment and other institutions. adviser for the proposed thesis. In consultation with the by the student and two by the computer engineering ad v i s e r , the student must form a master’s thesis rea d i n g graduate committee. The format of this oral examination Review of Progress committee with at least two additional faculty members, is up to the examination committee; the examination will Each yea r , the computer engineering faculty rev i e ws the each of whom is provided a copy of the proposal. Th e typically evaluate both general knowledge of the chosen pro g r ess of ever y student in the graduate program. Stu - student is req u i r ed to present an expository talk on the ar ea and specific understanding of selected technical dents not making adequate prog r ess towa r ds completion thesis res e a r ch, and the final thesis must be accepted by papers. The prel i m i n a r y examination req u i r ement is of degree req u i r ements (see UCSC Graduate Stu d e n t the rev i e w committee before the award of the master of wa i v ed for students who advance to candidacy by the end Han d b o o k for policy on satisfactory academic prog re s s ) science degree . of their third yea r . ar e subject to dismissal from the program. Students with Each student must write a Ph.D. dissertation. The dis- academic deficiencies may be req u i r ed to take additional Requirements for the Ph.D. Degree se r tation must show the results of in-depth res e a r ch, by courses. Full-time students with no academic deficiencies Base Requirement an original contribution of significant knowledge, and ar e normally expected to complete the degree req u i r e- In their first yea r , graduate students must show prof i c i e n - include material worthy of publication. As the first step, ments at the rate of at least two courses per quarte r . Ful l - cy in five fundamental subjects: data struc t u r es, comput- a student must submit a written dissertation proposal to time students must complete Computer Science 201 and er arch i t e c t u r e, logic design, circuits, and software sys- a School of Engineering faculty member. By accepting course 202 within two years and normally must complete tems. Proficiency can be demonstrated by either complet- the proposal, the faculty member becomes the student’s all course req u i r ements within two years for the M.S. and ing one of the associated undergraduate courses, by di s s e r tation supervi s o r . The student may choose a faculty th r ee years for the Ph.D. prog r a m . establishing that an equivalent undergraduate course has member outside the Computer Engineering Dep a rt m e n t Students receiving two or more grades of U been completed elsewh e r e, or by passing the final exam within the School of Engineering as adviser only with (Un s a t i s f a c t o r y) or below B in School of Eng i n e e r i n g (or project when deemed appropriate by the faculty ap p r oval from the computer engineering graduate com- courses are not making adequate prog r ess and will be responsible) of an associated course. Students should mittee. The dissertation proposal is publicly and formally placed on academic probation for the following three obtain a Computer Engineering Base Wor k Sheet for the pr esented in an oral qualifying examination given by a qu a r ters of reg i s t e r ed enrollment. Withdrawing or taking list of associated courses and instructions on fulfilling this qualifying exam committee, approved by the computer a leave of absence does not count as enrollment. Part - req u i re m e n t . engineering graduate committee and the graduate coun- time enrollment is counted as a half of a quarter of The base req u i r ement must be met by all graduate stu- cil. The student must submit his or her written disserta - en ro l l m e n t . dents (both M.S. and Ph.D.) by the end of the spring tion proposal to all members of the qualifying exam Should any computer engineering graduate student qu a r ter of the first year in the prog r a m . committee and the graduate assistant one month in fail a School of Engineering course while on prob a t i o n , ad v ance of the examination. the Computer Engineering Dep a r tment may request the 204 PROGRAMS AND COURSES

graduate dean to dismiss that student from the graduate cepted into 16H. Top students will be accepted. Enroll- 107. Mathematical Methods of Systems pr ogram. If, after being rem o ved from probation, the stu- ment limited to 60. (General Education Code(s): Q.) Analysis: Stochastic. F,W dent again fails a School of Engineering course, he or she K. Karplus Int r oduction to fundamental tools of stochastic analysis. will return immediately to academic prob a t i o n . Prob a b i l i t y , conditional prob a b i l i t y , Bay es Th e o r em, ran- Graduate students experiencing circumstances or diffi- 80E. Engineering Ethics. S dom variables, independence, Poisson processes, Ber n - culties that impact their academic performance should Ethical theories, analysis, and their application to issues in noulli trials, and Mark o v chains. Ins t ru c t o r ’s choice of contact their adviser and the graduate director immedi- the practice of engineering, such as safety and liability, additional topics, most likely drawn from confidence meas- at e l y . Students may appeal their dismissal. pr ofessional responsibility to clients and employers, codes ur es, difference equations, transform methods, stability is- of ethics, legal obligations, environmental issues, and so- sues, applications to re l i a b i l i t y, queues, and hidden cial issues. Emphasis on developing independent ethical Lower-Division Courses Mark o v models. Students cannot rec e i v e credit for this analysis through the use of case studies. (General Educa- course and Applied Mathematics and Statistics 131. Pre- tion Code(s): T6-Natural Sciences or Humanities and requisite(s): course 16 or 16H and Mathematics 22 or 23A. 3. Personal Computer Concepts: Software and Arts.) G. Cox Hardware. F,W,S J. Garc i a - Lu n a - Ac e v es, H. Sad j a d p o u r , R. Man d u c h i , Provides an introduction to computers. Personal com- 80N. Introduction to Networking and the A. Brandwajn, K. Karplus puting is emphasized, and students are introduced to word Internet. F,W 108. Data Compression. pr ocessing, spreadsheets, database management, graphics, Introduction to the evolution, technological basis, and Random variables, information theory, Bernoulli trials, and programming. Covers fundamentals of computing se r vices of the Internet, with descriptions of its underlying Mark o v models, probabilities, statistical data compres s i o n , and current and future uses of computer technology, PC communications structure, routing algorithms, peer-to- Huffman codes, arithmetic codes, run-length codes, Ziv- hardware, Windows operating system, applications soft- peer hierarchy, reliability, and packet switching. Network Lempel codes. Adaptation to the statistics of the data. ware, networking and the Internet, and developments in security, mail, multimedia and data compression issues, Data context modeling and predictive coding. Program- the computer industry. Designed for students with little or HTML, and digital images. CATS accounts are recom- ming of data compression algorithms in the C language. no experience using computers. Students cannot receive mended. Students who have completed course 150 cannot Knowledge of C language and Unix required. Prerequi- credit for this course and Computer Science 2. (General rec e i v e credit for this course. (General Education Code(s): site(s): course 107 or Applied Mathematics and Statistics Education Code(s): IN.) P. Mantey T 2 - Natural Sciences.) R. Manduchi, K. Ob ra c z k a , 131; and Computer Science 101. R. Manduchi A. Varma 12. Computer Systems and Assembly 110. Computer Architecture. F,W,S Language. F,W,S 94. Group Tutorial. F,W,S High performance computer architecture including ex- Int r oduction to computer systems and assembly language Provides a means for a small group of students to study a amples of current approaches and the effect of technology and how computers compute in hardware and software. particular topic in consultation with a faculty sponsor. and software. Instruction set design and RISC, cache and Topics include digital logic, number systems, data struc- Students submit petition to sponsoring agency. May be re- virtual memory, pipelining, SIMD (array and vector) tures, compiling/assembly process, basics of system soft- peated for credit. The Staff p rocessors, MIMD multiprocessors, interc o n n e c t i o n w a re, and computer arc h i t e c t u re. Pre re q u i s i t e ( s ) : schemes, performance. Offered in alternate quarters. Pre- Computer Science 12A or 13H or suitable programming 94F. Group Tutorial (2 credits). F,W,S Provides a means for a small group of students to study a requisite(s): courses 12, 12L, and 16 or 16H. R. Hughey, experience; previous or concurrent enrollment in course F. Ferguson, A. Brandwajn 12L is required. (General Education Code(s): IN, Q.) particular topic in consultation with a faculty sponsor. R. Hughey, F. Ferguson Students submit petition to sponsoring agency. May be re- 113. Parallel and Concurrent Programming. * peated for credit. The Staff Int r oduction to parallel and concurrent prog r a m m i n g . 12L. Computer Systems and Assembly 99. Tutorial. F,W,S Topics include types of parallel computers and prog r a m - Language Laboratory (2 credits). F,W,S ming platforms, basic and advanced programming tech- La b o r a t o r y sequence in assembly language prog r a m m i n g . Students submit petition to sponsoring agency. May be repeated for credit. The Staff niques, performance analysis and load balancing, and The lab examines both RISC and microcontroller pro- selected parallel algorithms. Students perform extensive gramming. One two-hour laboratory per week with an 99F. Tutorial (2 credits). F,W,S pr ogramming projects using shared memory, cluster, and optional second two-hour laboratory. (Formerly offered as Students submit petition to sponsoring agency. May be re- other platforms. Prer equisite(s): course 110 and Computer Computer Organization Laborat o r y.) Prer equisite(s): Com- peated for credit. The Staff Science 101. T. Madhyastha, R. Hug h e y , K. Obra c z k a , puter Science 12A or 13H or suitable programming ex- L. De Alf a r o perience; previous or concurrent enrollment in course 12 re q u i red. En rollment limited to 140. R. Hu g h e y, Upper-Division Courses 117. Embedded Software. W F. Ferguson Introduction to software design for embedded systems. 100. Logic Design. F,W,S Emphasis on real-time embedded systems as follows: fun- 16. Applied Discrete Mathematics. F,W,S Boolean algebra, logic minimization, finite-state machine damentals of scheduling for real-time systems, real-time Int r oduction to applications of discrete mathematical sys- design, sequential circuits, common logic elements, pro- operating systems, and real-time protocols for distributed tems. Topics include sets, functions, relations, graphs, grammable logic devices, and an introduction to system real-time systems; time-triggered and even t - t r i g g e r ed par- trees, switching algebra, first order predicate calculus, level design. The electrical behavior of circuits including adigms for embedded software development, their trade- mathematical induction, permutations, combinations, three state outputs, propagation delay, logic levels, and offs, and languages and tools for development of summation, and rec u r r ences. Examples drawn from com- fanout. Prer equisite(s): course 16 or 16H; previous or con- embedded software. Prerequisite(s): Computer Science puter science and computer engineering. Prerequisite(s): current enrollment in course 100L required. Enrollment 111; previous or concurrent enrollment in course 117L re- eligibility to enroll in Mathematics 19A (completion of limited to 60. T. Larrabee, F. Ferguson, S. Petersen quired. Enrollment limited to 50. L. De Alfaro Mathematics 2B or 3 or Mathematics Placement Exam score of 40 or higher) or completion of Mathematics 19A 100L. Logic Design Laboratory 117L. Embedded Software Laboratory or 11A. (General Education Code(s): Q.) H. Ta o, (1 credit). F,W,S (1 credit). W T. Larrabee, M. Schlag, L. De Alfaro Laboratory sequence illustrating topics covered in course Gain experience in the practical aspects of embedded pro- 100. One two-hour laboratory session per week. Weekly gramming by writing several programs for small robots. 16H. Honors Applied Discrete Mathematics. * laboratory assignments which require the use of the oscil- Emphasis is to provide experience in a spectrum of pro- Honors version of course 16: introduction to applications loscopes, TTL circuits, computer-aided design and simu- gramming paradigms (even-triggered, time-triggered), of discrete mathematical systems. Topics include sets, lation tools, and programmable logic. Students are billed communication paradigms (synchronous and asynchro- functions, relations, graphs, trees, switching algebra, first for a materials fee. Prerequisite(s): course 16 or 16H; pre- nous programming), and programming languages (both order predicate calculus, mathematical induction, per- vious or concurrent enrollment in course 100 required. C/C++ and more specialized languages for embedded pro- mutations, combinations, inclusion-exclusion, summa- Enrollment limited to 60. T. Larrabee, F. Ferguson, gramming). Concurrent enrollment in course 117 is retion, recurrences, and generating functions. Examples are S. Petersen quired. Enrollment limited to 30. L. De Alfaro drawn from computer science and computer engineering. Students register for course 16, then petition to be ac- ENGINEERING: COMPUTER ENGINEERING 205

118. Introduction to Mechatronics. S 123B. Engineering Design Project II. W,S trol (MAC) protocols and local area networks; error-con- Technologies invol v ed in mechatronics (intelligent electro- Second of two-course sequence in engineering system de- tr ol strategies and link-level protocols; routing algorithms mechanical systems) and techniques necessary to integrate sign. Students fully implement and test system designed for bridges and routers; congestion control mechanisms; these technologies into mechatronic systems. Topics in- and specified in course 123A. Formal written report, oral transport protocols; application of concepts to practical clude electronics (A/D, D/A converters, opamps, filters, presentation, and demonstration of successful project to wireless and wireline networks and standard protocol ar- power devices), software program design (event-driven review panel of engineering faculty required. Students are ch i t e c t u r es. Students who have completed course 80N can pr ogramming, state machine-based design), DC and step- billed a materials fee. (Also offered as Electrical Engineer- take this course for credit. Prer equisite(s): courses 12, 12L, per motors, basic sensing, and basic mechanical design ing 123B. Students cannot re c e i ve credit for both and 16 or 16H. J. Garcia-Luna-Aceves, K. Obraczka, A. (machine elements and mechanical CAD). Combines lab courses.) Prerequisite(s): courses 123A and 185. Enroll- Varma component of structured assignments with a large and ment limited to 35. J. Vesecky open-ended team project. Prer equisite(s): Electrical Eng i - 151. Network Administration. W neering 70/L and course 12/L or equivalent. Concurrent 125. Logic Design with Verilog. F,S Projects include installing and configuring (client and en r ollment in course 118L is req u i r ed. Enr ollment limited Digital logic design, system-level design using current state se r ver) machines, configuring network routing, setting up to 36. G. Elkaim of the art in CAE tools. Students learn to design large- fi r ewalls and network appliances, and setting up and using scale logic circuits from fundamental building blocks and wireless networks. Includes lectures, projects presented, 118L. Introduction to Mechatronics methods with the help of tools used by professionals in the and discussions. Req u i r es formal written rep o r ts, oral pre- Laboratory (2 credits). S field today. All examples and assignments will use the Ver - sentations, and demonstrations of projects. Students are Technologies invol v ed in mechatronics (intelligent electro- ilog Hardware Description Language. Prerequisite(s): billed for a materials fee. Prerequisite(s): course 150. En- mechanical systems) and techniques necessary to integrate courses 121 and 121L; concurrent enrollment in course rollment limited to 30. K. Obraczka these technologies into mechatronic systems. Topics in- 125L. Students required to pass computer engineering clude electronics (A/D, D/A converters, opamps, filters, core exam in first week of class to remain enrolled. En- 152. Analysis and Design of Communication power devices), software program design (event-driven rollment limited to 20. P. Chan, A. Varma, K. Karplus Protocols. * pr ogramming, state machine-based design), DC and step- Analysis and design of communication protocols for com- per motors, basic sensing, and basic mechanical design 125L. Logic Design with Verilog Laboratory (1 puter networks. Random processes and queueing theory (machine elements and mechanical CAD). Combines lab credit). F applied to performance analysis of communication prot o - component of structured assignments with a large and Laboratory sequence illustrating topics covered in course cols, protocol verification methods, channel access prot o - open-ended team project. Prer equisite(s): Electrical Eng i - 125. One two-hour laboratory session per week. Stu d e n t s cols, protocols for point-to-point and point-to-multipoint neering 70/L and course 12/L or equivalent. Concurrent are billed a materials fee. Prerequisite(s): courses 121/L; reliable transmission, routing protocols, multicast prot o - enrollment in course 118 is required. Enrollment limited co n c u r r ent enrollment in course 125. Enr ollment limited cols, and congestion control protocols. Prere q u i s i t e ( s ) : to 36. G. Elkaim to 20. P. Chan, A. Varma, K. Karplus courses 107 and 150. J. Garc i a - Lu n a - Ac e ve s 121. Microprocessor System Design. F,S 126. Advanced Logic Design. * 153. Digital Signal Processing. W The design and use of microp r ocessor-based systems. Cov- The principles of digital system design with emphasis on Analysis and design of discrete time signals and systems. ers microprocessor and microcontroller architecture, pro- using computer-aided design tools for the specification, Discrete-time processing of continuous signals, the sam- gramming techniques, bus and memory organization, design, and verification of digital systems. Project is the pling theorem. Difference equations, Z-transforms, dis- DMA, timing issues, interrupts, peripheral devices, serial complete design, implementation, and realization of a dig- crete-time Fourier transforms, the fast Fourier transform and parallel communication, and interfacing to analog ital system using field-programmable gate arrays. Prereq- (F F T ). Frequency response of discrete-time Fourier trans- and digital systems. Prerequisite(s): courses 12/L and uisite(s): courses 121/L and 185; students enrolling forms, the fast Fourier transform (FFT). Frequency re- 100/L; Electrical Engineering 70/L; previous or concur- concurrently in 185 need to request a permission code; sponse of discrete-time systems. Filter design: time- and rent enrollment in course 121L req u i r ed. Enr ollment lim- concurrent enrollment in course 126L required. Enroll- frequency-domain design techniques for recursive (IIR) ited to 40. P. Chan, R. Hughey, S. Petersen ment limited to 20. P. Chan, M. Schlag and non-recursive (FIR) filters. Filter realizations, flow- graph structures. Applications. Students are billed a ma- 121L. Microprocessor System Design 126L. Advanced Logic Design Laboratory (2 terials fee. (Also offered as Electrical Engineering 153. Laboratory (1 credit). F,S credits). S Students cannot receive credit for both courses.) Prereq- Laboratory sequence illustrating topics covered in course La b o r a t o r y sequence illustrating topics in course 126. One uisite(s): Electrical Engineering 103. The Staff 121. One two-hour laboratory session per week. Stu d e n t s four-hour laboratory session per week. Students use com- design, build, program, debug, document, and demon- puter-aided design tools for the specification, design, and 154. Data Communications. * strate a microprocessor-based system. Students are billed verification of digital systems. Students implement and re- Introduction to data communications. Addresses transfor a materials fee. Prerequisite(s): courses 12C/L and al i z e a digital system using field-programmable gate arrays. mission of data in reliable and efficient manner. Focuses 100/L; Electrical Engineering 70/L; previous or concur- Students are billed for a materials fee. Prerequisite(s): on physical layer of digital data communications: signal rent enrollment in course 121 required. Enrollment lim- courses 121/L and 185; students enrolling concurrently in transmission, transmission media, signal encoding (mod- ited to 40. P. Chan, R. Hughey, S. Petersen 185 need to request a permission code; concurrent en- ulation, demodulation, sprea d - s p e c t r um), interfacing, and rollment in course 126 required. Enrollment limited to multiplexing. Includes concepts and issues in telephone 123A. Engineering Design Project I (3 credits). 20. P. Chan, M. Schlag systems, intra-facility wiring (Ethernet), and wireless links. F,W Prerequisite(s): Electrical Engineering 70 and 70L, and First of a two-course sequence that is culmination of the 127. Computer-Aided Synthesis of VLSI course 107 or equivalent background in probability the- engineering program. Students apply knowledge and skills Circuits. * ory and random variables. P. Mantey gained in elective track to complete a major design proj- Introduction to computer-aided synthesis tools for VLSI. ect. Students complete research, specification, planning, Emp h a s i z es the theory, concepts, as well as algorithms and 156. Network Programming. S and procurement for a substantial project. Includes tech- data struc t u r es for building state-of-the-art synthesis tools. Methods and tools used for network programming. Top- nical discussions, design reviews, and formal presenta- Topics covered include layout synthesis, logic synthesis, ics include inter-process communication (IPC), facilities tions; engineering design cycle, engineering teams, and and behavioral synthesis. Development of computer pro- such as pipes, shared memory, semaphores, sockets, and professional practices. Formal technical specification of grams for VLSI design. Students are billed a materials fee. remote procedure call (RPC); design of client and server the approved project is presented to faculty. Prerequi- Prerequisite(s): course 100 and Computer Science 101. sides of network applications; CGI programming; and site(s): course 121 or Electrical Engineering 171; prev i o u s Enrollment limited to 30. Offered in alternate academic programming projects. Prerequisites: course 150 and or concurrent enrollment in computer engineering 185; years. W. Dai Computer Science 111. Concurrent enrollment in course 156L required. K. Obraczka, A. Varma must have passed core exam if computer engineering 150. Introduction to Computer Networks. F,S major; permission of department and instruc t o r . Stu d e n t s Addresses issues arising in organizing communications 156L. Network Programming Laboratory are billed a materials fee. (Also offered as Electrical Engi- among autonomous computers. Network models and (1 credit). S neering 123A. Students cannot receive credit for both conceptual layers; Internet-working; characteristics of L a b o r a t o ry sequence illustrating concepts taught in courses.) J. Vesecky transmission media; switching techniques (packet switch- course 156. Learn use of network programming tools and ing, circuit switching, cell switching); medium access con-

*Not offered in 2004–05 206 PROGRAMS AND COURSES

methods via programming exercises. Prerequisites: course course 173 required. Enrollment restricted to computer 199. Tutorial. F,W,S 150 and Computer Science 111. Concurrent enrollment engineering majors. Enrollment limited to 30. P. Chan, For fourth-year students majoring in computer engineer- in course 156 required. K. Obraczka, A. Varma S. Petersen ing. Students submit petition to sponsoring agency. The Staff 163. Multimedia Processing and 177. Applied Graph Theory and Algorithms. F Applications. S Basic concepts and algorithms are reviewed including 199F. Tutorial (2 credits). F,W,S Introduction to basic concepts and techniques in multi- trees, Eulerian and Hamiltonian graphs, and graph trans- For fourth-year students majoring in computer engineer- media systems with emphasis on acquisition, processing, versal. Algorithms are explored to solve problems in con- ing. Students submit petition to sponsoring agency. The and transmission of digital media. Topics include digital nectivity, routing, matching, and embedding of graphs. Staff image formation and acquisition, image enhancement and Graph theory and algorithms are developed around ap- co m p r ession, digital video standards, 3D graphics and an- plications in computer engineering. Prer equisite(s): Com- imation as digital media, audio representation and trans- puter Science 101. M. Schlag Graduate Courses mission, and basic concepts in speech re c o g n i t i o n . 185. Technical Writing for Computer 200. Research and Teaching in Computer Prerequisite(s): course 107. Concurrent enrollment in Science and Engineering (3 credits). F course 163L required. H. Tao Engineers. W,S Writing by engineers and computer scientists, not to gen- Basic teaching techniques for teaching assistants including 163L. Multimedia Processing and Applications eral audiences, but to engineers, engineering managers, responsibilities and rights of teaching assistants, res o u rc e Laboratory (1 credit). S and technical writers. Exercises include job application materials, computer security, leading discussion or lab ses- Exercises performed by individual students to help them and resume, in-code documentation, algorithm descrip- sions, presentation techniques, maintaining class rec o rd s , understand the basic concepts and techniques in multi- tion, naive-user documentation, library puzzle, survey ar- el e c t r onic handling of homewo r k, and grading. Exa m i n e s media processing including the acquisition, processing, ticle, proposal, progress report, formal technical report, res e a r ch and professional training, including use of the li- and transition of various forms of digital media (image, and oral presentation. Ability to read Pascal or C is as- br a r y and online databases, technical typesetting, writing video, audio, 3D graphics, animation, and text). Stu d e n t s sumed. Courses such as Computer Science 12A or 60G or journal and conference papers, publishing in computer sci- are billed for a materials fee. Prerequisite(s): course 107. 60N are sufficient and recommended for students lacking ence and computer engineering, giving talks in seminars Concurrent enrollment in course 163 required. H. Tao Pascal or C reading ability. Prerequisite(s): satisfaction of and conferences, and ethical issues in science and engi- Subject A and Composition req u i r ements; Computer Sci- neering. Req u i r ed for all T.A.s. Enr ollment restricted to 172. Linear and Nonlinear Circuits. F ence 12B or 13H or Computer Engineering 12. Enroll- graduate students. T. Larrabee, A. Brandwajn, K. Karplus, Kirchhoff’s laws; Tellegen’s theorem; linear and nonlinear ment restricted to School of Engineering majors. M. Schlag, P. Kol a i t i s res i s t i v e elements; linear, nonlinear, passive, and active cir- Enrollment limited to 60. (General Education Code(s): 202. Computer Architecture. W,S cuits; first- and second-order linear and nonlinear dy- W.) T. Larrabee, K. Karplus namic circuits (including switching, triggering, and Provides a thorough and fundamental treatment of the art memory circuits); general network analysis; sinusoidal 193. Field Study. F,W,S of computer architecture. Topics include concepts of von steady-state analysis; Laplace transform; natural frequen- Provides for individual programs of study with specific ac- Neumann arch i t e c t u r es, methods of evaluating CPU per- cies and network functions such as poles, zeros, stability, ademic objectives carried out under the direction of a fac- formance, instruction-set design and examples, compiler and convolution; sparse tableau analysis and modified ulty member of the Computer Engineering Department issues, instruction pipelining, superscalar pro c e s s o r s , nodal analysis; and introduction to numerical methods for and a willing sponsor at the field site using resources not methods for reduction of branch penalty, memory hierar- computer-aided analysis: Gaussian Elimination and LU normally available on campus. Credit is based on the pres - chies, I/O systems, floating-point arithmetic, and current decomposition, Newton-Raphson algorithm, forw a rd entation of evidence of achieving the objectives by sub- issues in parallel processing. Prerequisite(s): course 110. and backward Euler method, and Trapezoidal method. mitting a written and oral presentation. May not normally Enrollment restricted to graduate students; undergradu- Prerequisite(s): Electrical Engineering 70/L; previous or be repeated for credit. Students submit petition to spon- ates may enroll if they have completed course 110 and concurrent enrollment in course 172L required. W. Dai, soring agency. The Staff with consent of instructor. Enrollment limited to 30. P. Mantey P. Chan, R. Hughey, A. Varma 193F. Field Study (2 credits). F,W,S 172L. Linear and Nonlinear Circuits Provides for individual programs of study with specific ac- 220. Parallel Processing. S Laboratory (1 credit). F ademic objectives carried out under the direction of a fac- An introduction to massively parallel computing on array Laboratory sequence illustrating topics covered in course ulty member of the Computer Engineering Department processors and multiprocessors. A study of special- and 172, mainly using circuit simulators such as SPICE. One and a willing sponsor at the field site using resources not general-purpose parallel arch i t e c t u r es and the applications two-hour laboratory session per week. Students are billed normally available on campus. Credit is based on the pres - they support. Net w o r ks and memory hierarchies for mul- for a materials fee. Prerequisite(s): Electrical Engineering entation of evidence of achieving the objectives by sub- tiprocessors. Evaluation of programming methodologies. 70/L; previous or concurrent enrollment in course 172 re- mitting a written and oral presentation. May not normally Emphasizes architectures that scale to thousands of pro- quired. W. Dai, P. Mantey be repeated for credit. Students submit petition to spon- cessing elements. Prerequisite(s): course 202. Enrollment soring agency. The Staff restricted to graduate students; undergraduates may enrol l 173. High-Speed Digital Design. W with permission of instructor. Offered in alternate aca- Studies of analog circuit principles relevant to high-speed 194. Group Tutorial. F,W,S demic years. R. Hughey digital design: signal propagation, crosstalk, and electro- A program of independent study arranged between a magnetic interfe r ence. Topics include electrical character- group of students and a faculty member. Students submit 222. VLSI Digital System Design. S istics of digital circuits, interfacing different logic families, petition to sponsoring agency. The Staff Introduction to custom integrated circuit design. Topics m e a s u rement techniques, transmission lines, gro u n d include nMOS and pMOS switches as logic devices, planes and grounding, terminations, power systems, con- 194F. Group Tutorial (2 credits). F,W,S cMOS logic design, 2-phase clocking, stick diagrams, cell nectors/ribbon cables, clock distribution, shielding, elec- A program of independent study arranged between a layout, regular control structures, simulation, RC timing, tr omagnetic compatibility and noise suppression, and bus group of students and a faculty member. Students submit CAD design tools, and design for testability. Intended to arc h i t e c t u r es. Prer equisite(s): Electrical Engineering 70/L; petition to sponsoring agency. The Staff familiarize students with the design techniques and tools needed for full-custom chip design. Undergraduates may previous or concurrent enrollment in course 173L re- 195. Senior Thesis Research. F,W,S enroll with permission of instructor. Offered in alternate quired. Enrollment limited to 30. P. Chan, S. Petersen Students submit petition to sponsoring agency. The Staff academic years. W. Dai, K. Karplus 173L. High-Speed Digital Design Laboratory 195F. Senior Thesis Research (2 credits). F,W,S 224. Testing Digital Circuits. W (1 credit). W Students submit petition to sponsoring agency. The Staff Laboratory sequence illustrating topics covered in course An introduction to the theory and practice of testing. Top - 173. One two-hour laboratory session per week. Stu d e n t s 198. Individual Study or Research. F,W,S ics are chosen from fault and defect models, test genera- ar e billed for a materials fee. Prer equisite(s): Electrical En- Students submit petition to sponsoring agency. The Staff tion for combinational and sequential circuits, fault gineering 70/L; previous or concurrent enrollment in simulation, scan-design and built-in self-test. Enrollment 198F. Individual Study or Research (2 credits). restricted to graduate students; undergraduates may enrol l F,W,S if they have completed Computer Science 101. Students submit petition to sponsoring agency. The Staff T. Larrabee, F. Ferguson ENGINEERING: COMPUTER ENGINEERING 207

225. Introduction to ASIC Systems Design. F and digital television. Proficiency in C++ required; expe- communication, middlewa r e. Prer equisite(s): courses 230 Introduction to system prototyping using field-program- rience in designing user interfaces recommended. Prereq- and 252B. Enr ollment restricted to graduate students. Of- mable gate arrays (FPGAs). Topics include arch i t e c t u r es of uisite(s): undergraduates may enroll if they have fered in alternate academic years. J. Garcia-Luna-Aceves FPGAs, behavioral design specification, system parti t i o n - completed course 150 and either course 108 or Electrical ing, synthesis tools, design verification, and studies of Engineering 103. Enrollment restricted to graduate stu- 257. Wireless and Mobile Networks. S novel systems implemented with FPGAs. Intended to fa- dents. R. Manduchi An interdisciplinary course on wireless communication miliarize students with the techniques and tools in ASIC and mobile computing. Covers the physical aspects of designs. Final project is the complete design of a small sys- 251. Error-Control Coding. * wireless communication but emphasizes higher protocol tem using FPGAs. Enrollment restricted to graduate stu- O ve rv i ew of coding to protect messages against error dur- layers. Topics include cellular networks, packet radio and dents; undergraduates may enroll if they have completed ing transmission or storage. Topics include channel mod- ad hoc networks, wireless transport protocols, security, courses 100/L and 202. Enr ollment limited to 10. Off e re d els, linear algebra over finite fields, linear block codes and and application-level issues. Prerequisite(s): course 252B in alternate academic years. P. Chan bounds, cyclic codes (BCH and RS), decoding algorithms, or permission of instructor. Enrollment limited to 20. spectral analysis, codes on graphs, and low-complexity al- K. Obraczka 226. Computer-Aided Analysis of Electrical gorithms. Enrollment restricted to graduate students or Circuits. W consent of instructor. H. Sadjadpour 258. Unix Networking Internals. F Co vers issues invol v ed in building an electrical circuit sim- In-depth treatment of the implementation of network ul a t o r . Topics include formulation of circuit equations, de- 252A. Computer Networks. F protocols in typical open-source Unix systems. Topics in- vice modeling, solution of systems of linear and nonlinear Issues resulting from organizing communication among clude implementation of send and receive functions, equations, numerical integration techniques, and switch- autonomous computers. Includes network models and buffer management, interrupt handling, locking, sched- le v el timing simulation. Enr ollment restricted to graduate switching techniques; medium access control protocols uling and timer management. Major implementation students; undergraduates may enroll if they have com- and local area networks; error control and retransmission project required. Prerequisite(s): course 252A, Computer pleted courses 171/L. Off e r ed in alternate academic yea r s . strategies; routing algorithms and protocols; congestion Science 111. Enrollment restricted to graduate students. W. Dai, P. Chan control mechanisms and end-to-end protocols; applica- A. Varma tion-level protocols; and application of concepts to wire- 227. Advances in Computer-Aided Synthesis of less and wireline networks, with emphasis on the Int e r n e t . 263. Data Compression and Image Coding. * VLSI Circuits. * Enrollment restricted to graduate students. J. Garcia- Arithmetic coding and application to data compression Co vers a wide variety of topics relating to the devel o p m e n t Luna-Aceves and compression based on dictionary or parsing models. of computer-aided synthesis tools for VLSI circuits. Both Context modeling for data, image, and video compres- combinatorial and system aspects are addressed. Adva n c e s 252B. Modeling of Communications sion. Statistical algorithms for probability estimation. are put into historical and taxonomic perspective. Topics Protocols. W JPEG, MPEG, and other video standards. Experimental covered include layout synthesis, logic synthesis, and be- Theory and practice of computer communication net- techniques to design compression algorithms. Includes in- havioral synthesis. Enrollment restricted to graduate stu- wo r ks. Emphasis is on verification and performance analy- dividual project and presentation. Enr ollment restricted to dents; undergraduates may enroll if they have completed sis of network control processes. Topics include protocols graduate students. G. Langdon course 127. W. Dai for channel access, point-to-point and multipoint rel i a b l e transmission, routing, congestion control, network man- 264. Image Analysis and Computer Vision. W 228. Semiconductor Fabrication Technology. * agement, multicasting, and ATM networks. Prerequi- Brief review of image processing. Binary images, thresh- A graduate-level introduction to the processes used to site(s): courses 107 and 252A. J. Garcia-Luna-Aceves, A. olding, morphological operations; edge detection and seg- make integrated circuits surveying the underlying science Varma mentation; contours: digital curves and curve fitting; behind the technology using current process techniques as statistical texture analysis, shape from texture; depth cues, examples. Where appropriate, the implications of the 253. Digital Computer Implementation of stereo matching, depth from stereo; color perception and process for the design of integrated circuits are discussed. Linear Systems. * segmentation; and shading and image radiance, surface Prer equisite(s): course 222. Enr ollment limited to 32. Of- Design and implementation of digital systems character- orientation, and shape from shading. Students who have fered in alternate academic years. F. Ferguson ized by sets of linear difference equations; applications in completed course 261 may not take course 264 for cred i t . signal processing, simulation, and computerized control Electrical Engineering 264 encouraged, but not required. 230. Computer Performance Evaluation. W systems; conditions for the equivalence of continuous and Undergraduate students who are interested in enrolling Introduction to methods of analysis of computer system discrete linear systems; design of FIR and IIR digital fil- should meet with the instructor first. H. Tao performance. Predictive performance models with em- ters to meet various specifications; optimal digital con- phasis on queuing models; exact and appropriate solution t rollers; design and analysis in the time domain 265. Image and Video Coding. * methods, discret e - e v ent simulation, and numeric iterative (state-space) and the frequency domain; implementation Topics include still image compression and moving pic- approaches; analytical solutions and their computation; effects of system structure, sampling rate, computer stor- ture coding based upon the international standards called separable queuing networks, decomposition approaches; age requirements, word length, and computation speed; JPEG and MPEG. Theory of transforms including the examples of practical application; and performance meas- and applications in audio, communications, medicine, Hotelling transform, matrix algebra, quantization for lossy ur ement, model validation, robustness of models, and op- and control systems. Enrollment restricted to graduate co m p r ession, motion estimation, run-length coding of se- erational analysis. En rollment restricted to graduate students; undergraduates may enroll if they have com- quences of Os. Prerequisite(s): graduate standing in students. Enrollment limited to 20. Offered in alternate pleted course 153 or have other background in signals and School of Engineering or permission of instructor. En- academic years. A. Brandwajn systems and with consent of the instructor. Offered in al- rollment restricted to computer engineering, computer ternate academic years. P. Mantey science, or electrical engineering majors. Enrollment lim- 232. Arithmetic Processors. * ited to 29. G. Langdon Concept of number systems: binary additions, multipli- 254. High Speed Computer Networks. * cations, divisions; elementary function evaluations; algo- Fiber-optic technology; fiber-optic link design; network 276. Software Engineering. W rithm acceleration; floating-point and significant protocol concepts; coding and error control; high-speed Introduction to the general principles of software engi- arithmetics; IEEE standards; technology related issues; al- local area and metropolitan area networks; gigabit net- neering. Covers current and classical topics from both gorithm evaluation by implementation with gate arrays. works; error and congestion control; photonic networks; practical and theoretical viewpoints. Topics include soft- Pre requisite(s): course 202. En rollment restricted to res e a r ch topics. Prer equisite(s): course 252B. Off e r ed in al- ware evolution, project management, software inspec- computer engineering graduate students. Enr ollment lim- ternate academic years. A. Varma tions, design methods, re q u i rements analysis and ited to 15. P. Chan specification, software testing, maintenance, software im- 255. Advanced Computer Communication. * plementation, human interfaces, and software engineering 250. Multimedia Systems. F Special topics on the design, verification, and perfo r m a n c e experimentation. Enrollment restricted to graduate stu- Study of state-of-the-art technology for networked multi- analysis of computer communication protocols. Topics in- dents; undergraduates may enroll in this course if they media systems. Data processing and communication re- clude local area networks, packet-radio networks, Inter- have completed Computer Science 115. The Staff quirements for distributed multimedia systems. Topics net-working, end-to-end services, mobile computing and include audio, image, and video deliver y and compres s i o n st a n d a r ds, networking for multimedia, scene composition,

*Not offered in 2004–05 208 PROGRAMS AND COURSES

278. Introduction to the Theory of Discrete Science 201. Course 220 is recommended. Enr ollment re- SUR E S H K. LOD H A Systems. F stricted to graduate students. Offered in alternate aca- Scientific visualization, geographic information visualization, Int r oduction to methods for modeling, analyzing, and rea - demic years. T. Madhyastha, R. Hughey sensor and computer vision, image processing, multi-modal soning about discrete systems, such as hardware and soft- human-computer interac t i o n 290N. Topics in Computer Performance. * wa r e designs. First part of course presents basic models for DAR R E L L D. E. LON G hardware and software systems and introduces methods Selected topics of current interest in the area of computer system performance. Subjects may include aspects of large Sto r age systems, distributed computing systems, operat i n g for system specification, verification, abstraction, and step- systems, mobile computing, perfo r mance evaluation, fault systems, performability, computer networks, storage sub- wise refinement of a design into an implementation. Sec- to l e r ance, computer security, multimedia, and video-on- ond part discusses role of structure: hierarchy, system systems, and nontraditional approaches and are subject to demand systems composition, and interface specification. Prerequisite(s): periodic revision. Enrollment restricted to graduate stu- CHA R L E S E. MCDOWE L L some mathematical background is assumed. Enrollment dents. Off e r ed in alternate academic yea r s . A. Bran d w a j n Prog r amming languages, parallel computing, operat i n g restricted to graduate students or by permission of in- 290V. Advanced Topics in Visual Computing. * systems, compilers structor. L. De Alfaro Advanced course in image analysis and computer vision. ALE X T. PAN G Topics include motion analysis, multiple view geometry, 280N. Seminar on Networks (2 credits). * Computer graphics, scientific visualization, and virtu a l Weekly seminar series covering topics of current res e a r ch in 3D reconstruction, image-based rendering, vision-based reality interfa c e s ne t w o r ks and networked systems. Cur r ent res e a r ch work graphics, face detection and recognition, tracking, image IRA POH L and literature in these areas are discussed. Prere q u i s i t e ( s ) : and video retrieval, and human-computer interface. En- Artificial intelligence, prog r amming languages, heuristic permission of instruc t o r . Enr ollment restricted to graduate rollment restricted to seniors and graduate students. En- rollment limited to 20. H. Tao, S. Lodha methods, educational and social issues, combinatorial students. May be repeated for cred i t . J. Garc i a - Lu n a - algorithms Ace v es, K. Obra c z k a 293. Advanced Topics in Computer R. MIC H A E L TAN N E R , Eme r i t u s 280P. Seminar on Parallel Processing (2 Engineering. W,S credits). * A graduate seminar on a research topic in computer engi- ALL E N VAN GEL D E R Logic prog r amming algorithms, parallel algorithms, Weekly seminar series covering topics of current research neering which varies according to instruc t o r . Possible topics include, but are not limited to, communication co m p l e x i t y , prog r amming languages, automated theorem in parallel systems, arch i t e c t u r es, and algorithms. Cur re n t pr oving, scientific visualization research work and literature in these areas are discussed. ne t w o r ks, data compression, special-purpose arch i t e c t u re s , Prerequisite(s): permission of instructor. Enrollment re- computer arithmetic, software reliability and reusability, MAN F R E D K. WAR M U T H stricted to graduate students. Enrollment limited to 20. systolic arrays. Prerequisite(s): course 202. The Staff Online learning, machine learning, statistical decision theory, ne u r al computation, analysis of algorithms May be repeated for credit. R. Hughey 297. Independent Study or Research. F,W,S JAN E P. WIL H E L M S 280T. Seminar on New Technologies (2 Independent study or research under faculty supervision. Students submit petition to sponsoring agency. The Staff Computer graphics, computer animation, modeling credits). * ar ticulated bodies, dynamic simulation, behavioral Weekly seminar series in which distinguished speakers 299. Thesis Research. F,W,S animation, human and animal modeling, scientific from industry, universities, and government discuss cur- Thesis res e a r ch conducted under faculty supervision. Stu - visualization rent developments in networking and computer technol- dents submit petition to sponsoring agency. The Staff og y . The emphasis is on open res e a r ch questions that may Associate Prof e s s o r lead to collaborative work with faculty and graduate stu- 299C. Thesis Research (15 credits). S dents. W. Dai, J. Yellin, P. Mantey Thesis Research. The Staff SCO TT A. BRA N D T Soft real-time systems, quality of service, distributed systems 285. Technical Writing for Engineering ETH A N L. MIL L E R Graduates. W File and storage systems, operating systems, computer security, Writing skills development for graduate engineers. Stu- Computer Science distributed systems, perfo r mance evaluation, informa t i o n dents produce a major writing project with many sub- ret r i e va l tasks. Exe rcises includes fellowship application; mathematical and algorithmic description; use of tables Assistant Prof e s s o r and graphs; experiment description; and producing tech- Faculty and Professional Int e re s t s nical web sites, presentations, and posters. Enr ollment re- JAM E S E. DAVI S stricted to graduate biomolecular engineering, computer Prof e s s o r Computer graphics and computer vision, methods for engineering, computer science, and electrical engineering acquiring and manipulating complex graphical models from MART I N ABA D I majors. (Open to all School of Engineering graduate stu- the real world Computer and network security, principles of prog ra m m i n g dents.) Enrollment limited to 20. T. Larrabee languages, specification and verification methods COR M A C FLAN AG A N Prog r amming languages and software engineering, with an 290L. Advanced Topics in VLSI Computer- DAVI D HAUS S L E R emphasis on specifying and checking correctness prop e r ties of Aided Design. S Genomics, bioinformatics, computational molecular biology, sequential and multithreaded prog ra m s A graduate course on a research topic in VLSI computer- statistical models, machine learning, neural networks, decision aided design. Topic varies according to instruc t o r . Pos s i b l e th e o r y, theory of computation NEOKLIS POLYZOTIS topics include, but are not limited to specification lan- Synopses for XML data, visual query interfaces, query DAVI D P. HEL M B O L D processing, and optimization guages and formal verification, logic minimization, testing Machine learning, computational learning theory, analysis of and verification, electrical simulation, layout synthesis, algorithms RAYM I E STATA and behavioral synthesis. Prerequisite(s): course 222. Of- So f t w a r e engineering HAR R Y D. HUS K E Y, Eme r i t u s fered in alternate academic years. W. Dai, P. Chan, WAN G -C HI E W TAN T. Larrabee, F. Ferguson, K. Karplus, M. Schlag PHO K I O N G. KOLA I T I S Data provenance/lineage, data archiving, scientific database, 290M. Topics in Parallel Computation. * Logic in computer science, automated deduction, database query languages, semistruc t u r ed data, combinatorial computational complexity, database theory optimization on database prob l e m s Investigates selected topics in applied parallel computation. Topics may include numerical methods, artificial in- ROB E R T A. LEVI N S O N E. JAM E S WHI T E H E A D II I telligence and machine learning algorithms, graphics and Artificial intelligence, machine learning, heuristic search , So f t w a r e engineering, software configuration management, image processing, systolic algorithms, and the interplay as s o c i a t i v e pattern ret r i e v al, hierar chical rei n f o rc e m e n t web , hypertext, collaborat i v e authoring, hypertext ver s i o n i n g , between hardware and algorithms. Students are encour- le a r ning, semantic networks Int e r net information systems aged to investigate and discuss the parallelization of their own research. Prerequisite(s): course 202 and Computer ENGINEERING: COMPUTER SCIENCE 209

Adjunct Prof e s s o r Associate Prof e s s o r student has entered UCSC is based on performance in the foundation courses: courses 12A and 12B (or 13H); MART I N GRI S S PAK K. CHA N (Computer Eng i n e e r i n g ) Computer Engineering 16 or 16H; and Mathematics So f t w a r e Eng i n e e r i n g Placement and routing algorithms, field-prog r ammable gate ar r ays, spectral-based partitioning, circuit theory, computer 19A-B. Please refer to the School of Engineering section MIC H A E L ZYD A ar i t h m e t i c of the catalog for the full admissions policy. Computer graphics, networked 3-D virtual environ m e n t s , modeling and simulation TRAC Y LAR R A B E E (Computer Eng i n e e r i n g ) Disqualification and Sat i s f a c t o r y Prog r ess Test pattern simulation and generation, fault modeling, fault in the Maj o r Le c t u re r diagnosis, design verification, technical writing, logic si m u l a t i o n Students who do not make adequate progress in the WES L E Y MACK E Y computer science major may be disqualified from the Compiler construction, prog r amming languages Assistant Prof e s s o r major. Adequate progress normally means passing a LIN D A WER N E R minimum of three courses required for the major over WAR R E N SACK (F ilm and Digital Med i a ) So f t w a r e engineering, testing, usability engineering, every three consecutive quarters. (For part-time stu- So f t w a r e design and media theory educational and social issues dents, 15 credits attempted equals one full term.) Stu- dents who do not expect to meet this requirement ◆ ◆ ◆ Prog r am Des c r i p t i o n should consult their faculty adviser and/or the under- Computer science is the study of the theoretical and prac- graduate director for their major beforehand. Prof e s s o r tical aspects of computer technology and computer usage. Students who receive a total of three grades of D, F, The Computer Science Dep a r tment offers courses on a or No Pass in the key courses, Computer Science 12A, ALE X A N D R E BRA N D WAJ N (Computer Eng i n e e r i n g ) wide range of topics, many of which include a mathemat- 12B, 13H, 101; Computer Engineering 12, 16, and Computer arch i t e c t u r e, perfo r mance modeling, queueing ical component, and offers both the bachelor of arts and 16H may, at the discretion of the department, be dis- ne t w o r k models of computer systems, operating systems bachelor of science degrees, as well as the master of sci- qualified from the major. WAYN E WEI -M IN G DAI (Computer Eng i n e e r i n g ) ence and doctor of philosophy degrees. Besides offering The department may, at its sole discretion, disqualify Computer-aided design of VLSI circuits, layout synthesis, in s t r uctional courses, the department engages in a sub- from the major any student making two unsuccessful multichip modules, field prog r ammable systems stantial res e a r ch program in which both advanced under- attempts in any one of the following principal courses commonly used to satisfy degree requirements: F. JOE L FERG U S O N (Computer Eng i n e e r i n g ) graduates and graduate students parti c i p a t e . Fault diagnosis, failure analysis, logic fault modeling, digital The bachelor of arts program at UC Santa Cruz is • Computer Science 12A, 12B, 13H, 101, 102, test pattern generation, design-for-test of digital circuits and designed to give students a solid grounding in both theo- 104A, 104B, 111, 112, 115, 116, 130, 132, 160, systems, VLSI design retical and practical topics in computer science, computer 161, 180, 181, and 183; engineering, and mathematics while leaving flexibility for J. JOAQUÍ N GARC Í A -L UN A -A CEV E S (C o m p u t e r • Computer Engineering 12, 16, 16H, 100, 107, a broad program of study, including many courses out- Eng i n e e r i n g ) and 110; side of the sciences, or even for a double major in anoth- Wir eless networks, Int e r net, multimedia information systems • Applied Mathematics and Statistics 27, 131, and er discipline. The bachelor of science program is appro- 147; JORG E HAN K A M E R (L i n g u i s t i c s ) priate for students desiring a somewhat stronger concen- • Physics 5A, 5B, 5C, 6A, 6B, and 6C; Syntax, semantics, morphology, computational linguistics, tration in the sciences, with more courses in computer Turk i s h science and computer engineering, as well as courses in • Chemistry 1B, 1C, 4A, and 4C; • Mathematics 19A-B and 23A. RIC H A R D HUG H E Y (Computer Eng i n e e r i n g ) physics or chemistry; this program also allows for elec- Computer arch i t e c t u r e, parallel processing, computational ti v es outside of the sciences. Because many courses in Each grade of D, F, or No Pass counts as one unsuccess- bi o l o g y both programs have prer equisites, students leaning ful attempt; each grade of W counts as one-half of an tow a r d either program will enjoy greater scheduling flexi- unsuccessful attempt. KEVI N KAR P LU S (Computer Eng i n e e r i n g ) bility if they begin some prep a r a t o r y courses in their first Analysis of biological sequences, protein struc t u r e pred i c t i o n , The School of Engineering section contains addi- yea r . The specific course req u i r ements for each under- pro g r amming SIMD machines, VLSI chip design, technical tional disqualification policies, such as maintaining a wr i t i n g graduate degree are given below. 2.0 GPA in the major and the ethics requirement, that Applications of computer science are found in many apply to computer science majors. GLE N G. LAN G D O N JR., Emeritus (Computer other areas of study, from art and music to business and Students at risk of disqualification must meet with Eng i n e e r i n g ) science. Thus, interdi s c i p l i n a r y activities are encouraged. the undergraduate director to discuss their options for PATR I C K E. MAN T E Y (Computer Eng i n e e r i n g ) For those students whose primary interest is in another continuing in the major. Image systems, image processing, visualization, image and ar ea, a minor in computer science is offered . multimedia systems, digital signal processing, real-time control Letter Grade Pol i c y GEO F F R E Y K. PUL LU M (L i n g u i s t i c s ) Courses for Non m a j o r s The Computer Science Department requires letter Syntax, English gram m a r , mathematical and computational The Computer Science Dep a r tment offers a wide range grades for all courses applied toward the B.A., B.S., and linguistics, philosophy of linguistics of courses intended for nonmajors as well as majors. minor in computer science with the exception of two lower-division courses which students may elect to take MART I N E D. F. SCH L AG (Computer Eng i n e e r i n g ) These include course 2, Computer Lit e ra c y ; course 10, VLSI design tools and algorithms, VLSI theory, field- Int r oduction to Computer Science; course 80B, Sys t e m s Pass/No Pass. This policy includes courses required for pro g r ammable gate arrays, FPGA-based computing engines and Sim u l a t i o n ; and course 80C, Computer Arts and the computer science majors but sponsored by other de- Grap h i c s . Course 10, Int r oduction to Computer Science, partments. ANU J A N VAR M A (Computer Eng i n e e r i n g ) may be beneficial to students who are considering the Computer networking, computer arch i t e c t u r e, optical Transfer Stu d e n t s ne t w o rk s major but have a limited background in computer science. Th e r e are also introd u c t o r y programming classes Most courses in the computer science program at UCSC W. TOD D WIP K E , Emeritus (Chemistry and intended for nonmajors: courses 60G and 60N, have a strong theoretical component to prepare the stu- Bio c h e m i s t ry ) Beginning Prog ra m m i n g . dent for designing, as opposed to simply using, com- JOE L YEL L I N (N atural Sciences, Env i ro n m e n t a l puter systems. Often, courses taken at other institutions Sc i e n c e ) Computer Science Pol i c i e s which emphasize applications of current languages and Classical and quantum lattice dynamics, nonlinear waves . computers do not count toward the computer science Classical and quantum information theory. Eng i n e e r i n g , Admissions Pol i c y major at UCSC. economics, and policy issues related to the Int e rn e t Admission to the computer science majors is selective. At UCSC, students are first introduced to prog r a m - First-year applicants may receive direct admission at the ming using the programming language Jav a. The core time they apply to UCSC based on their high school pr ogramming sequence, courses 12A/L and 12B/M, record and test scores. Admission to the major after a exposes students to both Jav a and C. Many upper-division courses that invol v e programming use the C pro- 210 PROGRAMS AND COURSES

gramming language. Transfer students who are not famil- Applied Mathematics and Sta t i s t i c s 160/L, Int r oduction to Computer Grap h i c s iar with both Jav a and C may need to take a rem e d i a l 27, Mathematical Methods for Engineers (fo r m e r l y /La b o ra t o r y ‡ course. Students familiar with C++ and Unix should find Mathematics 27); or Mathematics 21, Lin e a r 161/L, Visualization and Computer the transition to Jav a and C rel a t i v ely simple. Alg e b ra ; and 24, Ordi n a r y Differential Equ a t i o n s Ani m a t i o n / L a b o ra t o r y Please refer to the School of Engineering section of the 180, Database Sys t e m s I ‡ catalog for the policy reg a r ding transfer students. Upp e r - D ivision Req u i re m e n t s 181, Database Sys t e m s II In addition to the above nine req u i r ed courses, students 183, Hyp e r media and the Web School of Engineering Pol i c i e s must complete eight upper-division electives. Sev en of 190X, Methods of Cryp t o g ra p h y Please refer to the School of Engineering section of the these courses must be chosen from the theory and prac- 204, Compiler Des i g n catalog for additional policies that apply to all School of tice lists as follows : Engineering programs. These policies include admission to Computer Eng i n e e r i n g the major, limits on the number of times courses can be • a minimum of three courses from the theory course 100/L, Logic Des i g n / L a b o ra t o r y attempted, and the need for computer science students to list and a minimum of three courses from the prac- 110, Computer Arch i t e c t u r e ‡ obtain prea p p r oval before taking courses elsewh e re . tice course list; 11 3 , Par allel and Concurrent Prog ra m m i n g • in addition, the seven courses chosen from the theory 11 7 / L , Embedded Software Laborat o r y Prep a r ation for the Maj o r and practice course lists must include all of the cours- 121/L, Mic ro p r ocessor System Des i g n /La b o ra t o r y es of one of the depth sequences listed below; 12 3 A , Computer Engineering Design Project I It is recommended that high school students intending to apply to the computer science major have completed • the eighth upper-division elective must be selected 12 3 B , Computer Engineering Design Project II four years of mathematics (through advanced algebra and fr om any upper-division (5-credit) School of 12 5 / L , Logic Design with Ver i l o g / L a b o ra t o r y tr i g o n o m e t r y) and three years of science in high school. Engineering course; 126/L, Adv anced Logic Des i g n /La b o ra t o r y 150, Int r oduction to Computer Net w o rk s Comparable college mathematics and science courses • at least 50 percent of these upper-division courses completed at other institutions also serve to properly pre- must be completed at UCSC. 152, Analysis and Design of Communication pa r e a student for the computer science major. Prot o c o l s Th e o r y Course List 155, Computer Net w o r ks Proj e c t B.A. Major Req u i r ements A double dagger (‡) indicates a course that prep a r es stu- 16 3 / L , Multimedia Processing and App l i c a t i o n s / dents for the senior compreh e n s i v e examination. (See La b o ra t o r y The aim of this program is to expose students to a rigor- Co m p re h e n s i v e Req u i r ement below.) ous curriculum in computer science while maintaining Electrical Eng i n e e r i n g sufficient flexibility so that students can take courses out- Computer Science 130, Int r oduction to Opt o e l e c t r onics and Pho t o n i c s 102, Int r oduction to Analysis of Alg o r i t h m s ‡ side computer science, pursue a minor in another disci- Depth Sequence List pline, or complete a double major. Ever y student must 13 0 , Computational Models ‡ complete a minimum of 17 courses, eight lower - d i v i s i o n 13 2 , Computability and Computational Complexity ‡ • Compilers and language theory: Computer Science 104A, 112, and 130 or 104B and nine upper-division. Out of these, the eight lower - Computer Eng i n e e r i n g • Operating systems and hardw a re : Co m p u t e r division courses and the first upper-division course are 107, Mathematical Methods of Systems Analysis: Engineering 100/L, Computer Science 111, and req u i r ed prep a r a t o r y courses for ever y student. Onc e Sto c h a s t i c these prep a r a t o r y courses are completed, students tailor Computer Engineering 110 or 121/L 108, Data Compres s i o n their own program by choosing eight additional upper- • Th e o r y: Computer Science 102, 130, and 132 15 4 , Data Communications division elective courses. To provide an adequate balance •Sof t w a r e methodology: Computer Science 115 and in subject matter, these additional courses must be divid- 17 7 , Applied Graph Th e o r y and Alg o r i t h m s two of the following: 104A, 112, and 116 ed between those that emphasize the theoretical aspects Electrical Eng i n e e r i n g • Graphics: Computer Science 160, 161, and of the field and those that have a more practical focus. To 103, Signals and Sys t e m s Engineering 147 pr ovide a depth of study in one aspect of computer sci- 153, Digital Signal Proc e s s i n g (formerly Computer • Databases: Computer Science 180, 181, and 183 ence, three of the eight courses must be chosen from an Engineering 153) ap p r oved depth sequence. Applied Mathematics and Sta t i s t i c s B.S. Major Req u i r ements 13 1 , Int r oduction to Probability Th e o r y (f o r m e r l y Lo wer - D ivision Req u i re m e n t s This program is designed for students who wish to maxi- Mathematics 131A)‡ Each student must successfully complete the followi n g mi z e exposure to computer science concepts and meth- nine req u i r ed prep a r a t o r y courses: 146, Di s c r ete Dynamical Sys t e m s ods by taking a larger selection of upper-division com- 147, Computational Methods and App l i c a t i o n s Computer Science puter science courses, as well as additional courses in the 12A/L, Int r oduction to Prog ra m m i n g / C o m p u t e r Mat h e m a t i c s sciences and mathematics. A minimum of 22 courses Prog r amming Laborat o r y; or 13H/L, Int r oduction to 115, Graph Th e o r y must be completed for the B.S. in computer science Prog r amming and Data Stru c t u r es (Hon o r s ) / 11 7 , Adv anced Linear Alg e b r a de g r ee, whereas a minimum of 17 courses must be com- La b o ra t o r y 12 6 , Mathematical Control Th e o r y pleted for the B.A. in computer science degree. Out of the 22 courses, 10 are lower-division courses (including 12B/M, Int r oduction to Data Stru c t u re s / L a b o ra t o r y; 14 8 , Numerical Ana l y s i s two sciences courses), and 12 are upper-division courses. or 13H/L, Int r oduction to Prog r amming and Dat a Practice Course List The B.S. is more struc t u r ed than the B.A. in the sense Stru c t u r es (Hon o r s ) / L a b o ra t o r y that 18 specific courses are req u i r ed, and the rem a i n i n g 101, Abs t r act Data Typ e s Computer Science 104A, Fundamentals of Compiler Design I ‡ four are elective upper-division computer science or com- Computer Eng i n e e r i n g 104B, Fundamentals of Compiler Design II ‡ puter engineering courses. 12/L, Computer Systems and Assembly Language/ 10 5 , Systems Prog ra m m i n g La b o ra t o r y Lo wer- and Upp e r - D ivision Req u i re m e n t s 109, Adv anced Prog ra m m i n g 16 , Applied Discrete Mat h e m a t i c s ; or 16H, Hon o r s Students are req u i r ed to take the following 18 courses. A Applied Discrete Mat h e m a t i c s 111, Int r oduction to Ope r ating Sys t e m s ‡ 112, Co m p a ra t i v e Prog r amming Languages ‡ double dagger (‡) indicates a course that prep a r es stu- Mat h e m a t i c s dents for the senior compreh e n s i v e examination (see 115, So f t w a r e Met h o d o l o g y ‡ Co m p re h e n s i v e Req u i r ement below) . 19A-B, Calculus for Science, Engineering, and 116, So f t w a r e Design Proj e c t s Mat h e m a t i c s (C redit for one or both may be granted 122, Computer Sec u r i t y Computer Science with adequate performance on the CEEB calculus 12A/L, Int r oduction to Prog ra m m i n g / C o m p u t e r AB or BC Adv anced Placement exam.) 12 9 , Data Sto r age Sys t e m s Prog r amming Laborat o ry ; or 13H/L, Int r oduction to 23A, Mul t i v ariable Cal c u l u s 140, Artificial Int e l l i g e n c e ‡ ENGINEERING: COMPUTER SCIENCE 211

Prog r amming and Data Stru c t u r es (Hon o r s ) / during these two attempts, he or she may still take the Computer Engineering 12/L and 16 or 16H; and four La b o ra t o r y GRE Adv anced Computer Science Subject Test and additional upper-division computer science courses 12B/M, Int r oduction to Data Stru c t u re s /La b o ra t o ry ; ac h i e v e a scaled score of 600 or above to satisfy the exit from a list of approved courses (see the department’s or 13H/L, Int r oduction to Prog r amming and Dat a req u i re m e n t . checklist for the computer science minor at Stru c t u r es (Hon o r s ) /La b o ra t o r y The senior thesis consists of a self-contained proj e c t www.soe.ucsc.edu/programs/cs/undergraduate/). In select- 101, Abs t r act Data Typ e s ‡ within the broad scope of computer science, but one that ing the four upper-division courses, students may elect 102, Int r oduction to Analysis of Alg o r i t h m s ‡ is not available in the regular course offerings. A student to focus on one subdiscipline of computer science by 104A, Fundamentals of Compiler Design I ‡ wishing to complete a senior thesis must successfully completing a depth sequence as shown on the computer complete a minimum of 5 credits in course 195, Sen i o r science minor checklist. Upper-division computer engi- 111, Int r oduction to Ope r ating Sys t e m s ‡ Thesis Res e a rc h ; submit a written thesis proposal; and neering and mathematics courses that generally apply 112, Co m p a ra t i v e Prog r amming Languages ‡ ha v e it accepted by a faculty supervi s o r . The supervi s i o n toward the computer science major may not be applied 130, Computational Models ‡ of a senior thesis student is always at the discretion of the toward the computer science minor. In addition, some Computer Eng i n e e r i n g faculty member. For example, an instructor often req u i re s upper-division computer science courses may not be 12/L, Computer Systems and Assembly Language/ a student to successfully pass the compreh e n s i v e exami- applied toward the computer science minor. There is no La b o ra t o r y nation before agreeing to the supervision of a senior the- comprehensive examination or senior thesis require- 16, Applied Discrete Mat h e m a t i c s ; or 16H, Hon o r s sis. A written rep o r t and an oral presentation to a faculty ment for the minor. Applied Discrete Mat h e m a t i c s examining committee are req u i re d . 107, Mathematical Methods of Systems Ana l y s i s : Students who elect to use the GRE Adva n c e d Graduate Programs Sto c h a s t i c ; or Engineering 131, Int r oduction to Computer Science Subject Test as their senior exit req u i r ement must arrange to take the GRE test and have Probability Th e o r y ‡ (formerly Mathematics 131A) Program Description sc o r es submitted to the department before graduation 110, Computer Arch i t e c t u r e ‡ The Computer Science Dep a r tment at UCSC offers deadlines. Contact the UCSC Career Center for GRE both a master’s program and a doctoral program. Th e Mat h e m a t i c s information and application forms. goal of these programs is to help students develop into 19A-B, Calculus for Science, Engineering, and independent scholars who are prep a r ed for prod u c t i v e Mat h e m a t i c s Computer Science Major Planners ca r eers in res e a r ch, teaching, and industry. The master’s 23A, Mul t i v ariable Cal c u l u s de g r ee may be used as a terminal degree or as the first The following are four sample academic plans for first- Applied Mathematics and Sta t i s t i c s step towa r d the Ph.D. degree. The student-faculty ratio is year students as preparation for the computer science fi v e to one, making it possible for students to rec e i v e 27/L, Mathematical Methods for Eng i n e e r s / ma j o r . Plans One A and Two A are suggested guidelines La b o ra t o r y (formerly Mathematics 27); or individual attention and to pursue programs that fit their for students who are committed to the major early in individual needs. The intellectual atmosphere is enriched Mathematics 21, Linear Alg e b ra ; and 24, Ordi n a r y their academic caree r . Plans One B and Two B are for Di f f e r ential Equ a t i o n s by regular colloquia and seminars presented by eminent students who are considering the major. Students who contributors to the field, many of whom are associated 131, Int r oduction to Probability Th e o r y; or plan carefully can still have several openings free to take with other major universities and industrial res e a r ch cen- Computer Engineering 107, Mat h e m a t i c a l other breadth courses they find interes t i n g . ters in the San Francisco Bay Area . Methods of Systems Analysis: Sto c h a s t i c Plan One A, B.A. Deg re e The Computer Science Dep a r tment enjoys a close Physics or Chemistry relationship with the Computer Engineering and Either two physics or two chemistry courses, with Yea r Fa l l Win t e r Sp r i n g Electrical Engineering Dep a r tments, the Bio i n f o r m a t i c s their associated laboratories, from the followi n g : 1s t Cmps 10 Cmps 12A/L Cmps 12B/M Dep a r tment, and the new applied mathematics and sta- Physics 5A/L, Int r oduction to Physics I/Laborat o r y (f r s h ) Math 19A Math 19B Math 23A tistics graduate program currently in development. Most computer science graduate students are hired as (or 6A/L) 2n d AMS 27/L Cmps 101 teaching assistants helping with undergraduate courses, Physics 5B/M, Int r oduction to Physics II/Laborat o r y (s o p h ) Cmpe 12/L Cmpe 16 or 16H (or 6B/M) hi r ed as res e a r ch assistants working for computer science Physics 5C/N, Int r oduction to Physics III/Laborat o r y Plan One B, B.A. Deg re e and other School of Engineering faculty, or awarded fel- (or 6C/N) Yea r Fa l l Win t e r Sp r i n g lo wships to pursue their res e a rc h . Additional information on the computer science grad- Ch e m i s t r y 1B/M, Gen e r al Chemistry/ L a b o ra t o r y 1s t Math 19A Math 19B uate programs can be found on the departm e n t ’s web Ch e m i s t r y 1C/N, Gen e r al Chemistry/ L a b o ra t o r y (frsh) pages at ww w. s o e . u c s c . e d u . The remaining four courses must be upper-division com- 2n d Cmps 10 AMS 27/L Cmps 12B/M puter science or computer engineering electives selected (s o p h ) Math 23A Cmps 12A/L Cmpe 16 or 16H Requirements for the Master’s Degree: fr om the theory and practice course lists (see B.A. Maj o r Plan Two A, B.S. Deg re e Project Track Req u i r ements ref e r ence above). One of these courses may Yea r Fa l l Win t e r Sp r i n g be replaced by an upper-division mathematics course Course Requirements fr om the theory course list. 1s t Cmps 12A/L Cmps 12B/M Cmpe 12/L Each student is req u i r ed to take 50 credits as follows : (f r s h ) Math 19A Math 19B Cmpe 16 or 16H Computer Science Co m p re h e n s i v e Req u i re m e n t 2n d Math 23A C m p s1 0 1 C m p e1 0 0 / L • 200, Research and Teaching in Computer Science and (s o p h ) AMS 27/L Phys 6A/L Phys 6C/N Engineering, 3 credits; In addition to the above B.A. or B.S. req u i r ements, stu- Plan Two B, B.S. Degree dents in the computer science majors must satisfy one of • 20 1 , Analysis of Algorithms, 5 cred i t s ; Ye a r F a l l Wi n t e r S p r i n g the following three exit req u i r ements: pass course 116, • 203, Prog r amming Languages, 5 cred i t s ; So f t w a r e Design Proj e c t ; successfully complete a senior 1s t Cmps 10 Math 19A Cmps 12A/L thesis; or obtain a scaled score of 600 or above on the (f r s h ) Math 19B • 296, Mas t e r ’s Project, 2 cred i t s ; Graduate Rec o r d Examination (GRE) Adva n c e d 2nd Cmps 12B/M Math 23A Cmpe 12/L • Computer Engineering 202, Computer Architecture, Computer Science Subject Tes t . (s o p h ) AMS 27/L Cmps 101 or 5 credits; Students taking course 116 will enroll normally and Cm p e 16 or 16H notify the instructor that they are using the course to • one course each from three different breadth cate- satisfy their exit req u i r ement. Students receiving a pass- gories for a total of three courses (15 credits). See ing grade on the project portion of the course will satisfy Minor Req u i re m e n t s ht t p : / / w w w. s o e . u c s c . e d u / p ro g ra m s / c s / g ra d u a t e ; the exit req u i r ement. The project grade is typically the Courses required for the computer science minor are • all remaining credits must be graduate elective cours- same as the overall 116 course grade, but may deviate in Mathematics 19A-B and 23A; Applied Mathematics es from the list of approved graduate courses. See ex ceptional circumstances. Students are permitted to and Statistics 27/L (formerly Mathematics 27); courses ht t p : / / w w w. s o e . u c s c . e d u / p ro g ra m s / c s / g ra d u a t e ; take course 116 a maximum of two times to achieve a 12A/L and 12B/M (or 13H/L) and course 101; passing score. If a student fails to rec e i v e a passing score 212 PROGRAMS AND COURSES

• two upper-division undergraduate computer science • Computer Engineering 202, Computer Arch i t e c t u r e, Ph.D. students who have previously earned a master’s courses (other than course 101) or a graduate course 5 cred i t s ; de g r ee in a related field at another institution may substi- (not seminar) in related disciplines outside the list of tute courses from their previous university with approval ap p r oved graduate courses may be substituted for one • one course each from three different breadth cate- of the adviser and the graduate committee. graduate course, when necessary to strengthen a stu- gories for a total of 3 courses (15 credits). See Courses from other institutions may not be applied to de n t ’s preparation for graduate studies, with prior ht t p : / / w w w. s o e . u c s c . e d u / p ro g ra m s / c s / g ra d u a t e ; the M.S. degree course req u i re m e n t s . ap p r oval from the adviser and the graduate direc t o r . • up to 10 credits of course 297, Independent Study or Petitions should be submitted along with the tran- Project Res e a rc h ; or course 299, Thesis Res e a rc h ; script from the other institution or UCSC extension. For courses taken at other institutions, copies of the syllabi, Completion of a master’s project is req u i r ed for the mas- • all remaining credits must be graduate elective cours- te r ’s degree. In consultation with the adviser, the student exams, and other course work should accompany the es from the list of approved graduate courses. See petition. Such petitions are not considered until the com- forms a master’s project reading committee of at least two ht t p : / / w w w. s o e . u c s c . e d u / p ro g ra m s / c s / g ra d u a t e ; faculty members, each of whom is provided a copy of the pletion of at least one quarter at UCSC. pr oject rep o r t. The final project must be accepted by the • graduate courses (not seminars) in related disciplines At most, a total of three courses may be transferred rev i e w committee before the award of the master of sci- outside the list of approved graduate courses may be fr om concurrent enrollment and other institutions. ence degree . substituted, when necessary to strengthen a student’s pr eparation for graduate studies, with prior approval Review of Progress Requirements for the Master’s Degree: fr om the adviser and the graduate direc t o r . Course Each year, the faculty reviews the progress of every student. Students not making adequate progress towards Thesis Track selection should form a coherent plan of study and req u i r es adviser approval. Undergraduate courses may completion of degree requirements are subject to dis- Course Requirements not be used to satisfy Ph.D. course req u i re m e n t s ; missal from the program. See http://www.soe.ucsc.edu/ Each student is required to take 48 credits as follows: programs/cs/graduate/CSCurrentReq.html for more infor- • each student is req u i r ed to complete at least one mation on this policy. Computer Science qu a r ter of teaching assistantship. This req u i re m e n t • 200, Research and Teaching in Computer Science and can be met after advancement to candidacy. Certa i n Engineering, 3 credits; ex ceptions may be permitted for those with extensive Lower-Division Courses • 201, Analysis of Alg o r i t h m s , 5 cred i t s ; prior teaching experience or those who are not al l o wed to be employed due to visa reg u l a t i o n s . 2. Computer Literacy. F,W,S • 203, Prog r amming Languages, 5 cred i t s ; Introduction to how computers work and how to use Ph.D. students who have satisfied the req u i r ements for the them. Topics covered include network information sys- • Computer Engineering 202, Computer Arch i t e c t u r e, ma s t e r ’s degree are eligible to rec e i v e a master’s degree . tems, text editors, formatting, file and directory system, 5 cred i t s ; sp r eadsheets and databases. Computers as symbol manip- • one course each from three different breadth cate- Dissertation ulation devices. Introduction to programming concepts gories for a total of 3 courses (15 credits). See Each student writes a Ph.D. dissertation. The disserta t i o n and computer languages. Impact of computers on society. ht t p : / / w w w. s o e . u c s c . e d u / p ro g ra m s / c s / g ra d u a t e ; must show the results of in-depth res e a r ch, be an original Designed for students with little or no experience using contribution of significant knowledge, and include mate- computers. Preference is given to students who have not • up to 10 credits of course 297, Independent Study or rial worthy of publication. As the first step, a student taken other computer engineering or computer science Res e a r ch; or course 299, Thesis Res e a rc h ; submits a written dissertation proposal to a School of courses. Students cannot rec e i v e credit for this course and • all remaining credits must be graduate elective cours- Engineering faculty member. By accepting the prop o s a l , Computer Engineering 3. (General Education Code(s): es from the list of approved graduate courses. See the faculty member becomes the dissertation supervi s o r . IN.) P. Franca ht t p : / / w w w. s o e . u c s c . e d u / p ro g ra m s / c s / g ra d u a t e ; The dissertation proposal is publicly and formally presented in an oral qualifying examination given by a quali- 10. Introduction to Computer Science. F,W • two upper-division undergraduate computer science fying exam committee, approved by the graduate com- An overview of the theory, foundations, and practice of courses (other than course 101) or a graduate course mittee and the Graduate Council. The student must sub- computer science with emphasis on what computers can (not seminar) in related disciplines outside the list of mit his or her written dissertation proposal to all mem- and cannot do, now and in the future. Topics include al- ap p r oved graduate courses may be substituted for one bers of the committee and the graduate assistant one gorithms and data, correctness and efficiency of algo- graduate course, when necessary to strengthen a stu- month in advance of the examination. rithms, hardware, programming languages, limitations of de n t ’s preparation for graduate studies, with prior Students are advanced to candidacy after they have computation, applications, and social issues. No pro- ap p r oval from the adviser and the graduate direc t o r . completed the course req u i r ements, passed the qualifying gramming skills are req u i r ed as a prer equisite. Major concepts and open problems in computer science are Thesis examination, cleared all Incompletes from their rec o rd s , pr esented without reliance on sophisticated mathematical Completion of a master’s thesis is req u i r ed for the mas- ha v e an appointed dissertation reading committee, and tools. (General Education Code(s): IN.) The Staff te r ’s degree. To fulfill this req u i r ement, the student sub- paid the filing fee. Students who have not advanced to candidacy by the end of their fourth year will be placed mits a written proposal to a faculty member, usually by 12A. Introduction to Programming. F,W,S the third academic quarte r . By accepting the prop o s a l , on academic prob a t i o n . Each Ph.D. candidate submits the completed disser- An introductory programming course for computer sci- the faculty member becomes the thesis adviser. In consul- ence and engineering majors where students learn pro- tation with the adviser, the student forms a master’s thesis tation to a reading committee at least one month prior to the dissertation defense. The appointment of the dis- gramming and documentation skills, as well as reading committee with at least two additional faculty algorithmic problem solving and programming method- members, each of whom is provided a copy of the pro- sertation reading committee is made immediately after the qualifying exam and is necessary for advancing to ologies. Int r oduces students to computers, compilers, and posal. The student presents an expository talk on the the- editors, and they are expected to write medium-sized pro- sis res e a r ch, and the final thesis must be accepted by the candidacy. The candidate presents his or her research results in a public seminar sponsored by the dissertation grams. Topics include, but are not limited to, procedures rev i e w committee before the award of the master of sci- and functions, conditionals and loop control structures, ence degree . supervisor. The seminar is followed by a defense of the dissertation to the reading committee and attending static and dynamic memory manipulations, and text processing. Prior experience with Unix helpful, and some Requirements for the Ph.D. Degree faculty, who will then decide whether the dissertation is acceptable or requires revision. Successful completion of prior programming experience strongly recommended Course Requirements the dissertation fulfills the final academic requirement (e.g., course 10). This course is req u i r ed for computer en- Each student is req u i r ed to take 58 credits as follows : for the Ph.D. degree. gineering, computer science, electrical engineering, and information systems management majors. Prere q u i s i t e ( s ) : Computer Science eligibility to enroll in Mathematics 19A (Mathematics 2B • 200, Research and Teaching in Computer Science and Transfer Credit or 3 or 40 or higher on mathematics placement exam) or Engineering, 3 credits; Up to three School of Engineering courses fulfilling the degree requirements of either the M.S. or Ph.D. degrees Mathematics 19A or 11A or Economics 11A or Applied • 201, Analysis of Alg o r i t h m s , 5 cred i t s ; may be taken before beginning the graduate program Mathematics and Statistics 11A. Concurrent enrollment through the concurrent enrollment program. in course 12L req u i r ed. (General Education Code(s): IN.) • 203, Prog r amming Languages, 5 cred i t s ; The Staff ENGINEERING: COMPUTER SCIENCE 213

12B. Introduction to Data Structures. F,W,S 60G. Beginning Programming: Social Sciences know how to use e-mail, read/post to newsgroups, and Teaches students to implement common data structures and Humanities. W know one Unix editor.Web knowledge is also useful. En- and the algorithms associated with each data structure, An introduction to the basic techniques of computer pro- rollment is limited to laboratory capacity. Students with th r ough prog re s s i v ely difficult exer cises. Topics include big gramming. Detailed study of one programming language. more senior class standing have priority. Enrollment lim- “O” notation; pointers, recursion (induction), and dy- Ext e n s i v e practice using a computer, particularly personal ited to 80. (General Education Code(s): T2-Natural Sci- namic allocation; linked lists and list processing; stacks, computers, to solve problems. Course 60G is intended for ences.) The Staff queues, binary trees and binary search trees; simple sort- social sciences and humanities students. Students can only ing techniques and simple search techniques. Students will receive credit for either 60G or 60N. Students cannot re- 94. Group Tutorial. F,W,S gain a working knowledge of the elements of the Java and ceive credit for course 60G if taken concurrently with or Provides a means for a small group of students to study a C programming languages. Prior experience with Unix is subsequently to course 12A. (General Education Code(s): particular topic in consultation with a faculty sponsor. assumed. Prerequisite(s): course 12A. Concurrent enroll- IN.) The Staff Students submit petition to sponsoring agency. May be rement in course 12M req u i r ed. Enr ollment limited to 150. peated for credit. The Staff (General Education Code(s): IN.) W. Mackey 60N. Beginning Programming: Natural Sciences. F 94F. Group Tutorial (2 credits). F,W,S 12L. Computer Programming Laboratory (2 An introduction to the basic techniques of computer pro- Provides a means for a small group of students to study a credits). F,W,S gramming. Detailed study of one programming language. particular topic in consultation with a faculty sponsor. Laboratory sequence complementing topics taught in Extensive practice using a computer to solve problems. Students submit petition to sponsoring agency. May be re- course 12A by providing training and exposure to several Course 60N is intended for science students. Students can peated for credit. The Staff software development tools and practices not covered in only receive credit for either 60G or 60N. Students can- 99. Tutorial. F,W,S course 12A. In addition, the lab provides an initial expo- not receive credit for course 60N if taken concurrently Students submit petition to sponsoring agency. May be sure to a second programming language to reinforce con- with or subsequently to course 12A. (General Education repeated for credit. The Staff cepts from course 12A. Prer equisite(s): eligibility to enrol l Code(s): IN.) P. Franca in Mathematics 19A (Mathematics 2B or 3 or 40 or 99F. Tutorial (2 credits). F,W,S higher on mathematics placement exam) or completion of 80B. Systems and Simulation. * Students submit petition to sponsoring agency. May be re- Mathematics 11A or 19A or Economics 11A or AMS An introduction to systems analysis as an approach to un- peated for credit. The Staff 11A. Previous or concurrent enrollment in 12L required. derstanding and solving complex problems. The use of I. Pohl, S. Brandt, A. Pang, C. McDowell simulation as an aid in this problem solving. Examples are taken from ecology, economics, physics, computer science, Upper-Division Courses 12M. Data Structures Laboratory and other fields. Intended as a generally accessible under- (2 credits). F,W,S graduate course in which students can develop and explore 101. Algorithms and Abstract Data Complements course 12B, gaining additional competence computer simulation models matched to their individual Types. F,W,S with a number of important software development tools, interests. (General Education Code(s): T2-Natural Sci- Studies basic algorithms and their relationships to com- languages, and techniques. Included are advanced Unix ences, Q.) R. Levinson mon abstract data types. Covers the notions of abstract features and utilities such as grep, find, diff, the shell, and data types and the distinction between an abstract data pipes; C programs utilzing I/O, arrays, pointers, and 80C. Computer Arts and Graphics. W type and an implementation of that data type. The com- st ru c t u r es; a scripting language to perform simple text and Covers the design and use of various computer graphics plexity analysis of common algorithms using asymptotic file manipulation; and the make utility. Prerequisite(s): programs for painting, drawing, computer-aided design, (big “O”) notation is emphasized. Topics include sorting courses 12A and 12L. Concurrent enrollment in course modeling, and animation. Students create graphical im- and searching techniques, basic graph algorithms, and al- 12B required. C. McDowell ages using available software and design programs. Expo- gorithm design techniques. Abstract data types cover ed insure to peripherals such as mice, laser printers, and clude priority queues, dictionaries, disjoint sets, heaps, 13H. Introduction to Programming and Data possibly video and experimental peripherals. Use of SGI balanced trees, and hashing. Familiarity with C, Jav a, and Structures (Honors). F graphics workstations. Includes discussion of computer art Unix is assumed. Prerequisite(s): course 12B or 13H, Provides an accelerated introduction to programming and and its development over time, and includes slides and Computer Engineering 16 or 16H, Mathematics 19B, data structures. Includes a review of basic programming, videos of computer graphics. Not intended for computer and one course from the following: Mathematics 21, 22, including loop and conditional control structures, proce- science or computer engineering majors, who are advised 23A, 24, or Applied Mathematics and Statistics 27. En- dures and parameter passing, and arrays. Course goes on to take course 160. (General Education Code(s): T2 - Na t - rollment restricted to School of Engineering majors. to cover same material as course 12B. Students cannot re- ural Sciences.) J. Wilhelms, S. Lodha P. Tantalo ceive credit for this course and course 12A or 12B. Pre- requisite(s): intervi e w only; students must have completed 80G. Introduction to Unix. W 102. Introduction to Analysis of a high school or college level programming course in Ja va , Introduction to computing, the Internet, and the World Algorithms. F,S C, or C++. A short oral examination given to ascertain Wide Web through the language of the Unix operating Methods for the systematic construction and mathemat- pr ogramming level. Concurrent enrollment in course 13L system. Oriented to the beginner, the course presupposes ical analysis of algorithms. Order notation, the RAM required. Enrollment limited to 25. (General Education no previous acquaintance with any particular sort of com- model of computation, lower bounds, and recurrence re- Code(s): IN.) S. Brandt, D. Long puter. It covers the basic concepts of text editing and for- lations are covered. The algorithm design techniques in- matting, writing Web pages in basic HTML, and clude divide-and-conquer, branch and bound, and 13L. Introduction to Programming and Data promotes a rigorous understanding of Unix commands dynamic programming. Applications to combinatorial, Structures Laboratory (2 credits). W,S and shell scripts. Views communication with a computer graph, string, and geometric algorithms. Prerequisite(s): Provides accelerated introduction to practical aspects of as a matter of learning a few simple though powerful lan- course 101. M. Warmuth, A. Van Gelder, S. Lodha, D. programming and data structures. Covers three areas: 1) guages. (Also offered as Linguistics 80G. Students cannot Helmbold common programming tools, including Unix commands, receive credit for both courses.) (General Education compilers and linkers, editors, debuggers, and Makefiles; Code(s): T2-Natural Sciences.) The Staff 104A. Fundamentals of Compiler 2) basic programming techniques, including design, test- Design I. F,W ing, and debugging; and 3) C programming, focusing on 80V. VRML 3-D Worlds on the Web. * An introduction to the basic techniques used in compiler the major differences between C and Java. Previous or A lecture/laboratory course on virtual reality modeling design. Topics include compiler structure, symbol tables, concurrent enrollment in course 13H required. Prerequi- language (VRML). Describes how to create 3-D worlds regular expressions and languages, finite automata, lexical site(s): interview only; students must have completed a on the World Wide Web with VRML. Topics include re- analysis, context-free languages, LL(1), recursive descent, high school or college level programming course in Java, lationship between HTML and VRML, plug-ins for view- LALR(1), and LR(1) parsing; and attribute grammars as C, or C++. A short oral examination given to ascertain ing VRML worlds, navigating through virtual worlds, a model of syntax-directed translation. Students use com- programming level. S. Brandt, C. McDowell cr eating virtual worlds, scripting objects in virtual worlds, piler building tools to construct a working compiler. Pre- and applications of VRML. Introduces students to con- requisite(s): course 101 and Computer Engineering 12 cepts in 3-D graphics, transformations, and animation. and 12L. W. Mackey, D. Long Conducted through a series of lectures, individual/group laboratory exercises, and a final project. Students must

*Not offered in 2004–05 214 PROGRAMS AND COURSES

104B. Fundamentals of Compiler Design II. S 122. Computer Security. S trackballing, display lists, double buffering, lighting, shad- A detailed study of the struc t u r e and design of a compiler. Int r oduction to computer security (including selected top- ing, materials and textures; and FLTK program, utilizing Continues study begun in course 104A. Topics include ics in network security). Access control. Security in pro- sliders, buttons, and dialog boxes. Prerequisite(s): course compiler structure emphasizing the back end, type sys- gramming languages. Basic cry p t o g r a p h y. Se c u r i t y 101 and Mathematics 21 or Applied Mathematics and tems, run-time environments; static, stack and heap stor- pr otocols. Prer equisite(s): course 111 or permission of in- Statistics 27. Concurrent enrollment in course 160 re- age management, garbage collection; addressing, register structor. Enrollment restricted to School of Engineering quired. Enrollment restricted to all engineering majors. allocation, code generation; basic blocks and data-flow majors. Enrollment limited to 100. E. Miller, M. Abadi Enr ollment limited to 35. J. Wilhelms, A. Pang, S. Lodha analysis; local and global code optimization; interpret a t i o n versus compilation. Students generate machine code 129. Data Storage Systems. * 161. Visualization and Computer Animation. W runnable on a real machine. Prerequisite(s): course 104A. Covers all aspects of storage systems technology from Introduction to standard techniques of computer anima- W. Mackey, D. Long magnetic media up through system software, including tion and data visualization. Topics include mathematical principles of magnetic recording, hard drive technology foundations; creature and behavioral animation; scalar, 105. Systems Programming. S and evolution, performance measurement, file systems, vector and tensor visualization methods. Involves pro- Covers fundamentals of systems programming including storage networking, disk arrays, network-attached storage, gramming exer cises, instruction in available software, and standard tools, shell programming, file I/O, files and di- and alternative storage technologies. Pre re q u i s i t e ( s ) : a project. Prerequisite(s): course 160 and 160L or equiv- rectories, system data files and information, Un i x course 101, 111, and Physics 5A or 6A. E. Miller, alent. En rollment restricted to students majoring in com- pr ocesses, process control, synchronization, signals, even t - T. Madhyastha, S. Brandt, D. Long puter sciences, computer engineering, or electrical dr i v en programming, terminal I/O, daemons, interproc e s s engineering. Concurrent enrollment in course 161L re- communication, basic network programming, and basic 130. Computational Models. F,S quired. Enrollment limited to 35. J. Wilhelms, A. Pang, user-interface programming. Prerequisite(s): course 101 Various rep r esentations for regular languages, context-free S. Lodha and Computer Engineering 12 and 12L. Enrollment re- grammars, normal forms, parsing, pushdown automata, stricted to School of Engineering majors. E. Miller, pumping lemmas, Turing machines, the Church - T uring the- 161L. Visualization and Computer Animation S. Brandt, D. Long sis. Prer equisite(s): course 101. M. War muth, R. Levinson, Laboratory (2 credits). W P. Kol a i t i s Complements course 161, gaining additional competence 109. Advanced Programming. W with a number of important software development tools An introduction to object-oriented techniques of software 132. Computability and Computational and techniques. Included are Visualization Toolkit (vtk) d e velopment including data abstraction, inheritance, Complexity. W and Insight Toolkit (ITK); C, OpenGL, and FLTK pro- polymorphism, and object-oriented design. Extensive Turing machines, general phase-structure grammars, the grams utilizing visualization techniques of isosurfa c i n g , practice using a computer to solve problems, including Chomsky hierarchy, recursive functions, diagonalization, transfer function, volumetric rendering, streamlines visu- construction of graphical user interfaces and a multi- the Halting problem, computability and unsolvability, alization; video capture for facial animation and pose esti- th r eaded client/server applications. Prer equisite(s): course computational complexity, time and space bounds, NP- mation, group and behavioral animations. Prere q u i s i t e ( s ) : 101. I. Pohl, C. McDowell completeness with emphasis on reductions between prob - courses 160 and 160L; concurrent enrollment in course lems from various areas. Prerequisite(s): course 130. 161 req u i r ed. Enr ollment restricted to all engineering ma- 111. Introduction to Operating Systems. F,W,S M. Warmuth, P. Kolaitis, D. Helmbold jors. Enr ollment limited to 35. J. Wilhelms, A. Pan g , Fundamental principles of operating systems: process syn- S. Lodha chronization, deadlocks, memory management, resource 140. Artificial Intelligence. W allocation, scheduling, storage systems, and study of sev- Introduction to the contemporary concepts and tech- 180. Database Systems I. F,W eral operating systems. A major programming project will niques of artificial intelligence, including any or all of: ma- Introduction to the concepts, approaches, tools, and be required. Prerequisite(s): course 101 and Computer chine perception and inference, machine learning, methodology of database design. Covers the entity-rela- Engineering 110. E. Miller, D. Long optimization problems, computational methods and tionship model, the relational model, relational algebra, models of search, game playing and theorem proving. Em- relational calculus, commercial languages (such as SQL 112. Comparative Programming phasis may be on any formal method of perceiving, learn- and QBE), functional dependencies, normal forms, and Languages. W,S ing, reasoning, and problem solving which proves to be design theory. Other topics may include knowl e d g e - b a s e s , Covers several programming languages and compares ef f e c t i v e. This includes both symbolic and neural network constraint databases, and alternative database models. styles, philosophy, and design principles. Principles un- approaches to artificial intelligence. Issues discussed in- (Formerly offered as Database Systems. ). Prerequisite(s): derlying declarative, functional, and object-oriented pro- clude symbolic versus nonsymbolic methods, local versus course 101. W. Tan, P. Kolaitis gramming styles are studied. Students write programs global methods, hierarchical organization and control, and emphasizing each of these techniques. Prerequisite(s): brain modeling versus engineering approaches. Lisp or 181. Database Systems II. S course 104A. M. Abadi, D. Long, N. Ma c k e y, Prolog may be introduced. Involves one major project or Introduction to the architecture and implementation of A. Van Gelder, C. McDowell regular programming assignments. Prerequisite(s): course database systems. Topics cover ed include data storage, tree 101 and one of the following: course 130, Computer En- and hash indexes, storage management, query evaluation 115. Software Methodology. W,S gineering 177, or Mathematics 115. I. Pohl, R. Levinson and optimization, transaction management, concurrency Emp h a s i z es the characteristics of wel l - e n g i n e e r ed software control, recovery, and XML data management. Prerequi- systems. Topics include req u i r ements analysis and specifi- 160. Introduction to Computer Graphics. F,S site(s): course 180. Enrollment limited to 50. W. Tan, cation, design, programming, verification and validation, Int r oduces different techniques of modeling, transforma- N. Polyzotis maintenance, and project management. Practical and retion, and rendering to obtain computer generated imagery. search methods are studied. Imparts an understanding of Topics include 2D and 3D graphical primitives, line draw- 183. Hypermedia and the Web. S the steps used to effectively develop computer software. ings, curves and surface modeling, projections, matrix An introduction to the construction of hypermedia sys- Pre requisite(s): course 101. En rollment restricted to composition, hidden surface rem o val, and shading algo- tems and large-scale web applications. Topics covered in- computer science, computer engineering, and information rithms. Sev eral intensive programming assignments using clude pre - web hypertext systems, hypermedia data systems management majors. Enrollment limited to 25. the C language on bit-mapped raster scan displays and a models, namespaces, system architecture of the web, de- E. Whitehead, C. Flanagan, L. Werner major programming project are req u i r ed. Prere q u i s i t e ( s ) : sign of large linked information spaces, design and devel- course 101 and Mathematics 21 or Applied Mat h e m a t i c s opment of database-backed web applications, web site 116. Software Design Project. S and Statistics 27. Concurrent enrollment in course 160L load testing, and web collaboration technologies. Stu d e n t s Students in teams specify, design, construct, test, and doc- req u i r ed. Enr ollment limited to 35. J. Wilhelms, A. Pan g , work in teams over the term to develop a significant web ument a complete software system in a specialized appli- S. Lodha application. Prerequisite(s): course 180. Enrollment lim- cation domain. Class time is spent in technical discussions ited to 40. E. Whitehead and ongoing design reviews. A formal presentation and 160L. Introduction to Computer Graphics demonstration of each project is required. An organiza- Laboratory (2 credits). F,S 190X. Methods of Cryptography. F tional meeting will be held during the preceding quarter. Complements course 160, gaining additional competence Theory and practice of encryption and decryption. Clas- Projects may be drawn from industry and campus res e a rc h with a number of important software development tools, sic ciphers. Shannon’s information-theoretic approach. g roups. Pre requisite(s): course 115 E. W h i t e h e a d , graphics libraries, and graphical user interfaces. Included The DES standard. Finite state machines, linear and non- L. Werner are OpenGL program, utilizing rubberbanding, picking, linear shift registers. Public key algorithms. PGP. Aut h e n - ENGINEERING: COMPUTER SCIENCE 215

tication, key management, network security. Prerequi- cal typesetting, writing journal and conference papers, ductive databases, database query languages, nonmonot- site(s): Mathematics 19B or calculus equivalent; Mathe- publishing in computer science and computer engineer- onic reasoning. Enrollment restricted to graduate stu- matics 21 or Applied Mathematics and Statistics 27 or ing, giving talks in seminars and conferences, and ethical dents. Off e r ed in alternate academic yea r s . A. Van Gel d e r , linear algebra equivalent; and Computer Engineering 16 issues in science and engineering. Required for all teach- P. Kolaitis or discrete mathematics equivalent; consult with instruc- ing assistants. Enrollment restricted to graduate students. tor regarding a course equivalent. J. Yellin, D. Long S. Lodha 221. Advanced Operating Systems. F A detailed study of the issues involved in operating sys- 193. Field Study. F,W,S 201. Analysis of Algorithms. F,W tems design and implementation. Readings cover current Provides for individual programs of study with specific ac- Rigorous analysis of the time and space requirements of res e a r ch topics and systems of historical significance. Top - ademic objectives carried out under the direction of a important algorithms, including worst case, average case, ics include (but are not restricted to) process and memory member of the Computer Science Department and using and amortized analysis. Techniques include order-nota- management, protection, security, synchronization, per- resources not normally available on campus. Credit is tion, recurrence relations, information-theoretic lower formance evaluation, file systems, distributed systems. En- based on the presentation of evidence of achieving the ob- bounds, adversary arguments. Analysis of the key data rollment restricted to graduate students; undergraduates je c t i v es, usually a term paper or project. Cannot normally structures: trees, hash tables, balanced tree schemes, pri- by interview only. E. Miller, S. Brandt, D. Long be repeated for credit. Students submit petition to spon- ority queues, Fibonacci and binomial heaps. Algorithmic soring agency. The Staff paradigms such as divide and conquer, dynamic pro- 223. Advanced Computer Security. S gramming, union-find with path compression, augment- Overview of research topics in computer and network se- 193F. Field Study (2 credits). F,W,S ing paths. Selected advanced algorithms. Introduction to curity.Topics may include cryptographic operations, se- Provides for individual programs of study with specific ac- NP-completeness. Enrollment restricted to graduate stu- curity properties and policies, authentication and access ademic objectives carried out under the direction of a fac- dents; undergraduate students may enroll in this course if co n t r ol, attacks on computer systems and defenses against ulty member of the Computer Science Dep a r tment and a they have completed either course 102 or Computer En- them, security in programming languages, and network willing sponsor at the field site. Uses resources not nor- gineering 177 and have the consent of the instructor. A. protocols for security. Enrollment restricted to graduate mally available on campus. Credit is based on the presen- Van Gelder, D. Helmbold students or consent of instructor. E. Miller, M. Abadi tation of evidence of achieving the objectives by submitting a written and oral presentation. Cannot nor- 203. Programming Languages. F,S 229. Storage Systems. S mally be repeated for credit. Intended for students ma- Covers current issues in programming languages. Lan- Topics include storage devices, storage arch i t e c t u r es, local joring in computer science. Students submit petition to guage topics include object oriented, concurrent, func- file systems, high-performance file systems, and next-gen- sponsoring agency. The Staff tional, and logic programming, and other programmable eration storage devices and architectures; covers issues of applications such as symbolic manipulators and simula- performance, reliability, scalability, robustness, and secu- 194. Group Tutorial. F,W,S tion. Enrollment restricted to graduate students; under- rity. Prerequisite(s): course 221 or permission of instruc- A program of independent study arranged between a graduate students may enroll for this course if they have tor. E. Miller, S. Brandt, D. Long group of students and a faculty member. Students submit completed course 112 and have the consent of the in- petition to sponsoring agency. The Staff 232. Distributed Systems. W structor. M. Abadi, C. McDowell Overview of research topics in distributed computer sys- 194F. Group Tutorial (2 credits). F,W,S 204. Compiler Design. F tems. Topics may include communication paradigms, A program of independent study arranged between a A detailed study of the struc t u r e and design of a compiler. pr ocess management, naming, synchronization and coor- gr oup of students and a faculty member. Intended for stu- Topics include compiler structure, pushdown automata, dination, consistency and replication, fault tolerance, and dents majoring in computer science. Students submit pe- symbol tables, regular expressions and languages, finite security. Examples include distributed operating systems, tition to sponsoring agency. The Staff state automata, tokens and lexical analyzers, context-free distributed file and object systems, and distributed docu- languages, LL(1), recursive descent, LR(1) parsing, at- ment systems. Prer equisite(s): course 221 or permission of 195. Senior Thesis Research. F,W,S instructor. E. Miller Students submit petition to sponsoring agency. The Staff tribute grammars as a model of syntax-directed translation, addressing, register allocation, code optimization, 240. Artificial Intelligence. S 195F. Senior Thesis Research (2 credits). F,W,S and code generation for real machines. Enrollment re- Prepares students for doing research in artificial intelli- Intended for majors. Students submit petition to spon- stricted to graduate students. Offered in alternate aca- gence. Major topics covered are search and heuristics, soring agency. The Staff demic years. The Staff knowledge representation, planning, deduction and in- 198. Individual Study or Research. F,W,S 210. Computational Models and ference, reinforcement learning, associative pattern re- Students submit petition to sponsoring agency. The Staff Complexity. W trieval, and adaptive search. Discussion includes current Finite automata and regular expressions, universal models research issues in AI problem-solving methods. Individu- 198F. Individual Study or Research of computation, computability and unsolvab i l i t y , rel a t i o n s alized projects. Undergraduates may enroll in this course (2 credits). F,W,S be t w een complexity classes, hierarchy theorems, red u c - if they have completed course 140. Enr ollment limited to Intended for majors. Students submit petition to spon- tions, complete problems for the major complexity classes 30. I. Pohl, R. Levinson soring agency. The Staff (L, NL, P, NP, PSPACE). Other topics may include com- 241. Knowledge Engineering. * 199. Tutorial. F,W,S plexity of counting and enumeration problems, complex- Introduction to the acquisition, representation, and ap- For fourth-year students majoring in computer science. ity of approximation, randomized complexity classes. plication of knowledge in expert systems. Topics include Students submit petition to sponsoring agency. The Staff Prer equisite(s): course 201. M. War muth, P. Kol a i t i s , production systems, backward and forward chaining, de- D. Hel m b o l d pendency-directed backtracking, reasoning with uncer- 199F. Tutorial (2 credits). F,W,S 211. Combinatorial Algorithms. * t a i n t y, certainty factors, fuzzy systems, know l e d g e For fourth-year students majoring in computer science. representation (rules, frames, and semantic nets), infer- Students submit petition to sponsoring agency. The Staff Fundamental combinatorial algorithms, graph algorithms, flow problems, matching problems, linear pro- ence engines, and metaknowledge. Discussion includes gramming, integer programming, NP-completeness, cu r r ent res e a r ch issues in adaptive expert systems. Invo l ve s Graduate Courses ap p r oximation algorithms for optimization problems. Pre- one major project. Undergraduates may enroll in this requisite(s): course 201. Offered in alternate academic course if they have completed course 140. Offered in al- 200. Research and Teaching in Computer years. P. Kolaitis ternate academic years. R. Levinson Science and Engineering (3 credits). F Basic teaching techniques for teaching assistants, includ- 217. Logic in Computer Science. W 242. Machine Learning. F ing responsibilities and rights of teaching assistants, re- The applications and uses of formal systems to computer An introduction to the design and analysis of machine source materials, computer security, leading discussion or science. Covers the syntax and semantics of propositional learning algorithms. Covers learning models from the lab sessions, presentation techniques, maintaining class logic and first-order logic, normal forms, soundness and fields of statistical decision theory and pattern rec o g n i t i o n , records, electronic handling of homework, and grading. completeness theorems, Herbrand’s theorem, unification artificial intelligence, and theoretical computer science. The course examines research and professional training, and resolution, foundations of logic programming, auto- Topics include classification learning and the Probably including use of the library and online databases, techni- mated theorem proving. Other topics may include de- Approximately Correct (PAC) learning framework, nonlinear regression and neural networks, density estimation

*Not offered in 2004–05 216 PROGRAMS AND COURSES

and other kinds of unsupervised learning, reinforcement 279. Software Reuse and Component-Based 290D. Neural Computation. * learning, learning from queries, and reductions among Software Engineering. W An introduction to the design and analysis of neural net- learning problems and relations to cryptography. Course Detailed study of interlocking business, organizational, work algorithms. Concentrates on large artificial neural involves one major experimental learning project or the- and technical issues in large-scale software reuse and com- networks and their applications in pattern recognition, or etical paper. Enr ollment restricted to graduate students. ponent-based software engineering. Topics include archi- signal processing, and forecasting and control. Topics in- Enrollment limited to 30. D. Haussler, M. Warmuth, D. t e c t u re, design for reuse, domain engineering, clude Hopfield and Boltzmann machines, perceptions, Helmbold mo d e l - d r i v en development, domain-specific kits, compo- mu l t i l a y er feed forwa r d nets, and multilayer rec u r r ent net- nents, frameworks, software agents, generators, problem- wo r ks. Enr ollment restricted to graduate students. Off e re d 250. Information Theory and oriented languages, library design, reuse tools, patterns, in alternate academic years. D. Haussler, M. Warmuth Communication. S and aspects. Assumes prior exposure to software engi- Physical, technological, and mathematical bases for meas- neering topics. Prer equisite(s): computer engineering 276 290E. Object-Oriented Programming ures of information in digital signaling and their applica- or consent of instruc t o r . Enr ollment restricted to graduate Methodology. S tions. Physical and information entropies. Optimal codes. students. Enrollment limited to 20. C. McDowell Object-oriented programming methodology is the appli- Entropy of natural languages. Channel capacity. Optimal cation of abstract-data types and polymorphism to coding communication. Shannon’s theorems. Network informa- 280A. Seminar in Computer Science Research solution. Topics geared to beginning thesis res e a r ch in this tion theory. Int r oduction to quantum information theory (2 credits). F,W,S field. Prer equisite(s): courses 201 and 203. Enr ollment re- and computation. Prer equisite(s): Computer Eng i n e e r i n g Weekly seminar covering topics of current research in stricted to graduate students. Enrollment limited to 20. 107 or equivalent, or permission of instruc t o r . Enro l l m e n t computer science. Enrollment limited to 30. May be re- I. Pohl restricted to graduate students. J. Yellin peated for credit. The Staff 290F. Applications of Combinatorics. W 260. Computer Graphics. S 280G. Seminar on Software Engineering (2 Combinatorial mathematics, including summation meth- Advanced course in computer graphics. Topics may vary credits). * ods, working with binomial coefficients, combinatorial se- depending on interests of students and res e a r ch direc t i o n s Weekly seminar covering topics of current res e a r ch in soft- quences (Fibonacci, Stirling, Eulerian, Ha r m o n i c , in the field. Main topics include in-depth study of curves wa r e engineering. Prer equisite(s): permission of instruc t o r . Bernoulli numbers), generating functions and their uses, and surface modeling, deformations, advanced ray tracing, Enrollment restricted to graduate students. Enrollment Bernoulli processes, and other topics in discrete probabil- and radiosity methods. Enrollment restricted to graduate limited to 30. May be repeated for credit. N. Whitehead, it y . Oriented towa r d problem solving, applications mainly students; undergraduates by interview only. Enrollment C. Flanagan, L. De Alfaro, C. McDowell to computer science, but also physics. (Formerly Topics in limited to 20. J. Wilhelms, A. Pang, S. Lodha Combinatorial Mathematics. ). Prerequisite(s): Computer 280S. Seminar on Computer Systems (2 Engineering 16 and Applied Mathematics and Statistics 262. Computer Animation. F credits). F,W,S 27. En rollment restricted to graduate students and An in-depth treatment of computer animation, including Weekly seminar series covering topics of current research upper-division undergraduates. Offered in alternate aca- its origins in conventional animation, 2-D animation, in- in computer systems. Enrollment by permission of in- demic years. May be repeated for credit. J. Yellin be t w eening, motion control, morphing, graphical motion structor. Enrollment limited to 30. May be repeated for editors, animation languages, motion blur, simulation of credit. E. Miller, S. Brandt, D. Long 290G. Topics in Software Engineering. W,S ar ticulated body motion, realtime animation, and special- Research seminar on current topics in software engineer- purpose animation hardware. Enrollment restricted to 290A. Topics in Algorithms and Complexity ing. Topics vary from year to year depending on the cur- graduate students. Enrollment limited to 15. J. Wilhelms Theory: Probabilistic Algorithms and Average rent res e a r ch of the instructor(s) and interests of students. Case Analysis. * Students read technical papers from relevant journals and 272. Evolutionary Game Theory. * Examines the use of probability theory both in the design conference proceedings. Synthesis and understanding of Rev i e ws static equilibrium concepts, games of incomplete and analysis of algorithms. Uses probability theory to an- materials is demonstrated by a required research project. information, and the traditional theory of dynamic games al y z e the average performance of deterministic algorithms Pre requisite(s): Computer Engineering 276 re c o m- in discrete time. Dev elops recent evol u t i o n a r y game mod- on randomly chosen or “typical” inputs, rather than on mended. Enrollment restricted to graduate students; un- els, including replicator and best reply dynamics, and ap- worst case inputs. Also a look at algorithms that use ran- dergraduates may enroll with permission of instructor. plications to economics, computer science, and biology. domization, such as random walk and simulated anneal- Enrollment limited to 35. May be repeated for credit. (Also offered as Biology 274 and Economics 272.) The ing techniques. Examples of specific topics include E. Whitehead, L. De Alfaro, C. McDowell, L. Werner Staff martingales, random graphs, and rapidly mixing Markov Chains. Enrollment restricted to graduate students. En- 290H. Topics in Database Systems. W,S 277. Database Systems I. F rollment limited to 15. Offered in alternate academic Focuses on current research topics in database systems. Advanced course on principles of database systems. Main years. May be repeated for credit. D. Haussler Different offerings cover different topics depending on topics include overview of the relational data model and current research of instructor(s) and the interests of stu- relational query languages; recursive queries, datalog, and 290B. Advanced Topics in Computer dents. Students read technical papers from journals and fi x ed-points; query processing and optimization; database Graphics. F conference proceedings and present class lectures. A re- design, dependencies, normal forms, and the chase pro- A graduate seminar in computer graphics on topics from search project is required. Prerequisite(s): course 180 (or cedure. Additional topics may include information inte- recently published res e a r ch journal articles and conferen c e eq u i v alent) or 277 or consent of instruc t o r . Enr ollment re- gration, complex objects, semistructured data, and XML. proceedings. Topics vary from year to year depending on stricted to graduate students. Enrollment limited to 20. (F ormerly Database Sys t e m s . ). Prer equisite(s): course 180 interests of students. Primary areas of interest are likely to W. Tan, N. Polyzotis, P. Kolaitis (or equivalent) or consent of instructor. Enrollment re- be scientific visualization, modeling, rendering, scattered stricted to graduate students. Enrollment limited to 20. data techniques, wavelets, and color and vision models. 290I. Internet Technology and Policy. * Offered in alternate academic years.W. Tan, N. Polyzotis Students read technical papers and present class lectures. Graduate seminar that explores the transforming effects of Guest lectures supplement the student presentations. A re- the Internet on the physical access to information, the 278. Database Systems II. W search project is required. Enrollment limited to 15. content of communications, the security of private infor- Advanced course in implementation techniques for data- J. Wilhelms, A. Pang, S. Lodha mation, and the availability of investments. Computer en- base systems. Topics include transaction management, gineering and computer science undergraduate students locking protocols for tables, and locking for index struc- 290C. Advanced Topics in Machine may enroll in this course if they have completed Com- tures; query optimization, database statistics, and query Learning. W puter Engineering 152; other graduate and advanced un- pr ocessing; access methods for multidimensional data; and In-depth study of current res e a r ch topics in machine learn- dergraduate students may enroll with consent of the database recovery in centralized and distributed systems. ing. Topics var y from year to year but include multi-class instructor. J. Yellin Additional topics may include objects in databases, paral- learning with boosting and SUM algorithms, belief nets, lel database systems, advanced query optimization tech- independent component analysis, MCMC sampling, and 290S. Advanced Topics in Computer Systems. S niques, and data mining. Prerequisite(s): course 277 or ad v anced clustering methods. Students read and present re- Focuses on current research topics in computer systems. 181 (or equivalent) or consent of instructor. Enrollment se a r ch papers; theoretical homewo r k in addition to a re- Topics var y from year to year depending on the current re- restricted to graduate students. Enrollment limited to 20. se a r ch project. Prer equisite(s): course 242. M. Warm u t h , se a r ch of the instructor(s) and the interests of the students. W. Tan, N. Polyzotis D. Hel m b o l d Students read technical papers from current journals and ENGINEERING: ELECTRICAL ENGINEERING 217

conference proceedings, and present class lectures. A re- Industrial engineering and operations res e a rc h Applied Mathematics and Statistics 131, Int ro d u c t i o n se a r ch project is req u i r ed. Prer equisite(s): course 221. En- Manufacturing engineering to Probability Th e o r y rollment restricted to graduate students; qualified Materials science Ch e m i s t r y 1B/M and 1C/N, Gen e r al Chemistry/ undergraduates may enroll with instructor’s consent. Mechanical engineering La b o ra t o r i e s W. Tan, S. Brandt, D. Long Nuclear engineering Computer Science 12A, Int r oduction to Prog ra m m i n g ; or 60N, Beginning Prog r amming: Nat u r al Sciences 290X. Cryptography and Computer Security. * Recommended UCSC Majors Ea r th Sciences 10, Geologic Pri n c i p l e s Res e a r ch seminar on encryption and related technologies. American studies Ea r th Sciences 142, Soil Prop e r ties and Mec h a n i c s Topics include theory of codes, random sequences and An t h ro p o l o g y Electrical Engineering 70/L, Int r oduction to Ele c t ro n i c generators, public key cryptosystems, private key cyphers, Business management economics Circ u i t s / L a b o ra t o r y key exchange protocols, quantum computing and cryp- Community studies Engineering 50/L, Engineering Mec h a n i c s / L a b o ra t o r y tography. Major project required. Prerequisite: interview Eco n o m i c s Mathematics 19A-B, Calculus for Science, Eng i n e e r i n g , with instructor. Enrollment limited to 12. J. Yellin Env i r onmental studies and Mat h e m a t i c s 296. Masters Project (2 credits). F,W,S Film and digital media Mathematics 23A-B, Mul t i v ariable Cal c u l u s Independent completion of a masters project under fac- His t o r y Mathematics 107, Adv anced Engineering Mat h e m a t i c s ulty supervision. Students submit petition to sponsoring His t o r y of art and visual culture Physics 5A/L, 5B/M, and 5C/N, Int r oduction to Phy s i c s agency. May be repeated for credit. The Staff Legal studies se r i e s /L a b o ra t o r i e s ; or Physics 6A/L, 6B/M, and Li n g u i s t i c s 6C/N, Int ro d u c t o r y Physics se r i e s /L a b o ra t o r i e s 297. Independent Study or Research. F,W,S Li t e r a t u r e Physics 160, Practical Ele c t ro n i c s Independent study or research under faculty supervision. Phi l o s o p h y Although this course may be repeated for credit, not ever y Pol i t i c s degree program will accept a repeated course towards de- Psyc h o l o g y gr ee req u i r ements. Students submit petition to sponsoring Soc i o l o g y Electrical Engineering agency. May be repeated for credit. The Staff Wom e n ’s studies 297F. Directed Readings in Machine Learning Upon completion of the program, the student rec e i ve s (2 credits). F,W,S two bachelor’s degrees: a B.A. in a social science, humani- Faculty and Professional Int e re s t s Directed readings in machine learning. Students read, ties, or arts field from UCSC and a B.S. in engineering present, and discuss current papers in machine learning. fr om UCB. Although the UCSC major cannot be in the Prof e s s o r Specific topics include online learning the PAC (Prob a b l y natural sciences, many combinations of fields are possible Almost Correct) learning model, pattern recognition, and in the dual-degree program; examples include engineering BEN J A M I N FRI E D LA N D E R Digital communications, wireless communication system, practical learning algorithms. Students submit petition to along with economics, sociology, or philosophy. A stu- ar r ay processing, adaptive signal proc e s s i n g sponsoring agency. The Staff de n t ’s curricular program is developed in consultation with an engineering adviser and is tailored to individual CLAI R E X.-G. GU 299. Thesis Research. F,W,S needs. The program is directed jointly by a committee Optical fiber communications, volume holographic data Thesis research conducted under faculty supervision. Al- composed of UC Santa Cruz and UC Ber keley engineer- st o r age, liquid crystal displays, nonlinear optics, optical though the course may be repeated for credit, not every ing faculty. Students must enter the dual-degree prog r a m in f o r mation proc e s s i n g degree program will accept a repeated course towards de- as first-quarter freshmen, beginning their course work at MIC H A E L ISA AC S O N gr ee req u i r ements. Students submit petition to sponsoring UCSC in the fall. Nano- and microfabrication technology and applications to agency. May be repeated for credit. The Staff biomedical and diagnostic devices, nanocharacterization of Admission materials with emphasis on the development of micros c o p y In addition to completing the courses req u i r ed for UC tools, novel modes of imaging, electron and light optics admission, high school students who plan to follow an Dual-Degree Engineering engineering route at UCSC should develop a stron g SUN G -M O (S TEV E ) KAN G ba c k g r ound in mathematics and physics. Low - p o wer , high-speed VLSI circuit design and synthesis, Pros p e c t i v e students who wish to be considered for the mi x ed technology, mixed signal CAD Prog r am Des c r i p t i o n du a l - d e g r ee program should indicate it as their first WEN TA I LIU choice of major on the Application for Und e r g r a d u a t e Retinal prosthesis, biomimetic systems, integrated neuro- To meet the growing demand for engineers with an edu- Admission. When the application is rec e i v ed by the el e c t r onics, molecular electronics, CMOS and SOI tran s c e i ve r cation that combines a solid technical background with a Office of Admissions, additional information about the design, current mode band limited signaling, microe l e c t ro n i c br oad liberal arts base, the UC Santa Cruz campus has du a l - d e g r ee program will be sent to the applicant in late se n s o r , timing/clock rec o ver y and optimization, noise de v eloped a dual-degree program with the College of Jan u a r y, along with a request for the applicant’s specific ch a r acterization and modeling, and computer vision/image Engineering at UC Berk e l e y . In this long-standing pro- choice of majors at UC Ber keley and UC Santa Cruz . pro c e s s i n g gram, students spend three years at UCSC completing Admission to the campus does not guarantee admission JOH N F. VES E C K Y most of the req u i r ements for a bachelor’s degree in one of to the dual-degree program. HF radar design and construction and observation of ocean the fields in the social sciences, humanities, or arts. Wh i l e The admissions committee for the dual-degree pro- su r face winds, waves and currents with applications to coastal attending UCSC, students also take science, mathemat- gram rev i e ws each application on an individual basis. and deep water ocean processes; project medsat ics, and engineering courses that are prer equisites for Selection is based on the applicant’s essay and on stron g DON A L D WIB E R G, Eme r i t u s admission to UCB’s engineering majors, and they are pe r formance in academic courses (particularly in science expected to maintain a grade point average of 3.2 or bet- and math), as well as excellent test scores . ter in these engineering prep a r a t o r y courses. Stu d e n t s Associate Prof e s s o r apply to transfer to UCB for the fourth and fifth years of JOE L KUB B Y the dual-degree program. If admitted, they complete Prep a r ation for Dual-Deg r ee Mic r o and nanosystems for multidisciplinary applications in req u i r ements for a degree in a chosen engineering special- Engineering Prog ra m optics, fluidics, sensors, communications and computing; ty , and they also take any remaining courses for the Dua l - d e g r ee students typically enroll in a variety of class- VSLI: solid state physics UCSC major. Students complete one major from each of es while at UCSC due to the need to congruently fulfill PEYM A N MILA N FA R the following lists: their UCSC major and their req u i r ed preparation for Signal and image processing, inverse problems, statistical their UCB major. Fol l o wing are example classes that detection and estimation, scientific computing, and applied UCB Engineering Majors du a l - d e g r ee students may take as preparation for the ma t h e m a t i c s Bio e n g i n e e r i n g engineering major while at UCSC. Civil and environmental engineering KEN N E T H PED R OTTI Engineering sciences Applied Mathematics and Statistics 27/L, Optical communications, high-speed electronics for lightwave Mathematical Methods for Engineers/ Laborat o r y systems, devices for all optical networking and imaging 218 PROGRAMS AND COURSES

ALI SHA KO U R I Assistant Prof e s s o r Electrical Engineering Pol i c i e s Semiconductor device physics, heat generation and cooling in mi c r oscale devices, optoelectronics, photonic switching, fiber ROB E R TO MAN D U C H I (Computer Eng i n e e r i n g ) Admissions Policy optics communication systems Sensor processing and image understanding with application to autonomous navigation, sensor networks, and deep-space Admission to the electrical engineering major is selective. communications Fir s t - y ear applicants may rec e i v e direct admission at the Assistant Prof e s s o r time they apply to UCSC based on their high school RAVI NAR A S I M H A N rec o r d and test scores. Oth e r wise, students apply to the Cros s - l a y er optimization and networking, wirel e s s Prog r am Des c r i p t i o n major based on performance in the foundation courses: communication, and signal proc e s s i n g Mission Statement Mathematics 19A-B, Applied Mathematics and Sta t i s t i c s 27, Physics 5A, 5B, and 5C. Please refer to the School of HAM I D SAD J A D P O U R The mission of the Electrical Engineering Dep a r tment is Coding theory, equalization techniques, wirel e s s Engineering section of the catalog for the full admissions to build and sustain a teaching and res e a r ch program to po l i c y . communications, communication theory pr ovide undergraduate and graduate students with inspi- HOLG E R SCH M I D T ration and quality education in the theory and practice of Course Substitution Semiconductor physics, optoelectronic and photonic devices, ha rd w a r e- and information-processing-oriented electrical Please refer to the School of Engineering section of the ul t r afast optics, magnetooptics, quantum interfe re n c e , engineering, complementing the computer science and catalog for the policy reg a r ding course substitution. quantum optics computer engineering programs; serving industry, science, and government; and bringing faculty and staff a rewa r d- ◆ ◆ ◆ Disqualification Policy ing career in teaching, res e a r ch, and servi c e . Please refer to the Engineering section of this catalog for the School of Eng i n e e r i n g ’s Major Disqualification Pol i c y . Prof e s s o r Summary of Objectives The educational objectives that the Electrical Engineer- ALE X A N D R E BRA N D WAJ N (Computer Eng i n e e r i n g ) Letter Grade Policy ing Department strives to provide for students are fo- Computer arch i t e c t u r e, perfo r mance modeling, queueing The Electrical Engineering Dep a r tment req u i r es letter ne t w o r k models of computer systems, operating systems cused in five areas: fundamental prerequisites in theory, design, and basic science for a career based on electrical grading for all courses applied towa r d the B.S. degree , WAYN E WEI -M IN G DAI (Computer Eng i n e e r i n g ) engineering; a scope of application that provides theory with the exception of two lower-division courses, which Computer-aided design of VLSI circuits, layout synthesis, and practical knowledge as well as specialized training in students may elect to take Pas s / N o Pass. This exce p t i o n multichip modules, field prog r ammable systems hardware- and information-oriented electrical engineer- does not include course 70/L, which must be taken for a F. JOE L FERG U S O N (Computer Eng i n e e r i n g ) ing; a professional approach to engineering in terms of letter grade. Fault diagnosis, failure analysis, logic fault modeling, digital high quality work skills in communication, teamwork, test pattern generation, design-for-test of digital circuits and responsibility, high ethical standards, and participation Transfer Students systems, VLSI design in lifelong learning and the professional engineering Please refer to the School of Engineering section of the community; encouragement and motivation based on a J. JOAQUÍ N GARC Í A -L UN A -A CEV E S (C o m p u t e r catalog for the policy reg a r ding transfer students and ad- Eng i n e e r i n g ) milieu of readily available opportunities, mentoring, and mission of transfer students to the electrical engineering Wir eless networks, Int e r net, multimedia information systems advising; and the basis for a successful transition to an ma j o r . engineering career, including an ability to apply research GLE N G. LAN G D O N JR., Emeritus (Computer to engineering and opportunities for experience in an School of Engineering Policies Eng i n e e r i n g ) industry setting. Please refer to the School of Engineering section of the Engineering is a profession that emphasizes analysis DAR R E L L D. E. LON G (Computer Science) catalog for additional policies that apply to all School of and design, and electrical engineers apply their knowl - Sto r age systems, distributed computing systems, operat i n g Engineering prog r a m s . systems, mobile computing, perfo r mance evaluation, fault edge to an expanding array of technical, scientific, and to l e r ance, computer security, multimedia, and video-on- mathematical questions. A good engineering education demand systems has three parts: a sound foundation in mathematics and Major Req u i re m e n t s science, substantial design experience to develop skills PATR I C K E. MAN T E Y (Computer Eng i n e e r i n g ) In addition to completing UCSC’s general education Image systems, image processing, visualization, image and and engineering aesthetics, and a focus in the humanities req u i r ements, students must complete 15 lower - d i v i s i o n multimedia systems, digital signal processing, real-time control and social sciences to learn how and where to apply the science and engineering courses, plus associated laborato- skills developed. Electrical engineering is a ver y broa d ries; eight upper-division engineering courses, plus associ- R. MIC H A E L TAN N E R , Emeritus (Computer discipline; the program at UC Santa Cruz is meant to ated laboratories; four engineering electives; and a com- Sc i e n c e ) complement existing campus programs, emphasizing pre h e n s i v e senior design project course. In order to plan ALL E N VAN GEL D E R (Computer Science) th r ee general areas: photonics and electronics (including for completion of these req u i r ements within the norma- Logic prog r amming algorithms, parallel algorithms, analog and optoelectronics); communications (including ti v e time, students should consult with an adviser at the co m p l e x i t y , prog r amming languages, automated theorem signal and image processing); and VLSI design, micro- Baskin School of Engineering Undergraduate Adv i s i n g pr oving, scientific visualization te c h n o l o g y , and nanotechnology. Office as early as possible. The curriculum is designed to provide a balance of ANU J A N VAR M A (Computer Eng i n e e r i n g ) engineering science and design. For the first two years, all Computer networking, computer arch i t e c t u r e, optical Lower-Division Requirements ne t w o rk s electrical engineering students are expected to take a basic set of lower-division mathematics, physical science, and Students gain a solid foundation in calculus, engineering mathematics, physics, computer science, and computer Associate Prof e s s o r engineering courses. After the first two years, electrical engineering students focus on topics within the discipline engineering during their first two years. Majors must PAK K. CHA N (Computer Eng i n e e r i n g ) and specialize in one of two options: el e c t r onics and complete the following 15 lower-division courses (includ- Placement and routing algorithms, field-prog r ammable gate op t o e l e c t ro n i c s , including digital and analog circuits and ing corresponding laboratories). These courses form part ar r ays, spectral-based partitioning, circuit theory, computer devices, VLSI packaging and design, and electrom a g n e t - of the prer equisite sequence and should be completed ar i t h m e t i c ics; or co m m u n i c a t i o n s , signals, systems, and control , during the first two years at UCSC. The req u i r ements are ri g o r ous; students must be prep a r ed to begin these TRAC Y LAR R A B E E (Computer Eng i n e e r i n g ) including optical communication, wireless communica- courses early in their studies. Test pattern simulation and generation, fault modeling, fault tion, signal processing, networks signal proc e s s i n g , diagnosis, design verification, technical writing, logic in s t r umentation, and control. Students interested in Electrical Engineering si m u l a t i o n admission to the electrical engineering major should con- 70 / L , Int r oduction to Ele c t ro n i c s / L a b o ra t o r y tact the Baskin School of Engineering Und e r g r a d u a t e 80 T , Mod e r n Ele c t r onic Tec h n o l o g y and How It Advising Off i c e . Work s ENGINEERING: ELECTRICAL ENGINEERING 219

Computer Engineering 136, Engineering Ele c t ro m a g n e t i c s The portfolios must be submitted electronically at least 16, Applied Discrete Mathematics; or 16H, Hon o r s 154, Feedback Control Sys t e m s se v en days before the end of the instruction in the quarte r Applied Discrete Mat h e m a t i c s 178, Device Ele c t ro n i c s of graduation. Por tfolios will not be ret u r n e d . 12/L, Computing Systems and Assembly Language/ Computer Engineering La b o ra t o r y 121/L, Mic ro p r ocessor System Des i g n / L a b o ra t o r y Electrical Engineering Major Pla n n e r s 80E, Engineering Eth i c s 172/L, Linear and Nonlinear Circ u i t s / L a b o ra t o r y The following are two sample academic plans for stu- Computer Science 173/L, High Speed Digital Des i g n / L a b o ra t o r y dents to complete during their first two years as prep a r a - 12A, Int r oduction to Prog ra m m i n g ; or 13H, Applied Mathematics and Sta t i s t i c s tion for the electrical engineering major. Int r oduction to Prog r amming and Data Stru c t u re s 147, Computational Methods and Applications (H onors) Plan One Yea r Fa l l Win t e r Sp r i n g Mathematics Communications, Signals, Systems, and Controls Tra c k 19A-B, Calculus for Science, Engineering, and Electrical Engineering 1s t Math 19A Math 19B Ams 27/L (f r s h ) Phys 5A/L Phys 5B/M Phys 5C/N Mat h e m a t i c s 136, Engineering Ele c t ro m a g n e t i c s EE 80T 23A-B, Mul t i v ariable Cal c u l u s 153, Digital Signal Proc e s s i n g 2n d Phys 5D Math 23A Math 23B 154, Feedback Control Sys t e m s Applied Mathematics and Statistics (s o p h ) EE 70/L EE 171/L CMPS 12A 27/L, Mathematical Methods for Eng i n e e r s / Computer Engineering Cmpe 12/L La b o ra t o r y (formerly Mathematics 27) 150, Int r oduction to Computer Net w o rk s Plan Two Physics Applied Mathematics and Statistics Yea r Fa l l Win t e r Sp r i n g 147, Computational Methods and App l i c a t i o n s 5A/L, 5B/M, 5C/N, Int r oduction to Phy s i c s / 1s t Ams 3 Math 19A Math 19B La b o r atories; The senior-year curriculum is designed to enable stu- Cmpe 3 Cmpe 12/L Cmps 12A 5D, Heat, Th e r modynamics, and Kinetics dents to pursue independent study with a faculty mem- EE 80T Eth i c s ber. Electrical engineering students are encouraged to 2n d Phys 5A/L Phys 5B/M Phys 5C/N Students must take on e of the following courses: take advantage of the opportunity to work within a fac- (s o p h ) Cmpe 16 or 16H Ams 27/L Math 23A Cmpe 100/L Cmpe 80E Computer Engineering 80E, Engineering Eth i c s ; ulty member’s research group as part of their educational Philosophy 22, Int r oduction to Ethical Th e o ry ; experience. Internship programs with local industry are available. Additional information about this program can be Philosophy 24, Int r oduction to Eth i c s : Co n t e m p o ra r y found on the department’s web site at http://www.soe. Mor al Iss u e s ; Comprehensive Requirement ucsc.edu/programs/undergraduate/. Philosophy 28, Env i r onmental Eth i c s ; Biomolecular Engineering 80G/Phi l o s o p h y The senior comprehensive requirement for electrical en- 80 G / C h e m i s t r y 80G, Bioethics in the Twen t y - Fi r s t gineering majors is in two parts: a project course and as- Graduate Prog ra m s Cen t u r y: Science, Business, and Society. sessment options. The Dep a r tment of Electrical Engineering (EE) at the Project Course Uni v ersity of California, Santa Cruz (UCSC) offers M.S. This course is req u i r ed even for transfer students who and Ph.D. degree programs and conducts res e a r ch in: ha v e had their general education req u i r ements waived . Students must complete one capstone design course that spans two quarters. Electrical Engineering 127 and 128 • Photonics and Electronics focusing on VLSI, elec- tr onic and opto-electronic materials, devices, circu i t s Upper-Division Requirements or Electrical Engineering 123A and 123B are considered a single project course. These senior-level courses encom- and systems for information transmission, storage, Th i r teen upper-division courses along with associated 1- pass an in-depth project, including analysis, design, test- pr ocessing, and display, especially for optical fiber or 2-credit laboratories are req u i r ed for the major. Th e ing, and documentation, requiring students to call upon communications and lower power , high perfo r m a n c e course req u i r ements include both depth and brea d t h , kn o wledge acquired throughout their undergraduate sy s t e m s ; technical writing, and a compreh e n s i v e capstone design studies. Cur r ent choices include the followi n g : • Signal Processing and Communications, including pr oject. Electrical Engineering wi r eless and optical communications, coding, digital All students are req u i r ed to take the following eight signal processing, image and video proc e s s i n g ; upper-division courses, with associated laboratories: 123A and 123B, Engineering Design Project I an d Engineering Design Project II • Remote Sensing including wave propagation and Electrical Engineering 127 and 128, Int e rd i s c i p l i n a r y System Design I an d scattering radar oceanography, and microwa v e rem o t e 103, Signals and Sys t e m s Int e rd i s c i p l i n a r y System Design II se n s i n g . 135/L, Ele c t r omagnetic Fields and Wave s / L a b o ra t o r y 195, Senior Thesis Project (7 credits over two • Na n o t e c h n o l o g y including applications to bio-medi- 145/L, Prop e r ties of Mat e r i a l s / L a b o ra t o r y qu a rt e r s ) cine, integrated optics for biomedical imaging, opto- 151, Communications Sys t e m s thermo-electric energy conversion, near-field scan- Outcomes Assessment Options 171/L, Analog Ele c t ro n i c s / L a b o ra t o r y ning optical micros c o p y , and nano-magneto-optics. The Electrical Engineering Dep a r tment req u i r es an out- EE enjoys a close relationship with the Dep a rt m e n t s Computer Engineering comes assessment. All students are req u i r ed to complete of Applied Mathematics and Statistics, Computer 100/L, Logic Des i g n / L a b o ra t o r y an exit survey and meet with a faculty member for an Science, Computer Engineering, Bio m o l e c u l a r 107, Mathematical Methods of Systems Analysis: exit intervi e w. The specifics of the outcomes assessment Engineering, Chemistry, Physics, Astron o m y , and Sto c h a s t i c may change from year to year; for this catalog yea r , stu- Mol e c u l a r , Cell and Dev elopmental Biology faculty. Th e 185, Technical Writing for Computer Eng i n e e r s dents must complete one of the following options: Electrical Engineering faculty are affiliated with sever a l Required Electives. In addition to completing the above 1. maintenance of a 2.5 grade point average in federally funded and nationally rec o g n i z ed centers such req u i r ed courses, electrical engineering majors must com- all req u i r ed and elective courses for the major; or as the Center for Biomimetic Mic ro El e c t r onic Sys t e m s , plete four elective courses chosen from the list below. At 2. senior thesis submission; or the Center for Ada p t i v e Optics, and the Center for least three must be from one of the depth-sequence tracks 3. portfolio rev i e w. Biomolecular Science and Engineering. The departm e n t also has ties to nearby industry, employing electrical engi- listed. Certain graduate-level courses may also be used to Por tfolios must include the following: neering professionals as visiting and adjunct faculty and fulfill an elective req u i r ement with department approval . • pr oject rep o rt ( s ) ; No course may be counted twice. See the electrical engi- arranging for students to gain practical res e a r ch experi- • a one- or two-page overv i e w of your contribution to ence through work in industrial labs. Indeed, the depart- neering web site for course descriptions: the proj e c t ( s ) ; ww w. e e . u c s c . e d u / a c a d e m i c s . h t m . ment strongly encourages our students of all nationalities • a two-page essay concerning the relationship of engi- to seek practical training as part of their graduate educa- Electronics/Optoelectronics Track neering to society (specific topics will be provided by ti o n . the Electrical Engineering Dep a rt m e n t ) . Electrical Engineering Students begin the program with the completion of 130, Int r oduction to Opt o e l e c t r onics and Pho t o n i c s courses in a core area of interest and then proceed to do 220 PROGRAMS AND COURSES

res e a r ch in their area of specialization. The M.S. degree • devices and circuits at the level of courses 171, 178, (C) clear all Incompletes from the student’s rec o rd ; can be completed in two years. M.S. students must com- and 145; plete a master’s thesis. A Ph.D. degree is usually complet- (D) pass the qualifying exam; and • el e c t r omagnetics at the level of courses 135 and 136; ed in four to six years. Ph.D. students are req u i r ed to (E) have an appointed Ph.D. dissertation rea d i n g take a prel i m i n a r y exam within their first two years of • systems and signals at the level of courses 103 and co m m i t t e e . st u d y . After completing the course req u i r ements, students 153; must pass an oral qualifying exam and write a disserta - After advancement to candidacy, work on the thesis retion. Par t-time study is possible for students working in • optics and optoelectronics at the level of course 130; se a r ch prog r esses until the dissertation is completed. Th e in d u s t r y while attending school. Ph.D. dissertation must show the results of in-depth re- • applied mathematics and statistics at the level of se a r ch, be an original contribution of significant knowl - Computer Engineering 107 and App l i e d Requirements for the Master’s Degree edge to the student’s field of study, and include material Mathematics and Statistics 27. wo r thy of publication. The student is strongly advised to Course Requirements The student will choose three areas from the above list in submit res e a r ch work for publication in advance of com- Each student is req u i r ed to take 45 units which must which to be examined. If the student does not pass the pleting the thesis so that the latter req u i r ement is clearly consist of: pre l i m i n a r y examination, the electrical engineering gradu- satisfied. The Ph.D. thesis results are presented in both • At least 15 units in one of the four core areas of ate committee may allow the student to repeat the pre- oral and written forms, the oral form being a disserta t i o n emphasis defined above. li m i n a r y examination once. If the student is to leave the defense (see below) and the written form being the Ph. D . • At least 25 of the total 45 units must be satisfied with Ph.D. program, and the student wishes to obtain an M.S. di s s e r tation. The student must submit his or her written EE graduate courses. de g r ee prior to departu r e, all req u i r ements for the M.S. Ph.D. dissertation to the dissertation reading committee • At most 10 units of independent study (EE 297, EE de g r ee listed above (including an M.S. thesis) must still be at least one month before the defense. 299) will be counted towa r d the EE course req u i r e- sa t i s f i e d . me n t s . After the student passes the prel i m i n a r y examination, Dissertation Defense the student begins work on a thesis prospectus in prep a - Each Ph.D. candidate submits the completed disserta- Total units req u i r ed for the M.S. degree = 45 ration for the qualifying examination. During this peri- tion to a Ph.D. thesis reading committee at least one Note that each graduate course satisfying the above od, the student finds an adviser willing to supervise the month prior to the dissertation defense. The appoint- req u i r ements typically covers 5 units. st u d e n t ’s thesis res e a r ch; works with the adviser to pre- ment of the dissertation reading committee is made pa r e for the qualifying examination; and assembles a dis- immediately after the qualifying exam and is necessary Thesis se r tation reading committee, consisting of the student’s for advancing to candidacy. The candidate presents his Completion of a Mas t e r ’s Thesis is req u i r ed for the res e a r ch supervisor (chair of the committee) and three or or her research results in a public seminar sponsored by Mas t e r ’s degree. To fulfill this req u i r ement, the student four appropriate faculty members in Ele c t r i c a l the dissertation supervisor. The seminar is followed by a submits a written proposal to a faculty member, usually Engineering and other rel e v ant departments. The com- defense of the dissertation to the reading committee by the third academic quarte r . By accepting the prop o s a l , mittee must consist of at least two electrical engineering (only), who will then decide whether the dissertation is the faculty member becomes the thesis adviser. In consul- faculty members in addition to the student’s supervi s o r . acceptable or requires revision. Successful completion of tation with the adviser, the student forms a Mas t e r ’s the dissertation fulfills the final academic requirement Thesis Reading Committee with at least two additional Qualifying Examination for the Ph.D. degree. faculty members, each of whom is provided a copy of the This oral examination is a defense of the student’s thesis pr oposal. Upon completion of the thesis work, the stu- pr ospectus and a test of the student’s knowledge in Transfer Credit dent presents an expository talk on the thesis res e a rc h , ad v anced technical areas of rel e v ance to the disserta t i o n For students already holding an MSEE or equival e n t and the final thesis must be accepted by the rev i e w com- topic. This oral examination consists of a seminar-style de g r ee, at most 20 credits of transfer credit may be grant- mittee before the award of the Master of Science degree . talk before the examining committee, where the student ed for equivalent course work performed at the student’s MS students admitted to continue to the Ph.D. pro- will describe the thesis prospectus, followed by questions M.S. granting institution. Credit transfer is subject to gram must pass a prel i m i n a r y exam covering fundamen- fr om the committee on the substance of the talk or the ap p r oval by the adviser and the electrical engineering tal undergraduate course work (See below) . ar eas of presumed expertise of the student. The exam, graduate committee. taken typically in the third year of Ph.D. study, is admin- Students not already holding an MSEE degree, who Requirements for the Ph.D. Degree is t e r ed by a Ph.D. qualifying exam committee, consisting ar e studying for the Ph.D. degree, may apply to be granted a M.S. degree when they have fulfilled all the M.S. Course Requirements* of at least four examiners. The composition of the com- de g r ee req u i r ements (including an M.S. thesis). Each student is req u i r ed to take 50 units which must mittee is proposed by the department (in consultation consist of: with the student and his/her adviser) to the dean of grad- • At least 20 units in one of the four core areas of uate studies at least one month before the date of the Review of Prog re s s emphasis defined above. exam. The composition of the committee must be Each yea r , the faculty rev i e ws the prog r ess of ever y stu- ap p r oved by the dean of graduate studies, whereupon the dent. Students not making adequate prog r ess towa r d • At least 30 of the total 50 units must be satisfied with student and the committee are notified. completion of degree req u i r ements (see the Grad u a t e EE graduate courses. If the student does not pass the qualifying exam, the Student Han d b o o k for policy on satisfactory academic • At most 10 units of independent study (EE297, student may be asked to complete additional course pro g r ess) are subject to dismissal from the prog r a m . EE299) will be counted towa r d EE course req u i r e- wo r k, or other res e a rc h - r elated work, before retaking the Students with academic deficiencies may be req u i r ed to me n t s . exam. The student may be allowed to retake the qualify- take additional courses. Full-time students with no aca- ing exam once, and the composition of the examining demic deficiencies are normally expected to complete the Total units req u i r ed for the PhD. degree = 50 committee will remain the same for the second try. de g r ee course req u i r ements at the rate of at least two Students who fail the qualifying exam twice may be discourses per quarte r . Full-time students must complete all * For students already holding an MSEE or equival e n t missed from the Ph.D. prog r a m . course req u i r ements within two years for the M.S. and de g r ee, at most 20 units of transfer credit may be granted Ph.D. students who have not advanced to candidacy th r ee years for the Ph. D . for equivalent course work performed at the students’ by the end of the fourth year may be recommended for Students receiving two or more grades of U (unsatis- M.S. granting institution. Credit transfer is subject to academic prob a t i o n . fa c t o r y) or below B in the School of Engineering courses ap p r oval by the adviser and the EE graduate committee. ar e not making adequate prog r ess and will be placed on Dissertation and Advancement to Ph.D. academic probation for the following three quarters of Preliminary Examination Degree Candidacy reg i s t e r ed enrollment. Withdrawing or taking a leave of At the end of the first yea r , i.e., no later than the fall absence does not count as enrollment. Par t-time enrol l - qu a r ter in the following year after their entry, students Advancement to candidacy requires that the student ment is counted as a half quarter of enrol l m e n t . admitted to the Ph.D. program must take a written exam (A) pass the prel i m i n a r y exam; If an electrical engineering graduate student fails a co vering basic knowledge in electrical engineering. Th i s School of Engineering course while on probation, the (B) complete all course req u i r ements prior to taking examination will cover material from the following tech- Electrical Engineering Dep a r tment may request the grad- the qualifying exam; nical area s : uate dean to dismiss that student from the graduate pro- ENGINEERING: ELECTRICAL ENGINEERING 221

gram. If after being rem o ved from probation, the student Upper-Division Courses include ray optics, electromagnetic optics, resonator op- again fails a School of Engineering course, he or she will tics, interaction between photons and atoms, dielectric return immediately to academic prob a t i o n . 103. Signals and Systems. F,S waveguides and fibers, semiconductor light sources and Graduate students experiencing circumstances or diffi- The course covers the following topics: characterization detectors, modulators, amplifiers, switches, and optical culties that impact their academic performance should and analysis of continuous-time signals and linear systems, fiber communication systems. Prerequisite(s): Physics 5B contact their adviser and the graduate director immedi- time domain analysis using convolution, frequency do- and 5C, or 6B and 6C; concurrent enrollment in course at e l y . Students may appeal their dismissal to the graduate main analysis using the Fourier series and the Fourier 130L. Enrollment limited to 30. C. Gu co m m i t t e e . transform, the Laplace transform, transfer functions and 130L. Introduction to Optoelectronics block diagrams, continuous-time filters, sampling of con- Laboratory (1 credit). S Materials Fee tinuous time signals, examples of applications to com- Includes a series of projects to provide hands-on experi- munications and control systems. Prerequisite(s): course Please see the section on fees under School of ence needed for basic concepts and laboratory techniques 70. H. Sadjadpour, B. Friedlander Engineering heading. of optical fiber technology. Students are billed for a mate- 123A. Engineering Design Project I rials fee. Prerequisite(s): Physics 5L-M-N, or 6L-M-N; Lower-Division Courses (3 credits). F,W co n c u r r ent enrollment in course 130. Enr ollment limited First of a two-course sequence that is culmination of the to 30. C. Gu 70. Introduction to Electronic Circuits. F,W engineering program. Students apply knowledge and skills 135. Electromagnetic Fields and Waves. F Int r oduction to the physical basis and mathematical mod- gained in elective track to complete a major design proj- Vector analysis. Electrostatic fields. Magnetostatic fields. els of electrical components and circuits. Topics include ect. Students complete research, specification, planning, Ti m e - va rying fields and Ma x we l l’s equations. Pl a n e circuit theorems, constant and sinusoidal inputs, natural and procurement for a substantial project. Includes tech- w a ves. Students must concurrently enroll in course and forced response of linear circuits. Int r oduction to cir- nical discussions, design reviews, and formal presenta- 135L. Prerequisite(s): course 70/L, Mathematics 23B or cu i t / n e t w o r k design, maximum power transfer, analog fil- tions; engineering design cycle, engineering teams, and 26 or Physics 14, and Applied Mathematics and Statistics ters, and system compensation. Topics in elementary professional practices. Formal technical specification of 27. Students must concurrently enroll in course 135L. electronics: devices, linear models, amplifiers, feedback. the approved project is presented to faculty. Prerequi- M. Isaacson Nonlinear elements and devices also introduced. Prereq- site(s): course 171 or computer engineering 121; prev i o u s uisite(s): Physics 5C/N or 6C/N, and Mathematics 24 or or concurrent enrollment in computer engineering 185; 135L. Electromagnetic Fields and Waves Applied Mathematics and Statistics 27. Students must en- must have passed core exam if computer engineering Laboratory (1 credit). F roll concurrently in course 70L. H. Schmidt, P. Mantey, major; permission of department and instruc t o r . Stu d e n t s La b o r a t o r y sequence illustrating topics in course 135. One K. Pedrotti, A. Shakouri, W. Liu are billed a materials fee. (Also offered as Computer En- two-hour laboratory session per week. Students must con- gineering 123A. Students cannot receive credit for both currently enroll in course 135. Students are billed for a 70L. Introduction to Electronic Circuits courses.) The Staff materials fee. Prerequisite(s): course 70/L; Mathematics Laboratory (1 credit). F,W 23B or 26 or Physics 14; and Applied Mathematics and La b o r a t o r y sequence illustrating topics cover ed in course 123B. Engineering Design Project II. W,S Statistics 27. Students must concurrently enroll in course 70. One two-hour laboratory session per week. Students are Second of two-course sequence in engineering system de- 135. M. Isaacson billed for a materials fee. Prer equisite(s): Physics 5C/N or sign. Students fully implement and test system designed 6C/N, and Mathematics 24 or Applied Mathematics and and specified in course 123A. Formal written report, oral 136. Engineering Electromagnetics. * Statistics 27. Students must enroll concurrently in course presentation, and demonstration of successful project to Course will cover electromagnetic wave propagation, 70 . H. Schmidt, P. Man t e y , K. Ped r otti, A. Sha k o u r i , review panel of engineering faculty required. Students are transmission lines, waveguides, and antennas. Prerequi- W. Liu billed a materials fee. (Also offered as Computer Engi- site(s): course 135 and 135L. Enrollment restricted to neering 123B. Students cannot receive credit for both School of Engineering and Division of Physical and Bio- 80T. Modern Electronic Technology and How courses.) Prerequisite(s): course 123A and Computer En- logical Sciences majors or permission of instructor. May It Works. W gineering 185. Enrollment limited to 35. The Staff be repeated for credit. The Staff Basic knowledge of electricity and “how things work,” ho w technology evol v es, its impact on society and history, 127. Interdisciplinary System Design Project I 145. Properties of Materials. F and basic technical literacy for the non-specialist. Broad (3 credits). * The fundamental electrical, optical, and magnetic prop- overview of professional aspects of engineering and intro- Students, faculty, and outside participants work in a team erties of materials, with emphasis on semiconductors: duction and overview of basic systems and components. en v i r onment to design a real-world system such as a space- chemical bonds, crystal structures, energy bands. Electri- Topics include electrical power, radio, television, radar, craft or global network. Course provides fundamental, in- cal and thermal conduction. Optical and magnetic prop- computers, robots, telecommunications, and the Int e r n e t . troductory material that is used in course 128 to produce erties. Prerequisite(s): Physics 5A/L, 5B/M, and 5C/N or ( General Education Code(s): T 2 - Natural Sciences.) the final design product. Prerequisite(s): course 171 or 6A/L, 6B/M, and 6C/N. Students must also concurren t l y K. Pedrotti Computer Engineering 121 and Computer Engineering enroll in course 145L. H. Schmidt, A. Shakouri 185; enrollment restricted to senior School of Eng i n e e r i n g 94. Group Tutorial. F,W,S or Physical and Biological Sciences majors and permission 145L. Properties of Materials Laboratory (1 A means for a small group of students to study a particu- of the department chair or his/her designee. Enrollment credit). F lar topic in consultation with a faculty sponsor. Students limited to 30. J. Vesecky Laboratory sequence illustrating topics covered in course submit petition to sponsoring agency. May be repeated for 145. One two-hour laboratory per week. Students are credit. The Staff 128. Interdisciplinary System Design II. * billed for a materials fee. Prerequisite(s): Physics 5A/L, Students, faculty, staff, and off-campus partners work to- 5B/M, and 5C/N or 6A/L, 6B/M, and 6C/N. Students 94F. Group Tutorial (2 credits). F,W,S gether in a team environment to design a real-world sys- must also concurrently enroll in course 145. H. Schmidt, A means for a small group of students to study a particu- tem, e.g., spacecraft or global network. Using course 127 A. Shakouri lar topic in consultation with a faculty sponsor. Students as a basis, a design concept is carried through successive submit petition to sponsoring agency. May be repeated for im p r ovements to produce a final design presentation. Pre- 151. Communications Systems. S credit. The Staff requisite(s): courses 127 and 171 or Computer Engineer- An introduction to communication systems. Analysis and ing 121, and Computer Engineering 185; enrollment design of communication systems based on radio, trans- 99. Tutorial. F,W,S restricted to senior School of Engineering or Physical and mission lines, and fiber optics. Topics include fundamen- Students submit petition to sponsoring agency. May be re- Biological Sciences majors and permission of the depart- tals of analog and digital signal transmission in the context peated for credit. The Staff ment chair or his/her designee. Enrollment limited to 30. of baseband communications, including concepts such as J. Vesecky modulation and demodulation techniques, multiplexing 99F. Tutorial (2 credits). F,W,S and multiple access, channel loss, distortion, bandwidth, Students submit petition to sponsoring agency. May be re- 130. Introduction to Optoelectronics and signal-to-noise ratios and error control. Digital commu- peated for credit. The Staff Photonics. S nication concepts include an introduction to sampling Introduction to optics, photonics, and optoelectronics; and quantization, transmission coding and error control. fiber optic devices; and communication systems. Topics Students are billed for a materials fee. Prerequisite(s):

*Not offered in 2004–05 222 PROGRAMS AND COURSES

courses 103, 70/L, and Computer Engineering 107 or entation of evidence of achieving the objectives by sub- pliers, voltage references, sample-and-holds, and noise; pr obability theory and random variables background. En- mitting a written and oral presentation. May not normally and introduction to more complicated systems using these rollment restricted to School of Engineering and Div i s i o n be repeated for credit. The Staff building blocks, such as phase locked loops and analog-to- of Physical and Biological Sciences majors or permission digital converters. If time permits, integrated circuit lay- of instructor. B. Friedlander, P. Mantey 193F. Field Study (2 credits). F,W,S out issues and device/circuit fabrication. Prerequisite(s): Provides for individual programs of study with specific ac- course 171 or equivalent and course 178 or equivalent. 153. Digital Signal Processing. W ademic objectives carried out under the direction of a fac- Enrollment limited to 20. K. Pedrotti Analysis and design of discrete time signals and systems. ulty member of the electrical engineering program and a Discrete-time processing of continuous signals, the sam- willing sponsor at the field site and using resources not 224. Physical Design of Micro- and Opto- pling theorem. Difference equations, Z-transforms, dis- normally available on campus. Credit is based on the pres - Electronic Packages. S crete-time Fourier transforms, the fast Fourier transform entation of evidence of achieving the objectives by sub- Micro- and opto-electronic packaging and materials; me- (F F T ). Frequency response of discrete-time Fourier transmitting a written and oral presentation. May not normally chanical properties and behavior, thermal stress in dis- forms, the fast Fourier transform (FFT). Frequency re- be repeated for credit. The Staff similar materials, and predictive modeling. Design for sponse of discrete-time systems. Filter design: time- and reliability, dynamic response to shocks and vibrations; re- frequency-domain design techniques for recursive (IIR) 195. Senior Thesis Research. F,W,S liability evaluations and testing; plastic packages of IC de- and non-recursive (FIR) filters. Filter realizations, flow- Individual directed study for upper-division undergradu- vices; photonics packages, fiber optics struc t u r es, and new graph structures. Applications. Students are billed a ma- ates. Students submit petition to sponsoring agency. The frontiers. Enrollment restricted to graduate students. terials fee. (Also offered as Computer Engineering 153. Staff The Staff Students cannot receive credit for both courses.) Prereq- 195F. Senior Thesis Research (2 credits). F,W,S uisite(s): course 103. Enrollment restricted to School of 230. Optical Fiber Communication. * Prerequisite(s): petition on file with sponsoring agency. Components and system design of optical fiber commu- Engineering and Division of Physical and Biological Sci- Students submit petition to sponsoring agency. The Staff ences majors or permission of instructor. P. Milanfar nication. Topics include step-index fibers, graded-index 198. Individual Study or Research. F,W,S fibers, fiber modes, single-mode fibers, multimode fibers, 154. Feedback Control Systems. W Provides for department-sponsored individual study pro- dispersion, loss mechanics, fiber fabrication, light-emis- Analysis and design of continuous linear feedback control gram off campus, for which faculty supervision is not in sion processes in semiconductors, light-emitting diodes, systems. Essential principles and advantages of feedback. person, but by correspondence. Students submit petition laser diodes, modulation response, source-fiber coupling, Design by root locus, frequency response, and state space to sponsoring agency. The Staff photodetectors, receivers, receiver noise and sensitivity, methods and comparisons of these techniques. Applica- system design, power budget and rise-time budget, fiber- tions. Prer equisite(s): course 103. Enr ollment restricted to 198F. Independent Field Study optic networks (FDDI, SONET, etc), wavelength division School of Engineering and Division of Physical and Bio- (2 credits). F,W,S multiplexing (WDM). May be repeated for credit. C. Gu logical Sciences majors or permission of instructor. En- Provides for department-sponsored individual study pro- rollment limited to 30. P. Milanfar, P. Mantey gram off campus for which faculty supervision is not in 231. Optical Electronics. * person, but by correspondence. Students submit petition Introduction to phenomena, devices, and applications of 171. Analog Electronics. W,S to sponsoring agency. The Staff op t o e l e c t r onics. Main emphasis is on optical prop e r ties of Int r oduction to (semiconductor) electronic devices. Con- semiconductors and semiconductor lasers. Prere q u i s i t e ( s ) : duction of electric currents in semiconductors, the semi- 199. Tutorial. F,W,S course 145/L. May be repeated for cred i t . H. Schmidt, C. conductor p-n junction, the transistor. Analysis and Individual directed study for upper-division undergradu- Gu, A. Shakouri synthesis of linear and nonlinear electronic circuits con- ates. Students submit petition to sponsoring agency. The taining diodes and transistors. Biasing, small signal mod- Staff 232. Quantum Electronics. W els, frequency response, and feedback. Op e r a t i o n a l Covers basic theory of interaction of electromagnetic ra- amplifiers and integrated circuits. Prerequisite(s): course 199F. Tutorial (2 credits). F,W,S diation with resonant atomic transitions; density matrix 70/L; previous or concurrent enrollment in course 171L Individual directed study for upper-division undergradu- t reatment; Rabi oscillation, laser mode-locking, Q- required. K. Pedrotti, A. Shakouri, W. Liu ates. Students submit petition to sponsoring agency. The switching; parametric oscillation, stimulated Brillouin and Staff Raman scattering, coherent radiation; and noise in pho- 171L. Analog Electronics Laboratory todetectors and lasers. Prer equisite(s): course 231 or equiv- (1 credit). W,S Graduate Courses alent. A. Shakouri Laboratory sequence illustrating topics covered in course 233. Fiber Optics and Integrated Optics. F 171. One two-hour laboratory session per week. Stu d e n t s 200. Research and Teaching in Electrical are billed for a materials fee. Prerequisite(s): 70/L; previ- Concepts and analysis of optical wave propagation in op- Engineering (3 credits). * tical fibers and waveguides. Topics include geometrical op- ous or concurrent enrollment in course 171 required. Basic teaching techniques for TAs: responsibilities and K. Pedrotti, A. Shakouri, W. Liu tics description and electromagnetic theory of slab rights, resource materials, computer security, leading dis- wa v eguides; modes, dispersion, and birefringence in opti- 178. Device Electronics. W cussion or lab sessions, presentations techniques, main- cal fibers; mode coupling and gratings in fibers; wave- This course reviews the fundamental principles, device’s taining class records, electronic handling of homework, length-division multiplexing; nonlinear optics in fibers materials, and design and introduces the operation of sev- and grading. Examines res e a r ch and professional training: and solitons; semiconductor optical amplifiers and Er eral semiconductor devices. Topics include the motion of use of library and online databases, technical typesetting, doped fiber amplifiers. Prerequisite(s): courses 135 and charge carriers in solids, equilibrium statistics, the elec- writing journal and conference papers, publishing, giving 145. C. Gu tronic structure of solids, doping, the pn junction, the talks, and ethical issues. Enr ollment restricted to graduate junction transistor, the Schottky diode, the field-effect students. C. Gu 234. Liquid Crystal Displays. * Introduction to principle of operation, components and transistor, the light-emitting diode, and the photodiode. 211. Introduction to Nanotechnology. F Students are billed for a materials fee. Prerequisite(s): systems of liquid crystal displays (LCDs). Topics include Introduction to underlying principles of the emerging basic LCD components, properties of liquid crystals, po- courses 145/L and 171/L. En rollment restricted to field of nanotechnology. Intended for multidisciplinary School of Engineering and Division of Physical and Bio- larization of optical waves, optical wave propagation in audience with a variety of backgrounds. Int r oduces scien- anisotropic media, Jones matrix method, various display logical Sciences majors or permission of instructor. May tific principles and laws relevant on the nanoscale. Dis- be repeated for credit. C. Gu, K. Pedrotti systems, active matrix addressing, and color LCDs. Pre- cusses applications in engineering, physics, chemistry, and requisite(s): course 135 and 136. Enr ollment restricted to 193. Field Study. F,W,S biology. Enrollment restricted to graduate students. En- seniors and graduate students. C. Gu Provides for individual programs of study with specific ac- rollment limited to 20. H. Schmidt 235. Optical Information Storage and ademic objectives carried out under the direction of a fac- 221. Advanced Analog Integrated Circuits. F ulty member of the electrical engineering program and a Processing. * Analog integrated circuit design with emphasis on funda- Introduction to applications of optical technologies in willing sponsor at the field site and using resources not mentals of designing linear circuits using CMOS. Covers normally available on campus. Credit is based on the pres - data storage and information processing. Topics include MOS devices and device modeling, current mirrors, op- basic principles of Fourier optics; electro-optic, acousto- amp design, op-amp compensation, comparators, multi- optic, and magneto-optic effects and devices; planar and ENGINEERING: INFORMATION SYSTEMS MANAGEMENT 223

volume holography; optical data storage systems; and op- Applications. Students that have completed Computer Le c t u re r tical information processing, interconnecting, and switch- Engineering 261 may not take this course for credit. Pre- JACK D. CAL LO N , Eme r i t u s ing systems. Enr ollment restricted to graduate students, or requisite(s): course 153 or permission of instructor. undergraduates having completed Physics 5B and 5C and P. Milanfar LIN D A WER N E R course 103. C. Gu So f t w a r e engineering, testing, usability engineering, 265. Introduction to Inverse Problems (3 educational and social issues 250. Digital Signal Processing. W credits). * Co vers sampling continuous time signals, sample rate con- Fundamental approaches and techniques in solving in- ◆ ◆ ◆ version, the Z Transform, frequency domain characteriza- verse problems in engineering and applied sciences, par- tion of filters, filter struc t u r es, finite precision effects, FIR ticularly in imaging. Initial emphasis on fundamental and IIR filter design techniques, the Discrete Fourier mathematical, numerical, and statistical formulations and Prof e s s o r Transform, the Fast Fourier Transform and its relatives, known solution methods. Sampling of applications pre- YIN -W ON G CHE U N G (Ec o n o m i c s ) multirate processing, applications to communications sys- sented from diverse set of areas (astronomical, medical and Econometrics, applied econometrics, exchange rate dynamics, tems, speech processing, and radar systems. Prerequi- optical imaging, and geophysical exploration). Enro l l m e n t financial price behavior, aggregate output dynamics site(s): course 153. H. Sadjadpour, B. Friedlander restricted to graduate students. P. Milanfar DAN I E L FRI E D M A N (Ec o n o m i c s ) 251. Principles of Digital Communications. W 297. Independent Study or Research. F,W,S Mic r oeconomic theory, experimental economics, evolution and A core course on digital communications theory. Provi d e s Independent study or research under faculty supervision. le a r ning, behavioral economics, financial marke t s an introduction to digital communication, including Students submit petition to sponsoring agency. The Staff PATR I C K E. MAN T E Y (Computer Eng i n e e r i n g ) so u r ce coding, characterization of communication signals Image systems, image processing, visualization, image and and systems, modulation and demodulation for the addi- 299. Thesis Research. F,W,S multimedia systems, digital signal processing, real-time control tive Gaussian channel, digital signaling, and over band- Thesis res e a r ch conducted under faculty supervision. Stu - dents submit petition to sponsoring agency. The Staff NIRV I K A R SIN G H (Ec o n o m i c s ) width constrained linear filter channels and over fading Industrial organization, political economy, economic multipath channels. Prerequisite(s): course 151 and 153 de v elopment, technology and innovation, South Asi a n (or Computer Engineering 153) and Computer Engi- im m i g r ants in the U.S. neering 107. B. Friedlander Information Systems JOE L YEL L I N (Natural Sciences, Env i ro n m e n t a l 252. Wireless Mobile Communications. S Sc i e n c e ) Wireless cellular, digital mobile, and personal communi- Ma n a g e m e n t Classical and quantum lattice dynamics, nonlinear waves . cations systems (PCS); radio propagation, digital modu- Classical and quantum information theory. Eng i n e e r i n g , lation, and error control; access methods: spre a d economics, and policy issues related to the Int e rn e t spectrum, FDMA and TDMA; antenna diversity, multi- Faculty and Professional Int e re s t s input multi-output systems. Prerequisite(s): course 251. Prog r am Des c r i p t i o n B. Friedlander Prof e s s o r Information systems management (ISM) is a multi- 262. Statistical Signal Processing I. F RAM A K R I S H N A AKE L L A disciplinary major that focuses on the fusion of infor- Covers fundamental approaches to designing optimal es- Inf o r mation technology and systems, management of mation systems, technology, and business management timators and detectors of deterministic and random pate c h n o l o g y, new product introduction and devel o p m e n t , for two purposes: the use of information systems to rameters and processes in noise, and includes analysis of enterprise and knowledge management, supply chain solve business problems and the management of tech- their performance. Binary hypothesis testing: the Ney- management and e-business, financial engineering nology, which includes new product development and enterprise management. Today, it is widely accepted ma n - P earson Th e o r em. Rec e i v er operating characteristics. DAR R E L L D. E. LON G Deterministic versus random signals. Detection with un- Storage systems, distributed computing systems, operating that managing information resources to optimize enter- known parameters. Optimal estimation of the unknown systems, mobile computing, performance evaluation, fault prise performance is as important as managing resources parameters: least square, maximum likelihood, Bayesian tolerance, computer security, multimedia, and video-on- such as labor, capital, and raw materials. ISM supports estimation. Will review the fundamental mathematical demand systems the management of the processes of collection, manipu- and statistical techniques employed. Many applications of lation, storage, distribution, and utilization of an orga- the techniques are presented throughout the course. Not e : CHA R L E S E. MCDOWE L L nization’s information resources as well as the use of Prog r amming languages, parallel computing, operat i n g While a review of probability and statistics is provided, these processes in the management of technology. systems, compilers this is not a basic course on this material. Prerequisite(s): To develop information systems that address the course 103 and Computer Engineering 107, or permis- IRA POH L needs of the organization—in areas such as engineering, sion of instructor. P. Milanfar Artificial intelligence, prog r amming languages, heuristic manufacturing, finance, accounting, and marketing— methods, educational and social issues, combinatorial ISM professionals must possess a solid mix of business 263. Advanced Topics in Coding Theory. * algorithms and technical knowledge. They must be well versed in Covers convolutional codes and its principles, maximum organizational structures, operations (including process- likelihood decoding and Viterbi decoding, performance Associate Prof e s s o r es and the flows of data between processes), and the evaluation of convolutional codes, trellis coded modula- ROB E R T A. LEVI N S O N financial implications related to these factors. In addition (TCM), rotationally invariant convolutional codes, Artificial intelligence, machine learning, heuristic search , tion, they must also be well versed in topics such as sys- turbo codes, turbo decoding principles, performance eval - as s o c i a t i v e pattern ret r i e v al, hierar chical rei n f o rc e m e n t tems development tools and techniques, information uation of turbo codes, interleaver design for turbo codes, le a r ning, semantic networks architecture, networks, databases, telecommunications, topics on turbo codes, space-time codes, and LDPC. Pre- and systems integration. requisite(s): Computer Engineering 251. Enrollment re- Assistant Prof e s s o r The essence of the ISM major at UC Santa Cruz is stricted to electrical engineering, computer engineering, the integration of the fundamental intellectual content JOH N MUS AC C H I O and computer science graduate students. Enr ollment lim- of the computer science, engineering, and business ited to 10. H. Sadjadpour Co n t r ol, analysis, and pricing of communications networks ; applications of game theory in networking; wireless ad-hoc management economics majors. It is a rigorous, chal- 264. Image Processing and Reconstruction. S ne t w o r ks; and management of technology lenging major for those students wanting to pursue Fundamental concepts in digital image processing and re- careers in information systems management and the KEVI N ROS S construction. Continuous and discrete images; image ac- management of technology.To accomplish these objec- Net w o r k modeling and management; scheduling; informa t i o n tives, students must learn the mathematics, science, and quisition, sampling. Linear transformations of images, systems and technology; and queueing theory convolution and superposition. Image enhancement and technical fundamentals of computer science and engi- restoration, spatial and spectral filtering. Temporal image neering as well as understand the environment in which processing: change detection, image registration, motion information technology (IT) solutions will be applied estimation. Image reconstruction from incomplete data. through economics, business, and management of technology courses.

*Not offered in 2004–05 224 PROGRAMS AND COURSES

In order to graduate with a B.S. in information sys- Prep a r ation for the Maj o r 58, Systems Analysis and Des i g n tems management, students normally complete 19 105, Management of Tec h n o l o g y I required courses (with three laboratories, totaling 98 The information systems management major is intended for students with an interest in both computer technolo- 125, Management of Tec h n o l o g y II quarter credits) plus four elective courses (20 quarter 158, Business Stra t e g y and Inf o r mation Sys t e m s credits) for the information systems management major gy and business. It is recommended that students intend- program. Students may choose, through a set of elec- ing to declare this major have completed four years of For students who wish to specialize in information systems tives, to focus in one of the three areas of information mathematics (through advanced algebra and trigonome- management, the following courses are rec o m m e n d e d : systems management: information systems management tr y) and three years of science in high school. 50, Business Inf o r mation Sys t e m s Completion of business-oriented computer literacy and (ISM), management of technology (MOT), or a combi- 58, Systems Analysis and Des i g n basic programming courses is of benefit to students nation of both. To plan for completion of these course 158, Business Stra t e g y and Inf o r mation Sys t e m s requirements within the normative time, students entering this major. Completion of any economics should consult with an adviser as early as possible. and/or business-related courses in high school is also ben- It is also recommended that these students take courses Honors students and dual-degree engineering students eficial, but the faculty rea l i z es that these may not be 105 and 125 as electives . are likely to find the rigorous management and leader- av ailable at many high schools. Completion of compara- For students who wish to specialize in the management of ship elements of the new program of significant inter- ble college courses at other institutions serves to stren g t h - te c h n o l o g y , the following courses are rec o m m e n d e d : est. Industrial interactions and projects are key features en the preparation of a student for the information systems management major. 50, Business Inf o r mation Sys t e m s of this major. 105, Management of Tec h n o l o g y I 125, Management of Tec h n o l o g y II Inf o r mation Systems Management Pol i c i e s Information Systems Management Major Requirements It is also recommended that these students take course Admissions Pol i c y 158 as an elective. In addition to completing UCSC’s general education re- Admission to majors in the School of Engineering is se- For students interested in both information systems man- quirements, students must complete 19 required courses lective. First-year applicants may receive direct admis- agement and the management of technology, the follow- (with one laboratory, totaling 96 quarter credits) plus sion at the time they apply to UCSC based on their ing courses are rec o m m e n d e d : four elective courses (20 quarter credits) for the infor- high school record and test scores. Admission to the 50, Business Inf o r mation Sys t e m s mation systems management major program. To plan major after a student has entered UCSC is based on per- 58, Systems Analysis and Des i g n for completion of these course requirements within the formance in the foundation courses: Computer Science normative time, students should consult with a School 105, Management of Tec h n o l o g y I 12A (or 13H), Computer Engineering 16 or 16H, of Engineering adviser as early as possible. These 23 Mathematics 19A-B (or Economics 11A and 11B), and It is also recommended that these students take courses courses include the following: Information Systems Management 50 (or Economics 1 125 and 158 as electives . and 2). Please refer to the School of Engineering section Elective Courses (four courses) of the catalog for the full admissions policy. Required Courses (two 5-credit School of Engineering courses) (19 courses plus one laboratory) Students select two upper-division School of Eng i n e e r i n g Disqualification and Sat i s f a c t o r y Prog r ess in Mathematics el e c t i v es on the basis of their particular interests. Th e s e the Maj o r (t h r ee 5-credit courses) may be any 5-credit upper-division School of Eng i n e e r i n g Please refer to the Engineering section of this catalog for 19A-B, Calculus for Science, Engineering, and courses, with the following limitations: Mathematics; or the School of Eng i n e e r i n g ’s Major Dis q u a l i f i c a t i o n 1. either Computer Engineering 153 or Electrical Pol i c y . Economics 11A and 11B, Mathematical Methods for Economists; and Engineering 153, but not both; Letter Grade Pol i c y 21, Linear Algebra 2. either Engineering 131 or Computer Engineering 107, but not both; Information Systems Management req u i r es letter grading Economics for all courses applied towa r d the B.S. in information sys- (f i v e req u i r ed 5-credit courses) 3. independent and field-study courses (193, 195, 198, tems management, with the exception of two lower - d i v i - 1, Int ro d u c t o r y Mic r oeconomics: Res o u r ce All o c a t i o n 199) require prior approval and support from the sion courses which students may elect to take Pas s / N o and Mar ket Stru c t u r e department in order to be used as an elective. Pass (not to include course 50 or 58). This policy includes 2, Int ro d u c t o r y Mac r oeconomics: Agg r egate (two 5-credit Eco n o m i c s courses from the following list) courses req u i r ed for the information systems management Economic Act i v i t y 100B, Int e r mediate Mac ro e c o n o m i c s major but sponsored by other departm e n t s . 10A, Economics of Acc o u n t i n g 101, Managerial Eco n o m i c s 100A, Int e r mediate Mic ro e c o n o m i c s 115, Int r oduction to Management Sciences Transfer Stu d e n t s 113, Introduction to Econometrics; or 133, Security Mar kets and Financial Ins t i t u t i o n s Articulation agreements with other California institu- Applied Mathematics and Statistics 113, Managerial 135, Co r p o r ate Fin a n c e tions are in place for some courses required for the ISM Statistics 136, Business Stra t e g y major; it is important for students to inquire whether Computer Engineering specific courses meet the requirements of this major. Ar- 138, The Economics and Management of Tec h n o l o g y (t h r ee 5-credit courses and a 1-credit lab) ticulation information is available on ASSIST at and Inn o vat i o n http://www.assist.org. Courses taken at other institutions 12/L, Computer Systems and Assembly Language/ 139A, The Economics of Ele c t r onic Commerce which emphasize applications of programming lan- La b o ra t o r y 139B, E- C o m m e r ce Stra t e g y guages often do not count toward the information sys- 16, Applied Discrete Mat h e m a t i c s ; or 161, Mark e t i n g tems management major at UCSC. Please refer to the 16H, Honors Applied Discrete Mat h e m a t i c s 164, Economics and the Telecommunications Ind u s t r y School of Engineering section of the catalog for the pol- 150, Int r oduction to Computer Net w o rk s Optional Ele c t i v e icy regarding transfer students. Computer Science An individual field study, Economics 193, is rec o m - (f i v e 5-credit courses) mended but not req u i re d . School of Engineering Pol i c i e s 12A, Int r oduction to Prog ra m m i n g Please refer to the School of Engineering section of the 12B, Int r oduction to Data Stru c t u re s Inf o r mation Systems Management catalog for additional policies that apply to all School of 101, Abs t r act Data Typ e s Engineering programs. These policies include admission 115, So f t w a r e Met h o d o l o g y Major Pla n n e r s to the major, limits on the number of times courses can 180, Database Sys t e m s The following are three sample academic plans for stu- be attempted, and the need for UCSC students to obtain dents to complete during their first two years as prep a r a - pre a p p r oval before taking courses elsewh e re . Inf o r mation Systems Man a g e m e n t tion for the information systems management major. Pla n (t h r ee of the following 5-credit courses) One A and B are suggested guidelines for students who 50, Business Inf o r mation Sys t e m s ENGINEERING: INFORMATION SYSTEMS MANAGEMENT 225

ar e committed to the major early in their academic caree r . use of IS to compete. Intended for information system 105. Management of Technology I. * Plan Two is for students who are considering the major. management and business management economics ma- An in-depth examination of technological, strategic, mar- jors. The Staff keting, and financial methods and analytical tools for the Plan One A management of technology to enable cost-effective and Yea r Fa l l Win t e r Sp r i n g 58. Systems Analysis and Design. W rapid development of profitable and high quality tech- Students learn how information technology is used to deal 1s t Econ 1 Econ 2 Ism 50 nologies. Includes case studies and a comprehensive proj- with business requirements and/or solve business prob- (f r s h ) Cmps 10 Math 19A Math 19B ect. Students who rec e i v e credit for this course cannot also lems. Provides an understanding of structured computer receive credit for course 80A; students who receive credit 2n d Cmps 12A Cmps 12B Cmpe 12/L systems analysis and design methodologies and techniques (s o p h ) Econ 10A Ism 58 Cmpe 16 or 16H for course 205 cannot also receive credit for this course. and their application to business information systems. In- Math 21 Prerequisite(s): Mathematics 19B or 11B or Engineering tended for information systems management and business 11B or Economics 11B. R. Akella Plan One B management economics majors. Prerequisite(s): Com- Yea r Fa l l Win t e r Sp r i n g puter Science 50. Enrollment limited to 40. R. Akella 125. Management of Technology II. * High-technology enterprises must understand and oper- 1s t Econ 10A Econ 1 Econ 2 80A. Development, Management, and (frsh) Cmps 10 Econ 11A Econ 11B ate effectively within their technology-business value Commercialization of Technology. * chains in order to maximize profitability. This course de- 2n d Cmps 12A Ism 58 Cmps 12B Addresses technological, strategic, marketing, and finan- velops and applies methods and tools for the design, op- (s o p h ) Ism 50 Math 21 Econ 100A cial methods and analytical tools for the management of timization, selection, and management of these value Cmpe 16 or 16H technology in an integrated manner that enables the cost chain networks. Students who rec e i v e credit for this course effective and rapid development of profitable and high Plan Two cannot also rec e i v e credit for course 80B; students who re- quality technologies. Includes case studies and a compre- Yea r Fa l l Win t e r Sp r i n g ceive credit for course 225 cannot also receive credit for hensive project. Students who receive credit for either this course. Prerequisite(s): course 105. R. Akella 1s t Math 3 Econ 1 Ism 50 course 105 or 205 cannot also receive credit for this (f r s h ) Econ 2 course. (General Education Code(s): T7 - N atural Sciences 158. Business Strategy and Information 2n d Cmps 10 I s m5 8 Cmps 12A or Social Sciences, Q.) R. Akella Systems. W (s o p h ) Math 19A or Math 19B or Math 21 Analysis of effective use of information systems within a Econ 11A Econ 11B Econ 10A 80B. Technology Value Chain Networks. * business enterprise, with emphasis on gaining a competi- Provides an introduction to the design and management tive advantage. Integration of information systems with Co m p re h e n s i v e Req u i re m e n t of the value chain networks for high-technology enter- business strategy, financial justification, personnel, and or- prises. The value chain includes procurement, manufac- ganizational considerations are highlighted. Intended for Students complete two proj e c t - i n t e n s i v e courses, either turing, logistics, inve n t o ry, and distribution and information system management majors. Prerequisite(s): the combination of Computer Science 115 and marketing of products and services. Students who receive satisfaction of the Subject A and Composition require- Information Systems Management 158 or the combina- credit for either course 125 or 225 cannot also receive ments; course 150 or Computer Engineering 150, Com- tion of Computer Science 115 and Information Sys t e m s credit for this course. (General Education Code(s): T7- puter Science 101, Economics 10A and 100A, and Management 105, which constitute the compreh e n s i v e Natural Sciences or Social Sciences, Q.) R. Akella Applied Mathematics and Statistics 113 or Economics req u i r ement for the information systems management 113. (General Education Code(s): W.) R. Akella ma j o r , based on the dual aspects of the prog r a m . 80C. Starting a New Technology Company. Computer Science 115 addresses the technical side of the Focuses on the creation and management of technology 193. Field Study. F,W,S ma j o r , course 158 deals with the business and economics start-ups and small companies, using case studies and Provides individual programs of study with specific aca- content, and course 105 deals with the integration of team projects as the basis for learning and applying the demic objectives carried out under direction of faculty technology and business. course materials. (General Education Code(s): T7 - Na t u r a l member of Information Systems Management and a will- Computer Science 115, So f t w a r e Met h o d o l o g y, is Sciences or Social Sciences, Q.) R. Akella ing sponsor at field site. Uses res o u r ces not normally avai l - designed to validate students’ technical capabilities. 94. Group Tutorial. F,W,S able on campus. Credit based on presentation of evidence Wor king in teams, students are req u i r ed to apply the A means for a small group of students to study a particu- of achieving objectives by submitting written and oral technical knowledge they have gained by designing, pro- lar topic in consultation with a faculty sponsor. Students pr esentation. Cannot normally be repeated for credit. Stu - gramming, and testing a complete software application. submit petition to sponsoring agency. May be repeated for dents submit petition to sponsoring agency. The Staff Information Systems Management 158, Bus i n e s s credit. The Staff Stra t e g y and Inf o r mation Sys t e m s , req u i r es that students 193F. Field Study (2 credits). F,W,S understand and use a struc t u r ed methodology to eval u a t e 94F. Group Tutorial (2 credits). F,W,S Provides individual programs of study with specific aca- the competitive use of information systems within an A means for a small group of students to study a particu- demic objectives carried out under direction of faculty enterprise. This is accomplished by res e a r ching and writ- lar topic in consultation with a faculty sponsor. Students member of Information Systems Management and a willing a compreh e n s i v e analytical term paper using a submit petition to sponsoring agency. May be repeated for ing sponsor at field site. Uses res o u r ces not normally avai l - methodology taught as part of this course. credit. The Staff able on campus. Credit based on presentation of evidence Information Systems Management 105, Management of of achieving objectives by submitting written and oral Tec h n o l o g y I, req u i r es that students understand and apply 99. Tutorial. F,W,S presentation. Cannot normally be repeated for credit. st ru c t u r ed methodologies for the development, manage- Students submit petition to sponsoring agency. May be re- Students submit petition to sponsoring agency. The Staff peated for credit. The Staff ment, and commercialization of technologies and prod - 194. Group Tutorial. F,W,S ucts. Students will work in teams on a compreh e n s i v e 99F. Tutorial (2 credits). F,W,S A program of independent study arranged between a term project in the development, commercialization, and Students submit petition to sponsoring agency. May be re- group of students and a faculty member. Students submit management of technologies such as computers, net- peated for credit. The Staff petition to sponsoring agency. The Staff wo r ks, semiconductors, mechatronics, and biotechnology. 194F. Group Tutorial (2 credits). F,W,S Upper-Division Courses Lower-Division Courses A program of independent study arranged between a group of students and a faculty member. Students submit 101. Management of Technology Seminar (1 petition to sponsoring agency. The Staff 50. Business Information Systems. F,S credit). F,W,S Addresses the use of information systems (IS) within a Uses weekly talks by leading industry practitioners and 195. Senior Thesis Research. F,W,S business enterprise. Subjects include computer hardware university researchers to provide in-depth exposure to the Intended for majors. Students submit petition to spon- and software concepts, system design and implementa- management of technology.Topics covered include prod- soring agency. The Staff tion, telecommunications, data management, transaction- uct development, operations, strategy, finance, and mar- based systems, management information systems, and the keting for technologies such as software and information 195F. Senior Thesis Research (2 credits). F,W,S systems. May be repeated for credit. R. Akella Intended for majors. Students submit petition to sponsoring agency. The Staff

*Not offered in 2004–05 226 PROGRAMS AND COURSES

198. Individual Study or Research. F,W,S Prerequisite(s): Computer Engineering 107 or Applied DAVI D GOO D M A N Intended for majors. Students submit petition to spon- Mathmatics and Statistics 131 or permission of instruc t o r . Political economy of international environmental issues, soring agency. The Staff En rollment restricted to graduate students. Ap p l i e d global agri-food systems, technology, Nor th-South rel a t i o n s Mathematics and Statistics 203, 205, 230, and course 250 and sustainable development, Brazilian economy and society 198F. Individual Study or Research recommended. R. Akella (2 credits). F,W,S DEB O R A H K. LETO U R N E A U Intended for majors. Students submit petition to spon- Agro e c o l o g y, tropical biology, insect-plant interac t i o n s , biological control as an alterna t i v e to chemical pesticides soring agency. The Staff English-Language Literatures PAUL L. NIE B A N C K , Eme r i t u s 199. Individual Study or Research. F,W,S Individual directed study for upper-division undergradu- Students wishing to pursue a course of study in Eng l i s h JAM E S E. PEP PE R , Eme r i t u s li t e r a t u r e should consult the concentration in ates. Students submit petition to sponsoring agency. En- DAN I E L M. PRE S S national/transnational literatures under Literature, page rollment restricted to senior information systems U.S. environmental politics and policy, social capital and management majors. The Staff 29 0 . de m o c r atic theory, industrial ecology, land and species co n s e r vation, reg i o n a l i s m Graduate Courses ALAN R. RIC H A R D S Political economy, agricultural and economic devel o p m e n t , 205. Management of Technology I. W En v i r o n m e n t a l economic history Addresses technological, strategic, marketing, financial CARO L SHE N N A N methods, and analytical tools for management of tech- Sciences and Policy Agro e c o l o g y, ecosystem studies, agriculture- w etland inter- nology in an integrated manner that enables the cost-ef- actions, parti c i p a t o r y res e a r ch, gender, and environmental issues fective and rapid development of profitable and high UCSC offers a range of options for students to pursue quality technologies. Includes case studies and a compre- MIC H A E L E. SOU L É , Eme r i t u s en v i r onmental topics. The Env i r onmental Stu d i e s hensive project. Students cannot receive credit for this Dep a r tment offers an interdi s c i p l i n a r y B.A. prog r a m course and either course 80A or 105. Enrollment re- Associate Prof e s s o r that emphasizes social sciences, conservation biology, stricted to juniors, seniors, and graduate students. R. and agroecology (see Env i r onmental Studies, below) . WEI X I N CHE N G Akella The Env i r onmental Studies Dep a r tment offers com- Soil ecology, agroe c o l o g y, biogeochemistry, global change ecology 225. Management of Technology II. S bined majors with the Dep a r tments of Bio l o g i c a l GRE G O R Y S. GIL B E R T High technology enterprises must understand and operate Sciences, Earth Sciences, and Economics. Eff e c t i ve l y , the Disease ecology, conservation biology, tropical forest ecology, ef f e c t i v ely within their technology-business value chains in en v i r onmental studies/biology and environmental stud- mi c r obial ecology order to maximize profitability. Course develops and ap- ie s / E a r th sciences combined majors extend the scientific BRE N T HAD D A D plies methods and tools for the design, optimization, se- training in disciplinary areas but are not intended to Mar ket-based regulation, prop e r ty rights, economic lection, and management of these value chain networks. de v elop a student’s core competence to a level equival e n t institutions and the environment, Cal i f o r nia water Students cannot receive credit for this course and either to that attained with a major in the related science. Th e institutions, ren e w a b l e - re s o u r ce electricity, gree n h o u s e - g a s course 80B or 125. Prerequisite(s): course 205 or consent Ch e m i s t r y and Earth Sciences Dep a r tments offer con- red u c t i o n of instruc t o r . Enr ollment restricted to juniors, seniors, and centrations in environmental topics within their B.A. and B.S. degree programs. The environmental sciences KAR E N D. HOL L graduate students. The Staff, R. Akella Res t o r ation ecology, conservation biology, landscape ecology concentrations are designed for students in the natural 250. Stochastic Optimization in Information sciences who wish to pursue interdi s c i p l i n a r y study of S. RAVI RAJ A N Systems and Technology. S the environment. These develop a level of competency Env i r onmental history and political ecology, risk and disaster First in a sequence of courses in information systems and suitable for pursuing graduate work in these disciplinary studies, science and technology studies, Nort h - S o u t h technology management (ISTM). Provides systematic ar eas or in graduate environmental programs (see en v i r onmental conflicts, environmental social theory, methodology and corresponding set of methods and ana- descriptions in the appropriate sections: Chemistry, see en v i r onmental ethics lytical tools to address the field of ISTM in an integrated page 148; and Earth Sciences, see page 168). manner; provides required training in stochastic opti- Assistant Prof e s s o r mization and other algorithmic approaches, such as dy- DEN N I S D. KEL S O namic programming, to achieve business intelligence in Env i r onmental policy, natural res o u r ce use, social theory, and corporate enterprises. Students should have solid back- emerging technology ground in the following: probability equivalent to statis- Environmental Studies tics, stochastic methods, calculus, linear algebra, MIC H A E L E. LOI K mathematical maturity, stochastic processes, and opti- Plant responses to natural and anthropogenic environ m e n t a l 405 Int e rd i s c i p l i n a r y Sciences Bui l d i n g mization. Enrollment restricted to graduate students; un- st r ess, climatology, implications of global environ m e n t a l (831) 459-2634 dergraduates may enroll if they have completed Computer change for rep ro d u c t i v e success and community composition, ht t p : / / e n vs . u c s c . e d u bi o g e o g ra p h y , physiology of ecosystem res t o ra t i o n Engineering 107 or Applied Mathemathics and Statistics 131 or have permission of instruc t o r . Applied Mat h e m a t - ERI K A ZAVAL E T A ics and Statistics 203 and 205 and Computer Eng i n e e r i n g Faculty and Professional Int e re s t s Eco l o g y and evol u t i o n a r y biology, biodiversity and global 230 are recommended. May be repeated for credit. change, biological invasions, terrestrial plant and ecosystem ec o l o g y, ecological economics, human ecology, conservation The Staff, R. Akella Prof e s s o r 251. Information Systems and Technology ROB E R T R. CUR R Y, Eme r i t u s Adjunct Associate Prof e s s o r Management 2. S Provides a systematic methodology and corresponding set BRYA N H. FAR R E L L , Eme r i t u s SEA N SWE Z E Y Int e g r ated pest management and agricultural sustainability of methods and analytical tools in stochastic and neuro- MARG A R E T FIT Z SIM M O N S dynamic programming used for business intelligence in Social and spatial aspects of environmental change, the Le c t u re r corporate enterprises and A1 and Maching learning rede v elopment and regulation of primary-sector activities and se a r ch and applications in computer science, computer en- the regional integration of environmental planning and JEN N I F E R K. AND E R S O N gineering, and electrical engineering and related to res o u r ces management institutions in urban and rur al settings Env i r onmental interpretation/education, experiential le a r ning, multi-cultural environmental education applied mathematics and statistics, business, management, STE PH E N R. GLI E S S M A N and economics. Students should have solid background in Agro e c o l o g y, sustainable agriculture, natural history, trop i c a l pr obability equivalent to statistics, stochastic methods, cal- land use and development, ecology and management of culus, mathematical maturity, stochastic processes and op- Cal i f o r nia vegetation timization, business intelligence and algorithms. ENVIRONMENTAL STUDIES 227

BRI A N K. FUL F RO S T JON AT H A N A. FOX (Latin American and Latino DON A L D C. POTTS (E cology and Evol u t i o n a r y Academic Coordi n a t o r , Geo g r aphic Inf o r mation Sys t e m s Stu d i e s ) Bio l o g y ) La b o ra t o r y; data management and analysis for natural and Latin American and Latino politics, democratization, social Co r al reef ecology, genetics, evolution, and geological history; cu l t u r al res o u r ce management, environmental monitoring, mo vements; transnational civil society coalitions with an marine biodiversity; tropical biology, global change, and en v i r onmental and social impact assessment and emphasis on social and environmental policy issues in Mex i c o , remote sensing en v i r onmental policy studies Brazil, Philippines, and Cen t r al Ame r i c a HUG H RAF F L E S (An t h ro p o l o g y ) MARG A R E T H. FUS A R I LAUR E L R. FOX (Ecology and Evol u t i o n a r y Bio l o g y ) Nat u r e, the non-human, intimacy, scale, taxon o m y , writing, Nat u r al Res e r ve Coordi n a t o r , vert e b r ate biology and ecology, Ter r estrial population and community ecology, plant-animal Brazilian Ama zo n co n s e r vation, natural res o u r ce planning, natural res e r ve in t e ra c t i o n s ma n a g e m e n t PET E R T. RAI M O N D I (Ecology and Evol u t i o n a r y DIA N E GIF F O R D -G ON ZA L E Z (A n t h ro p o l o g y ) Bio l o g y ) SAR A H RAB K I N Paleolithic and Neolithic Africa and Eur asia, colonial New Marine ecology, evol u t i o n a r y ecology, experimental design, Science, health, and environmental writing; journalism; the Mex i c o , origins of food production, pastoral i s t s , applied ecology personal essay; theory and practice of diary and journa l zoo a rc h a e o l o g y, history of arch a e o l o g y, interpret i v e theory, keeping; the natural history field journal as scientific tool and visual anthrop o l o g y MAR Y W. SILV E R (O cean Sciences) cu l t u r al tradition Biological oceanograp h y , marine plankton, midwater ecology JAM E S B. GIL L (Ea r th Sciences) AND R E W SCH I F F R I N Igneous petrol o g y, geochemistry of island arcs LIS A C. SLOAN (Ea r th Sciences) Env i r onmental assessment, tran s p o r tation, watershed Pal e o c l i m a t o l o g y, climate change, Ear th system science, ma n a g e m e n t LYN D A J. GOF F (E cology and Evol u t i o n a r y Bio l o g y ) su r ficial processes Algal symbiosis, host-parasite relationships, molecular BRI A N WAL TON evo l u t i o n DON A L D R. SMI T H (En v i r onmental Toxi c o l o g y ) Co o rd i n a t o r , Pred a t o r y Bir d Res e a r ch Grou p Organismal responses and therapeutic treatment of toxi n s WALT E R L. GOL D F R A N K (So c i o l o g y ) ◆ ◆ ◆ Social change, historical sociology, world systems, modern AND R E W SZAS Z (So c i o l o g y ) Mex i c o , Chile, social movements and rev olution, devel o p m e n t Env i r onmental sociology, political sociology, theory theories, policies and outcomes SUZA N N E P. AND E R S O N (E a r th Sciences) DAN A Y. TAK AG I (So c i o l o g y ) Social inequality and identity, res e a r ch methods, rac e Geo m o r p h o l o g y, hydro l o g y, weathering, glacial proc e s s e s GAR Y B. GRI G G S (Ea r th Sciences) Coastal processes, hazards and engineering relations, nationalism, and social movem e n t s GIAC O M O BER N A R D I (Ecology and Evol u t i o n a r y ANN A TSI N G (A n t h ro p o l o g y ) Bio l o g y ) ISE B I L L V. GRUH N , Emerita (Pol i t i c s ) Fish biology, phylogenetics, evolution Cul t u r e and politics, feminist theory and gender in the U.S., DAN I E L GUE VAR A (Ph i l o s o p h y ) social landscapes and tropical forest ethnoecologies, ethnicity, MIC H A E L K. BROWN (Pol i t i c s ) Kant, moral philosophy, social and political philosophy, history local power and relations to the state in Indonesia, Southeast Ine q u a l i t y , race and African American politics, political of modern philosophy Asia, and the U.S. ec o n o m y , political development of wel f a r e states, theories and methods of historical social science DON N A J. HAR A WAY (Hi s t o r y of Consciousness and TER R I E M. WIL L I A M S (E cology and Evol u t i o n a r y Wom e n ’s Stu d i e s ) Bio l o g y ) KEN N E T H W. BRULA N D (Ocean Sciences) Feminist theory, cultural and historical studies of science and Vert e b r ate locomotor and thermo re g u l a t o r y physiology; Chemical oceanograp h y , biogeochemistry of trace metals and te c h n o l o g y, relation of life and human sciences, and human- marine biodiversity; comparat i v e vert e b r ate energetics, exerc i s e radionuclides, aquatic chemistry, geochemistry animal rel a t i o n s ph y s i o l o g y EDM U N D BUR K E III (His t o ry ) SUS A N HAR D I N G (An t h ro p o l o g y ) PATR I C I A ZAVE L L A (Latin American and Latino Islamic history, modern Middle East and Nor th African Cul t u r e, politics, narrat i v e, gender, local/global studies, Stu d i e s ) hi s t o r y, French history, Eur opean imperialism, world history et h n o g r aphic writing, fundamentalism, Christianity, state- The relationship between women’s work and domestic labor, making, aging, America, and Spa i n MAR K CIO C (His t o ry ) po vert y , family, sexuality and social networks, feminist studies, et h n o g r aphic res e a r ch methods, and transnational migrat i o n Ger man history, modern Eur opean history, environ m e n t a l RON N I E D. LIP S C H U T Z (Pol i t i c s ) hi s t o r y Int e r national relations; international political economy; of Mexicana/o workers and U.S. capital fo r eign policy; res o u rc e / e n v i r onmental politics; global political DAN I E L P. COS T A (Ecology and Evol u t i o n a r y Bio l o g y ) ne t w o r ks; global civil society; film, fiction, and politics; Prog r am Des c r i p t i o n te c h n o l o g y and society; states of terror Physiological ecology of marine mammals and birds The environmental studies major prep a r es students for PAUL M. LUB E C K (So c i o l o g y ) BEN CROW (Soc i o l o g y ) me a n i n g ful lifetime engagement with the major environ - Political sociology, political economy of devel o p m e n t , Int e r national development, sociology of water and marke t s , mental challenges facing society. A degree in environ - globalization, labor and work, logics of methodology, rel i g i o n global inequality, South Asia and East Africa, political mental studies prep a r es students for increasingly diver s e and social movements, Islamic society and identities, ec o n o m y , and green enterprise ca r eer opportunities in the private sector, at all levels of in f o r mation and networks go vernment, and in non-governmental organizations. DAN I E L F. DOAK (Ecology and Evol u t i o n a r y CHA R L E S L. (LEO ) ORTI Z (Ecology and UCSC environmental studies graduates hold leadership Bio l o g y ) positions as legislative and policy analysts, environ m e n t a l Co n s e r vation biology, population biology, plant-animal Evol u t i o n a r y Bio l o g y ) Phy s i o l o g y of marine mammals, physiological integrat i o n , management officials, educators, restoration ecologists, in t e ra c t i o n s ph y s i o l o g y of secret i o n co n s e r vation and field biologists, museum curators, busi- E. MELA N I E DUPUI S (Soc i o l o g y ) ness consultants, and political organizers. In addition, Economic sociology, sociology of consumption, sociology of ING R I D M. PAR K E R (E cology and Evol u t i o n a r y Bio l o g y ) many graduates obtain professional, master’s, or doctoral de v elopment, political sociology, sociology of the environ m e n t , de g r ees in the country’s top ecology programs, law technological change, historical sociology, social theory, food Plant ecology, pollination, plant-pathogen interac t i o n s , biological invas i o n s schools, public policy schools, and related disciplines. and social change Students pursue an interdi s c i p l i n a r y curriculum that MAN U E L PAS TO R JR., (Latin American and Latino JAM E S EST E S (E cology and Evol u t i o n a r y Bio l o g y combines course work in ecology and the social sciences. and Ocean Sciences) Stu d i e s ) The fundamentals of environmental studies are offered Marine sciences, community ecology Urban pover ty and regional development, Latinos in the th r ough introd u c t o r y courses on the ecological and urban U.S., macroeconomic stabilization in Latin Ame r i c a ; political-economic aspects of environmental issues and AND R E W FIS H E R (E a r th Sciences) distribution, democrac y , and growth in the developing world ; th r ough the core course, Eco l o g y and Society. Upp e r - Hydro g e o l o g y, crustal studies, heat flow, modeling Cuban economic ref o r m; Mexican economic ref o r m division areas of concentration have interdi s c i p l i n a r y cur- GRA N T H. POG S O N (Ecology and Evol u t i o n a r y ricula that draw on both ecology and the social sciences. Bio l o g y ) The program emphasizes the integration of ecological Molecular population genetics, ecological genetics, marine kn o wledge with an understanding of social institutions in ve rt e b r ates and fishes and policies in ways that support the conservation of bio- di ve r s i t y , the practice of sustainable agriculture, and the 228 PROGRAMS AND COURSES

ca r eful management of other ecological and environ m e n - Transfer Stu d e n t s college, and the Office of the Registrar of the decision no tal systems. The faculty work on these issues at local, Students transferring to UCSC are expected to fulfill the later than 15 days after the filing of the appeal. regional, and global levels. Cur r ent faculty res e a r ch focus- pre r equisites for the major by completing equival e n t es on Costa Rica, Panama, Mexico, Malawi, Flo r i d a , courses, with a grade of C or better, at another rec o g n i ze d Requirements for the Combined Majors Hawaii, Alaska, California, and the Mon t e r ey Bay reg i o n . institution before transferring to UCSC. The prere q u i s i t e As a complement to classroom instruction and in the physical and chemical environment (course 23) Env i r onmental Stu d i e s / Bi o l o g y res e a r ch, many courses have field components. Th e may be satisfied by completing a college-level introd u c - This course of study provides students with the basic Env i r onmental Studies Field and Internship Prog r a m to r y chemistry course if no course equivalent to course 23 tools of biological science and sufficient understanding of helps qualified students find placements with gover n - is available. Two courses—one in politics, one in econom- res o u r ce conservation, conservation biology, and concerns ment and educational agencies, community organiza- ic s — a r e req u i r ed to satisfy the political economy and the about environmental sustainability to apply these tools to tions, and private firms. In addition, students are encour- en v i r onment (course 25) prer equisite. Course 25 may be en v i r onmental prob l e m s . aged to participate in faculty-directed res e a r ch on specific of f e r ed during Summer Session at UCSC and transfer Prere q u i s i t e s pr oblems. Env i r onmental studies courses complement students are encouraged to take it. Those students attend- most majors on campus, and students from other majors ing an institution not offering an acceptable general ecol- Biology 20A and 20B ar e encouraged to take courses that are rel e v ant to their ogy course are urged to enroll in Summer Session at Env i r onmental Studies 24 (or Biology 20C or 150) in t e re s t s . UCSC to complete this prer equisite (course 24); those Env i r onmental Studies 25 not able to do so are allowed to take the course concur- Req u i r ements for the Maj o r rently with course 100/L in the fall quarte r . An t h r opology 2 or Philosophy 21, 22, 24, 28, or 80G or Sociology 1 or 15 Prere q u i s i t e s Upp e r - D ivision Req u i re m e n t s Precalculus (Mathematics 3 or a score on the math place- Continuing UCSC students are req u i r ed to complete six Students are req u i r ed to complete nine upper-division ment exam or the College Board AP calculus exam suffi- pre r equisite courses. Env i r onmental Studies 23, 24, 25, courses, including course 100/L and a senior compreh e n - cient to be placed into calculus) and Applied Mathematics and Statistics 5 or 7 (statistics) si v e course. For students who have limited time, the de- Applied Mathematics and Statistics 5 or 7 ar e to be completed before taking Env i r onmental Stu d i e s pa r tment also offers three combined majors: one with Ch e m i s t r y 1B/M and 1C/N and 108A/L and 108B/M 100/L, the core course. The two remaining prere q u i s i t e s bi o l o g y , one with Earth sciences, and one with econom- ar e to be completed no later than the junior yea r . Tra n s f e r ics. If students choose to select a set of related courses Two courses in physics or computer science, either students must complete seven prer equisite courses before fr om another discipline, they should do so in consulta- Physics 7A/L and 7B/M or two courses from Computer transferring to UCSC (see also Transfer Students below) . tion with a faculty adviser. Science 12A, 12B, 60G or 60N, 80B, and 80G. The courses listed here are examples of the course offer- Upp e r - D ivision Req u i re m e n t s ings at UCSC that satisfy the prer equisites. If you are Co m p re h e n s i v e Req u i re m e n t transferring, compare catalog descriptions, consult you r Env i r onmental Studies 100/L Students satisfy the senior compreh e n s i v e req u i r ement by cu r r ent institution’s adviser, and refer to the ASSIST web Biology 105 completing one of the followi n g : site, ht t p : / / w w w .assist.org/default.htm, to determine equiva- Six upper-division courses, three in biology and three in Senior capstone (course 190) le n c y . The specific prer equisites are as follows : en v i r onmental studies. One of the six must be a labora- The Physical and Chemical Env i ro n m e n t . A course intro- Senior thesis (course 195A or 195B) to r y course, and one of the three environmental studies ducing the basic physical and chemical processes that gov- Senior seminar (a course from the 196 series) courses should be based in the social sciences. Th e s e ern the struc t u r e and function of ecosystems, including upper-division courses should be selected in pursuit of a Senior Int e rn s h i p (course 183B) climate and wea t h e r , soil types and their formation, and co h e r ent plan of study, such as agroe c o l o g y - b o t a n y , con- biogeochemical cycles (course 23). Transfer students must Students who wish to complete the senior thesis or senior se r vation biology-zoo l o g y , res o u r ce management-ecology, satisfy this prer equisite by completing a college-level in- internship option must make a formal application to a en v i r onmental education-animal behavior, or environ - tro d u c t o r y chemistry course. faculty mentor by the last quarter of their junior year be- mental policy-marine studies, among others. fo r e enrolling in a senior thesis or senior internship inde- Gen e r al Eco l o g y. An introduction to the basic concepts Co m p re h e n s i v e Req u i re m e n t and methods of autecology, population ecology, biotic pendent study course (183B, 195A, or 195B). communities, and ecosystems (course 24). Students satisfy the senior compreh e n s i v e req u i r ement by Major Disqualification Pol i c y completing the followi n g : Political Economy and the Env i ro n m e n t . A course intro- • for environmental studies, one of the options for ducing environmental policy issues; key concepts in poli- The Env i r onmental Studies Dep a r tment considers courses environmental studies majors (see Comprehensive tics and economics; and the processes that have given rise 23, 24, 25, and 100/L to be the core of the prog r a m . Requirement above); to environmental issues, their social and political perce p - Students who have failed two of these courses will be dis- • for biological sciences, either pass the biology com- tion, and institutional responses (course 25). Transfer stu- qualified from the major and barred from enrollment in all prehensive examination, achieve a score at or above dents must satisfy this prer equisite by completing an upper-division environmental studies courses. Stu d e n t s the 50th percentile on the Graduate Record Exami- in t ro d u c t o r y political science or politics survey course who have failed the same course (of these four core cours- nation (GRE) Biology Subject Test, achieve a score (e q u i v alent to Politics 20 or 70 at UCSC) and an intro- es) twice will likewise be barred from enrollment in all at or above the 50th percentile on the MCAT bio- du c t o r y microeconomics or macroeconomics course upper-division courses. Students who have failed course logical science section, or complete a senior essay. (e q u i v alent to Economics 1 or 2 at UCSC). 100/L may be admitted to upper-division courses by ex ception only; they must present their case in writing to Cul t u r al Ant h ro p o l o gy / S o c i o l o gy / Et h i c s . An introd u c t o r y Declaration Process for the Env i ro n m e n t a l course covering national identities, culture, cultural diver - the department chair in order to be allowed to rem a i n si t y , social interactions, social change, or ethical issues en r olled in any upper-division environmental studies Stu d i e s / B iology Combined Maj o r (one course such as Anthropology 2 or Sociology 1 or 15 courses in which they have advance enrolled. The depart- Students must complete the following prer equisites before or Philosophy 21, 22, 24, 28, or 80G). ment also res e r ves the right to disqualify from the major declaring the environmental studies/biology combined students who fail three or more upper-division environ - Prec a l c u l u s . A course that prep a r es students for calculus, major: precalculus (Mathematics 3 or a score on the math mental studies elective courses. placement exam sufficient to be placed into calculus), emphasizing algebra, graphs, functions, trigonometry, and Students who feel that there wer e extenuating circu m - conic sections (Mathematics 3 or a score on the math general chemistry (Chemistry 1B/M and 1C/N), organic stances surrounding their failure of a course for the sec- ch e m i s t r y (Chemistry 108A/L and 108B/M), and intro- placement exam or College Board AP calculus exam suffi- ond time may appeal their disqualification within the cient to be placed into calculus). du c t o r y biology with lab (Biology 20A, 20B, and 20L). appeal period by submitting a letter to the chair of the Biology 20C is not req u i r ed for this combined major. See Sta t i s t i c s . An introd u c t o r y survey course including de- Env i r onmental Studies Dep a r tment. This appeal must be the Biological Sciences section of this catalog (page 130) sc r i p t i v e statistics, measures of location, variation, sam- filed no later than 15 days from the date the disqualifica- for more information. pling estimation, hypothesis testing including correl a t i o n , tion notification was mailed, or the 10th day of classes in ch i - s q u a r e techniques, and ANOVA (one course such as the quarter of their disqualification, whichever is later. Engineering 5 or 7 or Economics 113). The department will subsequently notify the student, the ENVIRONMENTAL STUDIES 229

Disqualification Policy for the Env i r onmental Studies 23, 24, 25 and intellectually rigorous within their res e a r ch emphases Env i r onmental Stu d i e s / Bi o l o g y Combined An t h r opology 2 or Philosophy 21, 22, 24, 28, or 80G or as are students emerging from more traditional pro- Sociology 1 or 15. grams—but also to possess the knowledge needed to Maj o r understand, analyze, and communicate in different but Upp e r - D ivision Req u i re m e n t s All environmental studies/biology combined majors are highly rel e v ant fields of study. This expectation of intel- covered by the biology and environmental studies major Economics 100A lectual breadth as well as disciplinary depth is a central disqualification policies, which limit the number of Economics 113 tenet of our doctoral program. times a student may receive a No Pass, D, and/or F in Giv en the strong interdi s c i p l i n a r y focus of the envi- Env i r onmental Studies 100/L the introductory biology sequence and the environmen- ronmental studies Ph.D. program, study in other fields is tal studies core courses and still remain a combined Six elective courses from the following, with at least three encouraged. The environmental studies faculty have a major and which also limit the number of times a stu- courses from each discipline: wide range of res e a r ch interests, and some are affiliated dent may receive a No Pass, D, and/or F in upper-divi- Economics 100B, 120, 134, 140, 150, 152, 153, 160, with other departments on campus. Graduate students in sion biology and environmental studies courses. 169, 170, 175, and 189 en v i r onmental studies may currently obtain a paren t h e t i - Students should refer to the Biological Sciences section cal notation on the environmental studies Ph.D. diploma Env i r onmental Studies 110, 115A, 120, 122, 123, (page 130) and the Major Disqualification Policy sec- indicating that they have specialized in sociology or Latin 130A/L, 130B, 140, 141, 149, 151, 152, 156, 158, 160, tion above for more information. American and Latino studies. The specific req u i re m e n t s 164, 165, and 172. One of the three environmental stud- ar e subject to the approval of the student’s advisory com- Env i r onmental Stu d i e s / E a r th Sciences ies electives must be based in the natural sciences. mittee, which is comprised of faculty members from Co m p re h e n s i v e Req u i re m e n t both departments. Par entheticals in several other areas of This course of study provides students with the basic study are currently being explored and may be offered in tools of Earth sciences and environmental studies needed Students satisfy the senior compreh e n s i v e req u i r ement by the future. to address environmental prob l e m s . completing the following: Lo wer - D ivision Req u i re m e n t s • for environmental studies, one of the options for Req u i r ements for the Ph.D. Deg re e environmental studies majors (see Comprehensive Applied Mathematics and Statistics 5 or 7 Requirement above); The interdi s c i p l i n a r y nature of the core curriculum re- qu i r es rigorous preparation at the undergraduate level . Mathematics 11A-B (or 19A-B) • for economics, pass those portions of the economics Success in the program depends on wel l - d e v eloped skills comprehensive examination administered in Ch e m i s t r y 1B/M and 1C/N in critical reading and mathematical reasoning. Stu d e n t s Economics 100A and 113. Physics 6A/L and 6B/M (or 5A/L and 5B/M) ar e expected to have had at least one course in statistical Ea r th Sciences 20/L (or 5/L or 10/L) analysis; calculus is useful in many areas of the prog r a m and essential to independent work in some. Prep a r a t i o n Env i r onmental Studies 24 and 25 Graduate Prog ra m Human societies rest on an ecological foundation and are in these areas is best accomplished by course work. In ad- An t h r opology 2 or Philosophy 21, 22, 24, 28, or 80G or sustained by ecosystem processes, biological diver s i t y , and dition, all students should have a strong understanding of Sociology 1 or 15. genetic res o u r ces. Cur r ent threats to this foundation basic ecology and genetics, macro- and microe c o n o m i c s , Upp e r - D ivision Req u i re m e n t s imperil societies’ well-being, challenging us to maintain politics, and political economy, either from prior course wo r k or independent reading. Ea r th Sciences 110A/L, 110B/M, or 110C/N the integrity, diver s i t y , and resilience of existing ecological and agricultural systems and of the human societies that For admission to the program, students must have Env i r onmental Studies 100/L depend on them. Env i r onmental problems are among completed a bachelor’s degree or equivalent in a rel a t e d Th r ee additional upper-division environmental studies the most serious of current issues. As these prob l e m s di s c i p l i n a r y field. Students with degrees in interdi s c i p l i - courses, including at least one course based in the social become more acute, the challenge of harmonizing soci- na r y fields such as environmental studies should have dis- sc i e n c e s et i e s ’ environmental practices and choices with ecological ci p l i n a r y course work equivalent to a double major or a ma s t e r ’s degree in an appropriate field. Superior scholar- Th r ee additional upper-division Earth sciences courses su s t a i n a b i l i t y , economic necessity, social justice, democratic participation, and human well-being will req u i r e sh i p , capacity to carry out independent res e a r ch, and The upper-division courses should be selected in pursuit in c r easing numbers of people prep a r ed to respond to commitment to disciplinary integration must be demon- of a coherent plan of study, such as water policy- both ecological and social problems. This poses a historic strated in the statement of purpose, course work, GRE hyd ro l o g y , restoration ecology-geochemistry, agroe c o l o g y - challenge to graduate training and req u i r es increa s i n g General Test score, and letters of recommendation. Th e soil physical processes, or environmental policy-climate numbers of skilled professionals able to address complex GRE Subject Test (in a discipline of the student’s choice) change, among others, in consultation with faculty from social and ecological problems from an interdi s c i p l i n a r y is strongly recommended. Other considerations for both the Env i r onmental Studies and Earth Sciences De- vi e wpoint. admission include grades, evaluations, publications, pro- pa rt m e n t s . The program at UC Santa Cruz draws from two area s fessional or extramural experience, and completion of Co m p re h e n s i v e Req u i re m e n t of knowledge: ecology and social science. Our interests in mo r e than one degree (second bachelor’s or master’s). In addition to the application materials, students should Students satisfy their senior compreh e n s i v e req u i re m e n t ecology range from conservation biology (the maintenance of biodiversity in wild ecosystems, where we seek submit a substantial written project (undergraduate or in environmental studies or Earth sciences by completing ma s t e r ’s), where possible. Pros p e c t i v e students should also one of the followi n g : st r ong limits on human impacts on other species) to ag r oecology (where ecological knowledge is used to contact faculty directly to inquire about specific course Env i r onmental Studies 190 inform human management of nature for the prod u c t i o n req u i r ements and sponsorship. A 196-series course of natural products for human use in ways that are envi- The graduate curriculum gives explicit attention to the need to provide students with the analytical tools, A 183B senior internship ronmentally benign). Our interests in the social sciences bridge the dimension between environmental policy res e a r ch methods, and project design capabilities req u i re d Ea r th Sciences 188A-B analysis (which looks for the best management strategies to undertake integrative, interdi s c i p l i n a r y res e a r ch on A senior thesis with faculty readers from both depart- within the frame of existing social institutions and prac- en v i r onmental problems. These skills are essential to all ments and enrollment in Env i r onmental Studies 195A or tices) and political economy of the environment (which en v i r onmental studies graduate students, whether they 195B or Earth Sciences 195. examines the deeper social processes through which the pursue careers in the academy or other professional are- institutions that struc t u r e our social and ecological agen- nas. The concern to train graduate students in the Env i r onmental Stu d i e s / E conomics das have been constructed). His t o r i c a l l y , these have been methodological principles and practice of interdi s c i p l i - independent fields; UCSC’s program is one of the first to na r y res e a r ch is the central purpose of the curriculum. In This major is intended to provide students with the basic their first yea r , students are req u i r ed to complete core tools of economic analysis and an understanding of the link them. Graduates of the program are expected to be informed courses 201A-B, 201M, and 201N, as well as the depart- mechanics of res o u r ce production, conservation, and use, me n t ’s interdi s c i p l i n a r y res e a r ch seminar (290/L) and in both ecological and economic terms. in all of these fields, to have deep intellectual strength in their area of specialty, and to have made substantial con- attend lab group meetings (292). An upper-division or Lo wer - D ivision Req u i re m e n t s tributions towa r d the understanding of an environ m e n t a l gr a d u a t e - l e v el course in quantitative methods is req u i re d Economics 1, 2, 11A, 11B pr oblem. We expect our doctoral students to be as skilled by the time the student takes the prequalifying exam. 230 PROGRAMS AND COURSES

The course should provide training in res e a r ch design 80A. The Future of Rain Forests. S May not be counted towa r d major req u i r ements. Stu d e n t s and the selection of appropriate quantitative tools for A broad overview of both ecological and social aspects re- submit petition to sponsoring agency. May be repeated for res e a r ch and analysis. Examples of appropriate courses for lated to tropical rain forests drawing on case studies world- credit. The Staff fulfilling this req u i r ement are available from the graduate wide. Topics include the biology and distribution of rain pr ogram coordi n a t o r . In the fall and winter quarters of forests, causes and effects of their destruction, and man- Upper-Division Courses the second yea r , students are req u i r ed to take a minimum agement options to facilitate their conservation. (General of two area specialization courses, at least one of which Education Code(s): T7-Natural Sciences or Social Sci- 100. Ecology and Society. F must be in the natural sciences (220 or 230) and one in ences.) D. Letourneau Introduction to environmental issues in an interdiscipli- the social sciences (210 or 240), as well as the depart- 80B. The Ecological Forecast for Global nary matrix. Focuses on three issues at the intersection of me n t ’s interdi s c i p l i n a r y res e a r ch seminar (290/L) and ecological questions and social institutions: agroecology attend lab group meetings (292). Depending on the stu- Warming. F A broad overview of the impacts of human activities on and sustainable agriculture; population growth, economic de n t ’s preparation, interests, and intentions, his or her growth, and environmental degradation; and biodiversity adviser may suggest or req u i r e additional course work. the global climate system. Topics include how climate affects the distribution of ecosystems, the influence of global conservation and land management. Reviews the impor- By the end of winter quarter of their third yea r , stu- tant roles of disciplinary abstraction and of the application dents take exams designed to measure depth in their dis- climate change on biodiversity, ecosystem function, and consequences for the human enterprise. (General Educa- of that knowledge to context-dependent explanation of ci p l i n a r y and interdi s c i p l i n a r y areas of expertise; these environmental problems. Prerequisite(s): course 23 or ar eas are defined by the student and the examining com- tion Code(s): T7-Natural Sciences or Social Sciences.) M. Loik Chemistry 1A or 1B or 15 on Chemistry Placement mittee. Also during the course of their third yea r , stu- Exam; course 24 or Biology 20C; course 25; and App l i e d dents prep a r e and present a dissertation res e a r ch prop o s a l 80C. Wilderness and the American West. * Mathematics and Statistics 5 or 7. Concurrent enrol l m e n t and take an oral candidacy exam in which they defend An a l y z es nature pres e r vation in the West, particularly fed- in 100L is required. D. Kelso, E. Zavaleta the proposal and are examined on subjects related to eral public lands policies. Examines contrasting percep- their res e a r ch area. In addition, before advancing to can- tions of “wilderness,” the nature preservation movement, 100L. Ecology and Society Writing Laboratory di d a c y , students are req u i r ed to serve as teaching assis- enactment of federal legislation, California and Alaska (2 credits). F tants in undergraduate courses for two quarters unless wilderness issues, critiques of enclave approaches to na- Req u i r ed writing lab accompanying course 100. Stu d e n t s they can demonstrate equivalent experience. If a student’s ture, plus current and emerging problems. (General Edu- are introduced to writing in different styles and for dif- res e a r ch is conducted in a non-English-speaking country, cation Code(s): T3-Social Sciences.) The Staff fe r ent audiences typical of the ecosystem-society interfa c e . a language exam testing reading and speaking compe- Course 100 writing assignments are developed, written, tence in the language of that area must also be passed 83. Environmental Studies Internship. F,W,S and revised in conjunction with the lab. W credit is be f o r e advancement to candidacy. To satisfy the req u i r e- A supervised off-campus learning experience related to en- granted only upon successful completion of course 100. ments for a Ph.D., the student must present a disserta - vironmental problem solving. Focuses on initial experi- Prer equisite(s): course 23 or Chemistry 1A or 1B or 15 on tion that makes a significant scholarly contribution to the ences in applied work and specific skill development. Chemistry Placement Exam; course 24 or Biology 20C; topic studied. The typical duration of the doctoral pro- Students may be placed individually or with a team in course 25; and Applied Mathematics and Statistics 5 or 7. gram is four to six yea r s . go vernment agencies, private organizations, citizen action Satisfaction of the Subject A and Composition require- groups. May be repeated for credit. The Staff ments. Enrollment limited to 20. (General Education Code(s): W.) S. Rabkin, D. Kelso, E. Zavaleta Lower-Division Courses 84. Environmental Studies Internship (2 credits). F,W,S 104A. Introduction to Environmental Field 15. Natural History of the UCSC Campus Supervised learning experience designed to introduce en- Methods. S (2 credits). S vironmental issues and problem solving. Places students A course in basic field skills including habitat description, Introduces students to the range of natural species and with governmental and nongovernmental agencies, privat e behavior observation, specimen collection techniques, communities occurring on the UCSC campus. All class organizations, schools, or in specialized apprenticeships. mapping and map interpretation, vegetation analysis, time is spent outside, and each week a different area of Two-unit internship intended to focus interest and to de- population sampling, microclimate measurement, soil and campus is visited. Course 24 is recommended. Enro l l m e n t velop skills for more advanced work. Students submit pe- water sampling. Emphasis on use of the scientific method; limited to 21. The Staff tition to sponsoring agency. May be repeated for credit. experimental design, data handling, statistical analysis and 23. The Physical and Chemical Environment. S The Staff presentation; and basic field methodologies. Prerequi- In t roduces students to basic physical and chemical site(s): satisfaction of the Subject A and Composition re- 93. Field Study. F,W,S quirements, course 100 or 24 or Biology 20C, and pr ocesses that govern the struc t u r e and function of ecosys- Supervised research or organized projects for lower-divi- tems. Topics to be covered include climate and weather, Applied Mathematics and Statistics 5 or 7. Enrollment sion students conducted off campus within regular com- limited to 44. (General Education Code(s): W.) M. Fus a r i soil types and their formation, and biogeochemical cycl e s . muting distance of the campus. Students submit petition (General Education Code(s): IN.) W. Cheng to sponsoring agency. May be repeated for credit. The 105. Biology and Ecology of the Vertebrates. W 24. General Ecology. F Staff An introduction to the fundamentals of ver tebrate biology Covers principles of ecology including limits to species and ecology including evol u t i o n a r y history, basic anatomy 93F. Field Study (2 credits). F,W,S and physiology, systematics, ecology and major special- abundances, evolutionary ecology, population dynamics, Provides for department-sponsored individual field study community interactions and patterns, and ecosystem pat- izations for locomotion, reproduction, homeostasis, en- for lower-division students in the vicinity of the campus ergy balance, and thermoregulation. Prerequisite to the terns and dynamics. (General Education Code(s): IN.) under the direct supervision of a faculty sponsor. May not The Staff 106 series. Concurrent enrollment in 105L is required. be counted toward major requirements. Students submit (Also offered as Biology 138. Students cannot receive 25. Political Economy and the Environment. W petition to sponsoring agency. May be repeated for cred i t . cr edit for both courses.) Prer equisite(s): course 24, Bio l o g y Environmental policy issues are situated within historical The Staff 20C, or 150; basic biology is recommended. Concurrent developments in political and economic systems. Intro- 99. Tutorial. F,W,S enrollment in 105L is required. Enrollment restricted to duces some of the key concepts of politics and economics Dir ected reading, supervised res e a r ch, and organized proj - biological science majors, environmental studies majors, by way of examining the processes which have given rise ects relating to environmental problems. May be rep e a t e d and students in the combined majors with biology, En- to environmental issues, their social and political percep- for credit with consent of the chairperson of Environ- rollment limited to 50. M. Fusari tion, and institutional responses. (General Education mental Studies Department. Students submit petition to Code(s): IS.) B. Haddad 105L. Biology and Ecology of the Vertebrates sponsoring agency. The Staff Laboratory (2 credits). W 42. Student-Directed Seminar. F,W,S 99F. Tutorial (2 credits). F,W,S Covers the basics of vertebrate anatomy and taxonomy Seminars taught by upper-division students under faculty Provides for department-sponsored directed reading, su- with emphasis on local species identification. Lab includes supervision. (See course 192.) The Staff pervised research, or organized project for lower-division a weekly film series and two Saturday trips to the Califor- students under the direct supervision of a faculty sponsor. nia Academy of Sciences. Concurrent enrollment in course 105 is req u i r ed. Prer equisite to the 106 series. (Also ENVIRONMENTAL STUDIES 231

of f e r ed as Biology 138L. Students cannot rec e i v e credit for is required. A course in computer science, Earth sciences, 130B. Principles of Sustainable Agriculture. W both courses.) Prerequisite(s): course 24, Biology 20C, or mathematics, or geography is recommended. Enrollment Agricultural sustainability is examined as a complex set of 150. Concurrent enrollment in course 105 is required. limited to 40. B. Fulfrost interactions between ecological, social, and economic Enrollment restricted to biological science majors, envi- components of an agroecosystem. Case studies are drawn ronmental studies majors, and students in the combined 115L. Exercises in Geographic Information from issues facing current U.S. agriculture and a basis for majors with biology, Earth sciences, Enr ollment limited to Systems (2 credits). F formulating policy for change that ensures sustainability is 12. M. Fusari Exer cises in Geographic Information Systems and Rem o t e de v eloped. Prer equisite(s): Restricted to junior and senior Sensing that demonstrate the development of digital geo- majors in environmental studies and the combined majors 107A. Natural History Field Quarter. * graphic data. Students gain hands-on experience with de- with Earth sciences, biology, and economics; and to grad- A 15-unit field course that uses California wild lands to veloping datasets, using imagery to create GIS layers, uate students. M. Fitzsimmons develop skills of natural history observation and interpre- pe r forming spatial analysis, and utilizing GPS technology. tation. Students gain the ability to identify plants, animals, Emphasis placed on environmental applications. Enroll- 130L. Agroecology and Sustainable Agriculture vegetation types, and landscapes, as well as address the ment restricted to environmental studies majors and stu- Laboratory (2 credits). F complex issues of preservation and management of these dents majoring in the combined majors with biology, Laboratory and field exercises to train in the analysis of resources. Enrollment limited to 24. Offered in alternate Ea r th sciences, and economics. Concurrent enrollment in ecological processes in agricultural systems, with a focus academic years. S. Gliessman course 115A required. B. Fulfrost on the quantification of ecological sustainability. Experi- mental design, analysis, and data interpretation are em- 107B. Natural History Field Quarter. * 120. Conservation Biology. F phasized. Prerequisite(s): course 24 or Biology 20C; A 15-unit field course that uses California wild lands to Biological principles and their application to conservat i o n interview required; bring class and work schedule to first develop skills of natural history observation and interpre- with emphasis on the loss of biodiversity. Prerequisite(s): class meeting. Enrollment restricted to environmental tation. Students gain the ability to identify plants, animals, course 24 or Biology 20C or Biology 150. A course in sta- studies and biology majors and students in the combined vegetation types, and landscapes, as well as address the tistics is strongly recommended and calculus is recom- majors with Earth sciences, biology, and economics. complex issues of preservation and management of these mended as additional preparation. Enrollment limited to S. Gliessman resources. Enrollment limited to 24. S. Gliessman 70. E. Zavaleta 131. Insect Ecology. * 107C. Natural History Field Quarter. * 122. Tropical Ecology and Conservation. * Advanced course in ecology featuring insect-plant inter- A 15-unit field course that uses California wild lands to An introduction to the ecological processes, principles, actions such as herbivory, pollination, and the effects of develop skills of natural history observation and interpre- and players of tropical ecosystems, and to conservation is- plants on insect population dynamics. Lectures emphasize tation. Students gain the ability to identify plants, animals, sues facing tropical American forests. We will look at how current controversies in ecological theory and relate the- vegetation types, and landscapes, as well as address the tropical ecosystems work, roles of humans in shaping ory to application. Prerequisite(s): course 24 or Biology complex issues of preservation and management of these them, and current conservation opportunities and dilem- 20C and Applied Mathematics and Statistics 5 or 7 (for- resources. Enrollment limited to 24. S. Gliessman mas. Prerequisite(s): course 24 or Biology 20C or 150. A merly Engineering 5 or 7). Enrollment limited to 20. Of- course in statistics and precalculus is recommended. fered in alternate academic years. D. Letourneau 108. General Entomology. F G. Gilbert Introduction to entomology including anatomy, physiol- 131L. Insect Ecology Laboratory (2 credits). * og y , systematics, evolution, behavior, and rep r oduction of 129. Integrated Pest Management. S Field and laboratory exercises are designed to test hy- the world’s most diverse group of organisms. These topics Provides an extensive coverage of applied ecology, pest potheses or demonstrate principles in areas such as be- are illustrated in several contexts, from the importance of co n t r ol technology, and the social, political, and economic h a v i o r, mutualism theory, community ecology, and insects as disease vectors to the historical and contempo- factors regulating the ideologies and practice of pest man- agricultural ecology. Experimental design, analysis and in- rary uses of insects by humans. Enrollment limited to 20. agement. Topics include agroecosystem design and popu- terpretation of data are emphasized along with observa- Offered in alternate academic years. D. Letourneau lation regulation of insects, weeds, ve rtebrates, and tional skills. Prerequisite(s): course 24 or Biology 20C; pathogens; field monitoring, chemical and biological con- 108L. General Entomology Laboratory (2 Applied Mathematics and Statistics 5 or 7 (formerly En- tr ol; economic thresholds, decision-making processes, and gineering 5 or 7); concurrent enrollment in course 131. credits). F the role of agribusiness. Prerequisite(s): satisfaction of the La b o r a t o r y sections are devoted to the identification of in- Enrollment limited to 20. Offered in alternate academic Subject A and Composition requirements, course 24 or years. D. Letourneau sects. Individual collections representing 15 orders, sight Biology 20C or 150. A course in general entomology is identification of 60 families, and use of taxonomic keys for recommended. (General Education Code(s): W. ) 133. Agroecology Practicum. W positive designations required. Concurrent enrollment in S. Swezey Lectures and demonstrations are combined with field ap- course 108 is req u i r ed. Enr ollment limited to 20. Off e re d plications to give students direct experience and knowl- in alternate academic years. D. Letourneau 129L. Integrated Pest Management Laboratory edge of sustainable agriculture and horticulture practices (2 credits). S 110. Institutions, the Environment, and and principles. UCSC Farm and Gar den are the living lab- Field trips and field exer cises that demonstrate the practice oratories for testing agroecological principles. Emphasis is Economic Systems. * of integrated pest management techniques. Individual and Debate about environmental policy is often couched in placed on small-farm systems. Prerequisite(s): courses group projects provide hands-on experience with field 130A and 130L. Enrollment restricted to majors in envi- economic terms. Env i r onmental issues have become ques- sampling techniques, pest identification, recognition of bi- tions of political economy, as they influence international ronmental studies and the combined majors with Earth ological control agents, experimental design, interview sciences, biology and economics. Admission by interview and domestic policy and reflect on the functioning of the techniques, data interpretation and field report writing. market system. Examines the assumptions and implica- only. Enrollment limited to 25. Offered in alternate aca- Prerequisite(s): course 24 or Biology 20C or 150; con- demic years. The Staff tions of alternative approaches to political economy, as current enrollment in course 129. S. Swezey these pertain to questions of environmental policy and po- 138. Field Ethnobotany. S litical institutions. Prerequisite(s): course 25 or Econom- 130A. Agroecology and Sustainable Lectures, laboratory, and fieldwork examine field botany ics 1 or 2. M. Fitzsimmons Agriculture. F from a human ecology perspective. Students have the op- Ecological concepts and principles are applied to the de- po r tunity to learn the skills of field botany and plant iden- 115A. Geographic Information Systems and sign and management of sustainable agroecosystems. Al- Environmental Applications. F tification through the study of plants that are of major t e r n a t i ves for agriculture are discussed in terms of significance for human cultures. The emphasis of field Introduction to geographic information systems (GIS) as ecosystem struc t u r e and function. A weekly three-hour lab the technology of processing spatial data, including input, skills is on applications to sustainable management of nat- is required. Prerequisite(s): course 24 or Biology 20C or ural resources. Concurrent enrollment in course 138L re- storage and ret r i e v al; manipulation and analysis; rep o rt i n g consent of instructor; concurrent enrollment in course and interpretation. Emphasizes GIS as a decision support quired. Enrollment limited to 40. Offered in alternate 130L. Enr ollment restricted to environmental studies and academic years. S. Gliessman system for environmental and social problem solving, biology majors and students in the combined majors with using basic model building, experimental design, and Earth sciences, biology, and economics. S. Gliessman 138L. Ethnobotany Laboratory (2 credits). S database management. Prer equisite(s): Engineering 5 or 7. Laboratory and field studies allow students to learn the Enr ollment restricted to environmental studies majors and taxonomy of important useful plant families, carry out students majoring in the combined majors. Course 115L

*Not offered in 2004–05 232 PROGRAMS AND COURSES

field studies on local plant use and management practices, nical rev i e w will stress geological constraints; policy rev i e w 161A. Soils and Plant Nutrition. * and investigate in detail home garden agroecosystems and will stress the CEQA process. The initial case study will Provides fundamentals of soils and plant nutrition. The model systems. Prerequisite(s): concurrent enrollment in be the reuse of Ford Ord. One field trip is required. Pre- physical, biological, and chemical components of soils are course 138 re q u i red. En rollment limited to 40. requisite(s): one of courses 140, 149, 151 (re c o m- investigated in relation to their ecological functions, fer- S. Gliessman mended), 165 or Earth Sciences 20. J. Gill tility to plants, and sustainable management. Prerequi- site(s): course 23 or Chemistry 1A or 1B. Enrollment 140. National Environmental Policy. W 156. Environmental Action through limited to 35. W. Cheng An ove rv i ew of all major federal environmental policy do- Writing. W mains. Analyzes political, social, economic, and other Guided practice in writing skills useful to environmental 161L. Soils and Plant Nutrition Laboratory (2 forces influencing federal (and some state) public policy activists. Assignments emphasize thinking quickly, revis- credits). * responses to land use, natural resources, pollution, and ing adeptly, res e a r ching res o u rc e f u l l y , and tempering pow- Practice analytical techniques for evaluation of physical, conservation dilemmas. Course 25 and/or Politics 20 e rful passions with careful arguments. Tow a rd the chemical, and biological prop e r ties of soils. Grow plants to st r ongly recommended as preparation. Prer equisite(s): sat- development of effective individual voices, students read observe some typical symptoms of plant nutrient defi- isfaction of the Subject A and Composition req u i re m e n t s . each other’s drafts as well as the published work of estab- ciencies. Prer equisite(s): course 23 or Chemistry 1A or 1B. Enrollment restricted to junior and senior environmental lished writers. Enrollment priority will be given to stu- Concurrent enrollment in course 161A is required. En- studies majors and biology, Earth sciences, and econom- dents who have not taken course 157. Prerequisite(s): rollment limited to 18. W. Cheng ics combined majors. Enrollment limited to 75. (General course 100/L or concurrent enrollment, satisfaction of the Education Code(s): W.) D. Press Subject A and Composition req u i r ements. Enr ollment re- 162. Plant Physiological Ecology. * stricted to majors in environmental studies and the com- Int r oduces the theory of plant interactions with the phys- 141. Natural Resource Economics. F bined majors with Earth sciences, biology and economics. ical environment. Emp h a s i z es influence of abiotic stres s e s Application of economic analysis to natural resource pol- Enrollment limited to 28. (General Education Code(s): on the rec r uitment, survi v al, growth, prod u c t i v i t y , and re- icy and management. Topics include welfare economics, W.) S. Rabkin pr oduction of plants. Prior course work in ecology and/or property rights and externalities, natural resource valua- plant physiology is recommended. Prerequisite(s): course tion, exhaustible and ren e wable res o u r ces, and sustainable 157. Writing in the Natural Sciences. S 24 or Biology 20C and Applied Mathematics and Statis- development. Economics 1 is strongly recommended as Guided practice in writing effectively about science and tics 5 or 7 (formerly Engineering 5 or 7). Enr ollment lim- pr eparation. Enr ollment restricted to environmental stud- natural history for a variety of audiences. Assignments em- ited to 24. M. Loik ies majors and biology, Earth sciences, and economics p h a s i ze re p o rting first-hand observations, explaining combined majors. The Staff processes and phenomena, understanding scientific pa- 162L. Plant Physiological Ecology Laboratory pers, and writing about scientific and technical subjects for (2 credits). * 143. Sustainable Development: Economy, a general audience. Enrollment priority will be given to Introduces techniques for the study of plant interactions Policy, and Environment. S students who have not taken course 156. Prerequisite(s): with the physical environment. Examines the role of stres s Considers whether and how global poverty can be allevi- course 100/L or concurrent enrollment, satisfaction of the on energy budgets, water relations, photosynthesis, and re- ated without irreparably damaging the environment. Ex- Subject A and Composition req u i r ements. Enr ollment reproductive allocation. Emphasizes experimental design, amines interactions among population, economic growt h , stricted to majors in environmental studies and the com- field techniques, and instrumentation during field trips to poverty, global consumption ethos, property rights sys- bined majors with Earth sciences, biology, and economics. local chaparral and grassland ecosystems. Prior course tems, global economy, state capacity, and environmental Enrollment limited to 28. (General Education Code(s): wo r k in ecology and/or plant physiology is rec o m m e n d e d . damage. Scrutinizes impact of various developmental W.) S. Rabkin Prerequisite(s): course 24 or Biology 20C; and Engineer- strategies adopted during the past 50 years on poverty, ing 5 or 7 (formerly Mathematics 5 or 7). Enr ollment lim- governance, and the environment. Prerequisite(s): course 159. Nature Literature. W ited to 24. M. Loik 141 or equivalent. A. Richards Int r oduction to 19th- and 20th-century American writers who have influenced our understanding of humans’ place 163. Plant Disease Ecology. S 149. Environmental Law and Policy. S in the natural world. Readings include original works as Introduction to ecological roles of plant diseases, includ- Surveys a wide range of topics in environmental law, in- well as biographical and critical texts. Discussions, field ing their importance in regulating plant population dy- cluding population control, state and federal jurisdiction, trips, and writing assignments emphasize active learning. namics, community diversity, and system function in land and res o u r ces control, public land management, pol- Prerequisite(s): course 100 and satisfaction of the Subject natural ecosystems; considerations of plant diseases in lution control, and private rights and remedies. Students A and Composition requirements. Enrollment restricted conservation ecology; and ecological approaches to man- read a large number of judicial cases and other legal doc- to environmental studies, environmental studies/biology, aging diseases in agroecosystems. Students cannot receive uments. (Also offered as Legal Studies 149. Students can- environmental studies/earth sciences, and environmental credit for this course and course 263. Prerequisite(s): not re c e i ve credit for both courses.) Prere q u i s i t e ( s ) : studies/economics majors. Enrollment limited to 40. course 24 or Biology 20C or 150. A statistics course is satisfaction of the Subject A and Composition require- S. Rabkin strongly recommended. G. Gilbert ments. Enrollment restricted to juniors and seniors majoring in environmental studies and enviro n m e n t a l 160. Restoration Ecology. F 163L. Plant Disease Ecology Lab (2 credits). S studies combined majors. Enrollment limited to 60. A multidisciplinary overv i e w of restoring degraded ecosys- Int r oduction to techniques for studying plant diseases, in- (General Education Code(s): W.) D. Kelso tems. Among the topics addressed are linkages between cluding detection, isolation, cultivation, and identification ecological principles and restoration, planning and im- of important groups of plant pathogens, completing 151. Environmental Assessment. S plementing restoration projects, evaluating restoration Koch’s postulates; diseases assessment techniques; experi- Int r oduction to methods for determining the use capabil- success, and case studies of restoration of specific ecosys- mental manipulation of plant-pathogen systems; and basic ity, suitability, and feasibility of terrestrial and marine en- tem types. Participation in one work day is required. Pre- epidemiological tools. One field trip required. Prerequi- vironments. Emphasis on quantitative and qualitative requisite(s): course 23 or Chemistry 1A or 1B and course site(s): course 24 or Biology 20C or 150; concurrent en- methods for the identification, prediction, and eval u a t i o n 24 or Biology 20C. Enrollment limited to 40. K. Holl rollment in course 163 required. A statistics course of environmental changes produced by human activities. s t rongly recommended. En rollment limited to 24. Analysis and critique of public policy and planning as 160L. Restoration Ecology Laboratory (2 G. Gilbert mechanisms for minimizing adverse enviro n m e n t a l credits). * changes by regulating human conduct. Development of Provides hands-on experience in restoration ecology to 164. Alaska Environments, Peoples, and strategies for effective application of environmental factors complement lecture material in course 160. Students work Policies. W in the public decision-making process. Prerequisite(s): on implementing, monitoring, and evaluating a number Examines Alaska environments/ecosystems, Nat i ve / Eu ro - course 100. Enrollment restricted to environmental stud- of restoration projects in the vicinity of UCSC. Concur- American history, and environmental policy. Explores se- ies majors and biology, Earth sciences, and economics rent enrollment in course 160 is required. Prerequisite(s): lected materials from natural and social sciences, history, combined majors. A. Schiffrin course 24 or Biology 20C, and courses 23 and 25. Con- Alaska Native oral traditions, natural resources law, and current enrollment in course 160 is required. Enrollment cu r r ent policy proposals. Prep a r es students for internships 152. Science and Land Use Decisions. * limited to 15. K. Holl and senior res e a r ch in or about Alaska. One or more of the Technical and policy dimensions of major land use deci- following courses is recommended: 80C, 100, 104, 120, sions will be assessed through a detailed case study.Tech- 123, 140, 149, 160, or 161. Prer equisite(s): permission of ENVIRONMENTAL STUDIES 233

instructor: quality of preparation and prior course work. ph y , skills, and style. Bac k g r ound in natural history and/or 193F. Field Study (2 credits). F,W,S Enrollment restricted to junior and senior environmental experience working with children recommended. Prefer- Provides for department-sponsored individual field study studies majors and biology, Earth sciences, and econom- ence given to juniors. Prerequisite(s): course 100. Con- in the vicinity of the campus under the direct supervision ics combined majors. Enrollment limited to 16. D. Kelso current enrollment in course 184 required. Preference of a faculty sponsor. May not be counted towa r d major re- given to juniors. Enrollment limited to 18. The Staff q u i rements. Students submit petition to sponsoring 165. Freshwater Issues and Policy. * agency. May be repeated for credit. The Staff Concepts, vocabulary, and skills necessary to the analysis 181. Arboretum Internship. * of freshwater issues are introduced from hydrology, ecol- Supervised learning experience working with the faculty 194. Teaching Environmental Studies. F,W,S ogy, law, economics, engineering, and other disciplines. and staff, utilizing facilities of the UCSC Arboretum. Stu - This provides an opportunity to participate in the prepa- The skills are then applied to case studies involving local, dents learn general horticultural techniques through work ration and teaching of introductory environmental stud- state, and international freshwater conflicts and crises. Pre- at the Arboretum. They also gain specialized knowledge of ies courses. Students will have significant responsibility in requisite(s): courses 23 and 25. Enrollment restricted to plant conservation, systematics, habitat restoration, and leading discussion sections. Students submit petition to en v i r onmental studies majors and biology, Earth sciences, plant care. Prer equisite(s): course 100 or Biology 20C and sponsoring agency. The Staff and economics combined majors. B. Haddad permission of instructor. May be repeated for credit. The Staff 195A. Senior Research. F,W,S 166. Agroecosystem Analysis and Watershed An individually supervised course, with emphasis on in- Management. S 183. Environmental Studies Internship. dependent research that either results in a thesis or proj- Explores a range of approaches to examine agroecosystem A supervised off-campus learning experience related to en- ect or is done in conjunction with a senior internship. In function, watershed management, and concepts of sus- vironmental problem solving. Students may work with order to receive credit, students must turn in two bound ta i n a b i l i t y . Uses a combination of lecture, demonstration, go vernment agencies, private organizations, citizen action copies of the final write-up. Satisfies the senior compre- field work, and field trips to illustrate approaches to analy- groups, or in specialized apprenticeships on an individual hensive requirement. Students submit petition to spon- sis of managed ecosystems behavior and the integration of or team basis. Internship intended for environmental soring agency. The Staff biophysical and socio-political knowledge to aid in wa- studies majors. Prerequisite(s): permission of instructor. tershed management. Prerequisite(s): course 130A/L or Students submit petition to course sponsoring agency. 195B. Senior Thesis Group. F,W,S 130B or 129 or 133 or 160 or 167. Enrollment restricted May be repeated for credit. The Staff Students involved in group or individual research that re- to junior and senior environmental studies/combined ma- sults in a senior thesis or project or done in conjunction jors. A 2-unit concurrent internship is strongly recom- 183B. Senior Internship. F,W,S with an internship meet regularly with their faculty spon- mended. Enrollment limited to 30. C. Shennan Open to declared majors only, this course combines field- sor to discuss the progress of their work, to receive aca- work at an off-campus agency and a comprehensive ana- demic and technical guidance, and to critique one 167. Freshwater and Wetland Ecology. * lytical paper produced for the agency. Equivalent to a an o t h e r ’s written work. To rec e i v e credit the student must Field and lecture course teaches the physical and biologi- thesis in terms of the depth and quality of the work ex- submit two bound copies of the completed research and cal patterns and processes in freshwater and wetland sys- pected, it is combined with a 5-credit internship. Con- wr i t e - u p . Satisfies the senior compreh e n s i v e req u i re m e n t . tems, primarily focusing on Central Coast systems from current enrollment in course 183 required. Students Students must discuss details with faculty sponsor. Stu- headwaters to coastal marshes. Prerequisite(s): course 24 submit petition to sponsoring agency. Enrollment re- dents submit petition to sponsoring agency. The Staff or Biology 20C and Chemistry 1A. Enr ollment limited to stricted to environmental studies majors and the com- 30. The Staff bined majors with Earth sciences, biology and economics. 196B. Senior Seminar: Methods in The Staff Environmental Policy Analysis. * 168. Biogeochemistry and the Global Introduction to some of the tools in environmental pol- Environment. W 184. Environmental Studies Internship (2 icy analysis, ranging from quantitative techniques (draw- Studies biogeochemical cycles and related environmental credits). F,W,S ing on economics and statistics) to cro s s - c u t t i n g , issues such as global environmental change, eutrophica- A supervised learning experience related to environmen- qu a l i t a t i v e designs. Students perform policy analysis exer - tion, ecosystem degradation, and agricultural sustainabil- tal problem solving. Students may work with gover n m e n t cises throughout the quarter and evaluate normative di- ity. Discusses transformation and movement of major agencies, private organizations, citizen action groups, or in mensions of competing analytic techniques. nutrient elements in context of watershed ecology and so- sp e c i a l i z ed apprenticeships on an individual or team basis. Prerequisite(s): instructor determination based on stu- cietal implications. Prer equisite(s): course 23 or Chemistry This 2-credit internship focuses on specific skill develop- dent’s academic background. Enrollment limited to 18. 1A or 1B or 1C. W. Cheng ment and must be connected to another internship, the- The Staff sis, or course—except in rare circumstances for which 172. Science, Policy, and the Environment. F students must petition. May be repeated for credit. 196D. Senior Seminar: Risks, Values, and Introduces students to the dilemmas of science-based en- The Staff Choices. * vironmental policy and discusses their underlying philo- Advanced readings and research on environmental risk sophical underpinnings. Explores emergent alternatives, 190. Capstone Course: Environment and and public choice and policy. Builds on course 172 and such as the precautionary principle and alternatives as- Culture. W explores the values and choices implicit in conventional sessment, and examines the relationship between experts A synthetic course that draws on the knowledge and skills risk assessment methodologies as well as those in emergent and the lay public in public controversies. Prerequisite(s): students bring from other courses in the major. Focuses on alternatives, such as the precautionary principle. Prereq- satisfaction of the Subject A and Composition require- written and oral individual and group projects in which uisite(s): course 172 and interview to determine level of ments. (General Education Code(s): W.) S. Rajan students must take the initiative. Emphasizes developing preparation and appropriateness of background. Enroll- skills critical for students in their future careers. Prerequi- ment restricted to senior and graduate environmental 173. An Introduction to World Environmental site(s): course 100. Enrollment restricted to senior envi- studies majors and Earth sciences, biology, and econom- History. ronmental studies majors and the combined majors with ics combined majors. Enrollment limited to 20. S. Rajan Introduces students to some of the central issues in world Earth sciences, biology, and economics. K. Holl environmental history such as: human attitudes toward 196E. Senior Seminar: Advanced the natural environment; the role of human societies, their 192. Directed Student Teaching. F,W,S Agroecosystem Analysis. * institutions and technologies in changing the face of the Teaching a lower-division seminar. (See course 42.) Pre- Explores a range of approaches to examine agroecosystem earth; and the historical impact of environmental and de- requisite(s): upper-division standing; permission of envi- function and concepts of sustainability. The Center for velopmental policies on race, class, and gender differen c e s ronmental studies faculty member and chairperson of Agroecology and Sustainable Food Systems farm and its in a variety of human communities across the world. Pre- department. The Staff surrounding habitat will be the major focus of independ- requisite(s): course 100. Enrollment limited to 30. The ent or group field research, but off-site locations may also Staff 193. Field Study. F,W,S be studied. Students will learn field and analytical tech- Sup e r vised res e a r ch or organized projects relating to envi- niques, formulate a research project, design a data collec- 179. Environmental Interpretation. S ronmental problems, supplemented by guided individual tion scheme, conduct research, and provide a written A field course in theory and practice of environmental in- study. May be repeated for credit with consent of the analysis and discussion of their results. Prerequisite(s): te r p r etation in parks, museums, and school programs with chairperson of environmental studies. Students submit pe- course 130A or 130B. En rollment limited to 15. special attention to local natural history and children. Stu - tition to sponsoring agency. May be repeated for credit. C. Shennan dents will work to define their own interpretive philoso- The Staff

*Not offered in 2004–05 234 PROGRAMS AND COURSES

196K. Senior Seminar: Sustainable 199F. Tutorial (2 credits). F,W,S ics, island biogeography, and community ecology and dis- Development in Developing Countries. * Provides for department-sponsored directed reading, su- cussion of area and edge effects, population viability, and Analyzes selected topics in policy issues surrounding sus- pe r vised res e a r ch, or organized project under the direct su- ecosystem issues related to the maintenance of biological tainable development in developing countries. Th e o re t i c a l pe r vision of a faculty sponsor. May not be counted towa r d di ve r s i t y , especially in fragmented landscapes. Enro l l m e n t issues/definitions of “su s t a i n a b i l i t y ” will be examined, and major requirements. Students submit petition to spon- restricted to environmental studies graduate students. En- concrete cases of environmental and natural resource pol- soring agency. May be repeated for credit. The Staff rollment limited to 20. K. Holl, G. Gilbert icy choices will be analyzed. Prer equisite(s): permission of 230. Agroecology and Sustainable instructor only with assessment of level and suitability of Graduate Courses prior coursework. Enrollment limited to 20. A. Richards Agriculture. W The application of ecological concepts and principles to 196P. Senior Seminar: Regional Foodshed 201A. Keywords and Concepts. F the design and management of agricultural systems. The Research Practicum. W Two-quarter course introduces keywords and concepts long-term goal of sustainable agroecosystems is examined This course involves supervised individual and group in- that underlie interdisciplinary work in environmental in economic, social, and ecological contexts. Enrollment te rd i s c i p l i n a r y res e a r ch on ecological and social justice di- studies through lectures, directed readings, and discussion. restricted to environmental studies graduate students. mensions of food production and community food Modules include resonant concepts in ecology and society; C. Shennan security in the Monterey Bay region. Students are ex- ecology and evolution; environment and development; pected to actively engage with regional actors, local agen- the global environment and society; agroecology and con- 235. Social Theories of Nature. * cies, and community programs. Prerequisite(s): interview servation biology; and public policy, economics, and law. Int e n s i v e reading and discussion seminar on the trea t m e n t to determine background and interest in doing advanced Final grade for both courses assigned at the end of the sec- of nature in social theory. Focuses on major recent works field research on local agro-food issues with assessment of ond quarter. Enrollment restricted to graduate students. which examine nature in social theory, in themselves, and quality of work in rel e v ant courses. Enr ollment limited to W. Cheng, B. Haddad, D. Letourneau, G. Gilbert, in the context of the intellectual history of development of 15. May be repeated for credit. D. Goodman S. Rajan, M. Fitzsimmons disciplinary discourses about nature. Students write critical reviews of assigned books and a research paper situat- 196R. Advanced Research Topics in Applied 201B. Keywords and Concepts. W ing a particular book within its intellectual tradition. Ecology. S Two-quarter course introduces keywords and concepts Prer equisite(s): intervi e w with instructor to determine pre- Faculty-facilitated research projects conducted within a that underlie interdisciplinary work in environmental pa r edness. Enr ollment limited to 15. May be repeated for central theme to satisfy the senior exit writing require- studies through lectures, directed readings, and discussion. credit. M. Fitzsimmons ment. Themes have theoretical and applied components Modules include resonant concepts in ecology and society; and encompass multiple disciplinary approaches. Exam- ecology and evolution; environment and development; 240. Public Policy and Conservation. S ples include “Forest Ecology and Exploitation” and the global environment and society; agroecology and con- Int r oduction to political and economic approaches to pol- “Transgenic technologies: Science and Policy.” Prerequi- servation biology; and public policy, economics, and law. icy analysis, with particular reference to natural resource site(s): student must present theme-based res e a r ch ideas in Final grade for both courses assigned at the end of the sec- sc a rc i t y , prop e r ty rights, and environmental conservat i o n . interview with instructor. Enrollment limited to 20. ond quarter. Enrollment restricted to graduate students. Case studies apply economic and policy process concepts D. Letourneau W. Cheng, B. Haddad, D. Letourneau, G. Gilbert, to the management of public lands, biodiversity, and re- S. Rajan, M. Fitzsimmons newable resources. Enrollment restricted to environmen- 196V. Senior Seminar: Organic Agriculture tal studies graduate students. D. Press Theory and Practice. W 201M. Interdisciplinary Research Methods (3 Interdisciplinary research seminar examining scientific credits). S 247. Regional Approaches to Environmental theory and practice of organic agriculture in both biolog- This seminar focuses on the challenges of undertaking re- Policy. * ical and social contexts. Research emphasis placed on search in an interdisciplinary environment. Students an- A research seminar combining theoretical issues in dem- ecology of organically-managed agroecosystems and the alyze the conventions of their research communities, ocratic theory, political economy, and planning with growing market and consumption of organic commodi- frame and focus research questions, evaluate appropriate emerging concepts of bioregionalism. The focus is on in- ties. Prerequisite(s): course 129, or 130A or 133 or 161; methodologies for field, laboratory, and archival research stitutional, scientific, and political innovations in manag- interview to determine level of preparation and appropri- to develop a research proposal. Enrollment restricted to ing the environment. Students evaluate current and ateness of background. Enr ollment restricted to senior en- graduate students. M. Fitzsimmons historical proposals to reg i o n a l i z e environmental policy in the U.S. Enrollment restricted to environmental studies vi r onmental studies majors and the combined majors with 201N. Interdisciplinary Research Design in biology, Earth sciences, and economics. Enrollment lim- graduate students. En rollment limited to 15. Environmental Studies (3 credits). S R. Sanchez-Rodriguez ited to 15. S. Gliessman, S. Swezey Provides students with opportunities to learn res e a r ch pro- 198. Independent Field Study. F,W,S tocols, practices, and methods used in environmental 263. Plant Disease Ecology. * Student’s supervision is conducted by a regularly ap- studies. Combination of lectures, reading, practical exer- Introduction to ecological roles of plant diseases, includ- pointed officer of instruction by means other than usual cises, and short projects used to explore how these meth- ing their importance in regulating plant populations dy- su p e r vision in person (e.g., by correspondence) or student ods can best be incorporated into interd i s c i p l i n a ry namics, community diversity and system function in is doing all or most of the course work off campus. Pre- research designs. (Formerly Interdisciplinary Research De - natural ecosystems, considerations of plant diseases in requisite(s): suitable preparation for fieldwork and facility s i g n . ). En rollment restricted to graduate students. conservation ecology, and ecological approaches to man- and competence in subject matter area; students submit G. Gilbert aging diseases in agroecosystems. Students cannot receive credit for this course and course 163. Prerequisite(s): one petition to sponsoring agency. May be repeated for cred i t . 210. Political Ecological Thought and The Staff ecology course. Enrollment restricted to graduate stu- Environment. F dents. G. Gilbert 198F. Independent Field Study Provides an introduction to social scientific analyses of the (2 credits). F,W,S relationships between capitalistic development and the 271. Valuing the Environment. * Provides for department-sponsored individual field study environment in the late twentieth century. It has a dual Intensive seminar examining the normative underpin- off campus for which faculty supervision is not in person purpose: First, to develop a contemporary historical un- nings of environmental values. Draws on tools from ana- but by correspondence. May not be counted towa r d major derstanding and sensibility of how economic change, new lytical, ethical, and political philosophy to deve l o p requirements. Students submit petition to sponsoring institutional configurations, and world scale processes are no r m a t i v e arguments concerning environmental inequal- agency. May be repeated for credit. The Staff shaping interactions with the environment. Second, to ex- ity and justice, environmental preservation, and risk eval- amine some recent political social theoretical perspectives uation. Involves team projects in which students develop 199. Tutorial. F,W,S on nature-society relations and radical environmental and cases on controversial contemporary issues such as Advanced directed reading, supervised research, and or- social movements. Enrollment restricted to graduate stu- bi o t e c h n o l o g y . Prer equisite(s): intervi e w only. Enro l l m e n t ga n i z ed projects relating to environmental problems. May dents in environmental studies. A. Richards restricted to graduate students. Enrollment limited to 20. be repeated for credit with consent of the chair of envi- May be repeated for credit. S. Rajan, D. Guevara ronmental studies. Students submit petition to sponsoring 220. Conservation Biology. F agency. May be repeated for credit. The Staff The principles of conservation biology, including a rev i e w of the core disciplines of demography, population genet- ENVIRONMENTAL TOXICOLOGY 235

280. Advanced Topics in Environmental regions, particularly Latin America. Discussions place spe- KAR E N OTTE M A N N , Assistant Prof e s s o r Studies. F,W,S cial emphasis on integration across natural and social sci- Env i r onmental responses of pathogenic bacteria Int e n s i v e res e a r ch seminar, including reading and critique ence disciplines to address issues of sustainability in CHA D SALT I K OV, Assistant Prof e s s o r of primary research literature and research in progress. tropical regions. Enrollment restricted to graduate stu- Mic r obial anaerobic res p i ra t o r y processes that influence the Topics vary and are announced in advance; students dents. The Staff bi o t ra n s f o r mation of pollutants in the environ m e n t should consult with faculty prior to enrolling. Enro l l m e n t restricted to graduate students. May be repeated for cred i t . 291M. Advanced Readings in Biogeochemistry DON A L D R. SMI T H , Prof e s s o r The Staff (3 credits). * Organismal responses and therapeutic treatment of toxi n s Course consists of three parts: fundamental biogeo- FIT N A T YIL D I Z , Assistant Prof e s s o r 281C. Advanced Readings in Risk and Public c h e m i s t ry of the Earth, global cycles of nutrient ele- Mic ro b i o l o g y, molecular genetics, genomics; the mechanism of Policy. * ments, and societal and scientific issues of global persistence of survi v al of Vibrio cholerae Advanced readings and research on environmental risk change. Class activities include (1) presentation of sum- and public policy. Explores environmental decision mak- m a ry statements based on reading assignments; (2) dis- ZHI W U ZHU , Assistant Prof e s s o r ing given the question of the burden of proof and scien- cussion of theories, concepts, methodologies, and Model systems of molecular mechanisms of metal tific uncertainty and grapples, in an advanced manner, applications; (3) computer simulation and modeling of h o m e o s t a s i s with emergent policy alternatives, such as the prec a u t i o n - elemental cycles using STELLA; and (4) integration of ◆ ◆ ◆ ary principle. Also offered as course 291C for 3 credits. scientific information on global change with social issues Prerequisite(s): course 172 or equivalent work demon- by writing. En rollment restricted to graduate students. KEN N E T H W. BRULA N D (O cean Sciences) strated by an interview. Enrollment restricted to graduate W. Cheng Chemical oceanograp h y , biogeochemistry of trace metals and students. Enrollment limited to 10. S. Rajan 291P. Advanced Readings in Environmental radionuclides, aquatic chemistry, geochemistry 283. Environmental Studies Internship. F,W,S History and Anthropology (3 credits). * DON A L D CROL L (Ecology and Evol u t i o n a r y Graduate level internship focuses on integrating interdis- Course of readings systematically surveying the theoreti- Bio l o g y ) ciplinary academic theory with practical, specialized ex- cal contributions of the disciplines of environmental his- For aging ecology of marine birds and mammals, island perience in a professional setting. Course intended for tory, historical ecology, environmental anthropology, and co n s e r vat i o n / e c o l o g y environmental studies graduate students; students must geography. After an overview of the evolution of twenti- ANT H O N Y L. FIN K (Ch e m i s t r y and Bio c h e m i s t ry ) complete paperwork and meet with coordinator prior to eth-century thought on the relationship between envi- Molecular basis of protein deposition diseases—for example, first day of instruction. The Staff ronment and culture as seen through the lenses of these Park i n s o n ’s disease and amyloidoses; development of drugs to disciplines, explores emerging research hybrids and new 290. Interdisciplinary Research Seminar (2 pre v ent protein deposition, protein folding, and aggreg a t i o n ; research frontiers. Enrollment restricted to graduate stu- biophysical studies of protein struc t u r e credits). F,W,S dents. S. Rajan Research seminars presented weekly throughout the year AND R E W FIS H E R (Ea r th Sciences) by environmental studies and affiliated faculty, by visiting 292. Topics in Research in Environmental Hydro g e o l o g y, crustal studies, heat flow, modeling scholars, and by graduate students. Students discuss the Studies (2 credits). F,W,S GRA N T HART ZO G (Mol e c u l a r , Cell, and content and methodology of res e a r ch presented followi n g Seminar in which students give critically evaluated pre- Dev elopmental Bio l o g y ) each seminar. Enrollment restricted to graduate students. sentations regarding current research in environmental Bio c h e m i s t r y, genetics, chromatin and tran s c r i p t i o n a l May be repeated for credit. G. Gilbert studies and issues in res e a r ch design. Students should con- reg u l a t i o n sult with faculty prior to enrolling. Enrollment restricted 290L. Graduate Research Seminar to graduate students. May be repeated for cred i t . The Sta f f LIN D S A Y HIN C K (Mol e c u l a r , Cell, and (2 credits). F,W,S Dev elopmental Bio l o g y ) Graduate student presentations of doctoral research pro- 297. Independent Study. F,W,S Neu ro b i o l o g y, cell biology, devel o p m e n t posals, dissertation work-in-progress, grant applications, Independent study and res e a r ch under faculty supervi s i o n . THE O D O R E HOL M A N (Ch e m i s t r y and and conference papers. This weekly laboratory meeting Students submit petition to sponsoring agency. The Staff Bio c h e m i s t ry ) seeks to develop professional skills, teach construc t i v e crit- Bioinorganic and biological chemistry icism, and foster effective discussion among peers. En- 297F. Independent Study (2 credits). F,W,S rollment restricted to graduate students. M. Loik Independent study and res e a r ch under faculty supervi s i o n . DOU G LA S R. KEL LO G G (Mo l e c u l a r , Cell, and Intended to be taken in conjunction with a 5-credit Dev elopmental Bio l o g y ) 291. Advanced Readings in Environmental course. Students submit petition to sponsoring agency. Co o r dination of cell growth and cell division Studies (3 credits). F,W,S May be repeated for credit. The Staff Focusing on a recently published volume or on a topic of RAPH A E L KUD E L A (O cean Sciences) Ecological modeling and remote sensing, satellite cu r r ent interest, this seminar req u i r es a rigorous analysis of 299. Thesis Research. F,W,S Students submit petition to sponsoring agency. May be re- oc e a n o g ra p h y , phytoplankton ecology and harmful algal the principles and methods employed in the four core bl o o m s areas of the program: sustainable agriculture and agro- peated for credit. The Staff ecology; conservation biology; environmental policy PRA D I P K. MAS C H A R A K (C h e m i s t r y and analysis; and political economy. Enrollment restricted to Bio c h e m i s t ry ) graduate students. May be repeated for credit. The Staff Bioinorganic chemistry, design of antitumor drugs, modeling of active sites of metalloenzymes, design of catalysts for 291C. Advanced Readings in Risk and Public En v i r o n m e n t a l hyd r ocarbon oxidation, studies on intermediates in non-heme Policy (3 credits). * oxygenase chemistry, design of NO-donors for photodynamic Advanced readings and research on environmental risk Tox i c o l o g y th e ra p y and public policy. Explores environmental decision mak- MATTH E W MCCART H Y (O cean Sciences) ing given the question of the burden of proof and scien- 269 Baskin Engineering Bui l d i n g Organic geochemistry, marine organic geochemistry, global tific uncertainty and grapples, in an advanced manner, Telephone (831) 459-4719 biogeochemical cycl e s with emergent policy alternatives, such as the prec a u t i o n - FAX (831) 459-3524 GLE N N L. MIL L H AU S E R (C h e m i s t r y and ary principle. Also offered as course 281C for 5 credits. ht t p : / / w w w. e t ox . u c s c . e d u Prerequisite(s): course 172 or equivalent work demon- Bio c h e m i s t ry ) strated by an interview. Enrollment restricted to graduate Ele c t r on spin resonance; nuclear magnetic res o n a n c e , students. Enrollment limited to 10. May be repeated for Faculty and Professional Int e re s t s me l a n o c o r tin receptor signaling, agouti proteins, prions, peptide synthesis credit. S. Rajan A. RUS S E L L FLE G A L , Prof e s s o r PET E R T. RAI M O N D I (E cology and Evol u t i o n a r y 291D. Advanced Readings in Tropical Ecology, Ant h r opogenic perturbations of biogeochemical cycl e s , Bio l o g y ) applications of isotopic tracers in anthrop o l o g y and Agriculture, and Development (3 credits). * Marine ecology, evol u t i o n a r y ecology, experimental design, arc h a e o l o g y Analyzes recent publications in ecology, conservation, applied ecology agroecology, and development in tropical and subtropical

*Not offered in 2004–05 236 PROGRAMS AND COURSES

MAR Y W. SILV E R (O cean Sciences) in the program. Masters students typically finish in two 120. Environmental Statistical Analysis. * Biological oceanograp h y , marine plankton, midwater ecology years and Ph.D. students in four to six yea r s . Provides a fundamental understanding of data generation, Mor e information on the req u i r ements for the gradu- sampling design, and statistical analysis. Env i ro n m e n t a l l y FRA N K J. TALA M A N T E S , Emeritus (Mol e c u l a r , Cell, ate programs may be obtained from the Division of related data sets will be analyzed either by hand or using and Dev elopmental Bio l o g y ) Graduate Studies or the Env i r onmental Toxi c o l o g y the statistical package “Minitab.” S. Squire Dep a r tment Off i c e . JON AT H A N ZEH R (O cean Sciences) 125. Practicing Safe Science (2 credits). W Aquatic microbial ecology, biological oceanograp h y Introduces research safety principles and practices. In- Und e r g r aduate Prog ra m structors and guest experts discuss research hazards and co n t r ol measures. Students explore the safe use of res e a rc h MART H A C. ZÚÑ I G A (Mo l e c u l a r , Cell, and While the Env i r onmental Toxicology Dep a r tment only Dev elopmental Bio l o g y ) aw a r ds graduate degrees, it does offer a select number of methods and materials via hands-on and outside exerc i s e s . Mol e c u l a r , cellular, and developmental biology of the immune undergraduate courses to prep a r e and attract prom i s i n g Issues include compliance with hazardous waste and other sy s t e m undergraduates for advanced studies in environ m e n t a l environmental safety regulations. J. Schoonover to xicology or related disciplines. Students interested in en v i r onmental toxicology should major in a field such as 135. Biological Chemistry of the Elements. S Prog r am Des c r i p t i o n biology; marine biology; molecular, cell, and devel o p - Examines, from a biological point of view, how the chem- The Environmental Toxicology Department sponsors mental biology; biochemistry; chemistry; Earth sciences; istry of elements is played out by a cell and identifies both undergraduate and graduate courses in environ- or environmental studies while taking environmental tox- chemical and biological factors that govern a cell’s selec- mental toxicology, both within the department and icology electives . tion of certain elements for biological reactions and through affiliated departments. The curriculum offers a In addition, the program provides unique opportu n i - processes. The goal is to inspire students, particularly the strong foundation in fundamental and applied toxicolo- ties for exceptional undergraduates to conduct res e a r ch in chemistry major, to learn and take cues from cells to ap- gy in order to provide the breadth and depth of per- en v i r onmental toxi c o l o g y . These opportunities are limit- preciate and explore the beauty of chemistry. Prerequi- spective required for this interdisciplinary science. ed to students who have demonstrated their potential in site(s): Biology 100 or Chemistry 103 or Biochemistry Research interests of students and faculty in environ- undergraduate courses in the basic sciences and environ - 100A or equivalent. Z. Zhu mental toxicology span the fields of biology, microbiol- mental toxi c o l o g y . With department approval, these 138. Biology of Disease. W ogy, chemistry, Earth sciences, ocean sciences, environ- undergraduates may also take graduate courses in envi- Pr i m a ry objective is to provide an understanding of dis- mental studies, and human health. ronmental toxi c o l o g y , with their course work applied ease processes in humans. Integrates normal physiology Students are expected to combine rigorous academic tow a r d a graduate degree in environmental toxicology if and pathophysiology with the molecular and physiologic training with development of sophisticated research they are accepted into the program. With such advan c e d bases of diseases. Major emphasis on the physiological, skills needed to excel in the rapidly evolving field of pr eparation, these students may be able to spend most of m o l e c u l a r, and biochemical basis of diseases, with par- environmental toxicology. By understanding (1) their fifth year on thesis res e a r ch, completing a master’s ticular emphasis on the neuro m u s c u l a r, card i ova s c u l a r, sources, transport, and fate of toxins and (2) their inter- de g r ee within one additional yea r . re s p i r a t o ry, renal, immune, and central nervous systems. actions with biological systems, students learn to criti- Also addresses environmental risk factors in the etiology cally assess the complex effects of toxins at the molecu- Lower-Division Courses of diseases. Ove rv i ews provided, but covers selective top- lar, cellular, organismal, and ecosystem levels. ics considered most important in depth. (Also offered as 80E. Aquatic Toxicology. F Biology 118. Students cannot re c e i ve credit for both Graduate Prog ra m s An introduction to the sources, cycling, and impacts of courses.) Pre requisite(s): Biology 20A and 20B or equiv- toxicants in aquatic systems, including acid rain, ground alent and Biology 110. Biology 130 is re c o m m e n d e d . The graduate programs in environmental toxi c o l o g y , D. Sm i t h M.S. and Ph.D., are designed to prep a r e students for water, fresh water rivers and lakes, estuaries, and the ca r eers in res e a r ch, teaching, industry, and gover n m e n t . ocean. Emphasis is on the properties of toxic chemicals The primary criteria for admission to the programs are that influence their biogeochemical cycles and factors that 140. Molecular Biology of Prokaryotes. S evidence of superior scholarship in the sciences and a influence their toxicity to aquatic organisms and humans. Focuses on several aspects of pro k a ryotic molecular bi- demonstrated ability to conduct innovat i v e res e a rc h . (General Education Code(s): T2-Natural Sciences, Q.) o l o g y. Covers transcriptional regulation, translational Preparation in any of the basic natural sciences, computer A. Flegal regulation, DNA replication and segregation, protein se- science, and/or engineering disciplines equivalent to c retion, transport of small molecules, control of metab- req u i r ements for a bachelor’s degree is req u i re d . Upper-Division Courses olism, stress response, bacterial differentiation, signal Students gain expertise in the broad field of environ - transduction, biofilm formation, and motility. St ro n g focus on experimental techniques and approaches used mental toxicology through in-depth res e a r ch experiences 102. Cellular and Organismal Toxicology. W in pro k a ryotic molecular biology. Focus on model bac- and challenging courses. Res e a r ch and training in the Emphases of biochemical, cellular, and organ system basis teria such as Escherichia coli and Bacillus subtilis. St u- de p a r tment focus on both aquatic and terrestrial systems of intoxication, including dose-response relationships, dents cannot re c e i ve credit for this course and course and toxins that range from inorganic pollutants to bacte- biotransformation of toxicants, biochemical mechanisms 2 4 0 . The St a f f rial pathogens. In the first years of study, both masters underlying toxicity, factors influencing toxic action, and and doctoral students take Env i r onmental Toxi c o l o g y biomarkers of exposure. Emphasizes effects of various co r e courses, as well as other courses selected to stren g t h - classes of toxins, including heavy metals and persistent 144. Groundwater Contamination. * en the student’s academic training. During this time, the synthetic organics, with a focus on susceptible biochemi- Analyses of contemporary problems in groundwater con- students also commence original thesis res e a r ch in the cal/cellular processes of the central nervous, immune, he- tamination, based on current scientific understanding of la b o r a t o r y of their major prof e s s o r . patic, and renal target organ systems. Designed for contaminant transport in aquifers. Topics include both Students are taught to combine an understanding of advanced undergraduates. Students cannot receive credit th e o r etical concepts and case studies. Prer equisite(s): Earth the environmental chemistry and exposure routes of tox- for this course and course 202. (Also offered as Biology Science 110B. A. Flegal ins with a comprehension of the organismal, cellular, and 122. Students cannot rec e i v e credit for both courses.) Pre- molecular mechanisms of intoxication. Students gain requisite(s): Biology 20A and 20B or equivalent; Biology 150. Introduction to Research and ex p e r tise in environmental toxicology in a dynamic, 100, Biochemistry, and 110, Cell Biology, are recom- Experimental Design. * in t e r a c t i v e atmosphere composed of graduate-level mended. Enrollment restricted to juniors and seniors.D. Le c t u r e-based course for advanced undergraduates activel y le c t u r e and laboratory courses, in-depth seminar classes, Smith engaged in undergraduate research (e.g., independent and weekly seminar and res e a r ch presentations. Bec a u s e study or senior thesis). Emphasizes basic lab skills, in- the department is diverse and interactive, students 110. Scientific Presentations (3 credits). F cluding laboratory safety and handling of laboratory become familiar with disciplines ranging from environ - Presentation of scientific research in academic formats. equipment; experimental design; scientific rec o r d keeping; mental chemistry to molecular genetics to physiology. These include both oral and poster presentations. The pre- and literature searching, re v i ew, and management. Collaborations among laboratories within differen t sentations will be based on original res e a r ch conducted by Z. Zhu, K. Ottemann de p a r tments to develop expertise are actively supporte d each student. A. Flegal ENVIRONMENTAL TOXICOLOGY 237

151. Scientific Writing and Presentation. * 205. Scientific Skills, Ethics, and Writing. F,S 281S. Cellular and Organismal Responses to For advanced undergraduates who are actively engaged in Course provides fundamental training of graduate stu- Toxicants. F,W,S undergraduate res e a r ch (e.g., independent study or senior dents in the scientific method, experimental design, Intensive research seminar on the concepts, theory, and thesis). Em p h a s i zes the collection, reduction, analysis, ethics in science, grant proposal and scientific writing, techniques in deriving physiologically based pharmacoki- management, and interpretation of scientific data; the data presentation, and scientific speaking. Students are netic models of toxin exposure, metabolism, and efficacy p resentation of scientific data in written and oral for- e valuated on class participation, performance, and a of therapeutic treatment in mammalian models of human mats; and further development of critical thinking. Pre- written NIH/NSF style re s e a rch proposal. En ro l l m e n t metal toxicity. (Also offered as Biology 281S. Students requisite(s): satisfaction of the Subject A and restricted to graduate students. Z. Zhu, D. Smith, K. cannot receive credit for both courses.) Enrollment re- Composition re q u i rements. (General Ed u c a t i o n Ot t e m a n n stricted to graduate students; qualified undergraduates Code(s): W. ) The St a f f may enroll with permission of instruc t o r . May be rep e a t e d 210. Molecular and Cellular Basis of Bacterial for credit. The Staff 195. Senior Thesis. F,W,S Pathogenesis. S An individually supervised course, with emphasis on in- Focuses on the molecular basis of bacterial pathogenesis 281Y. Biofilms: Processes and Regulation (2 dependent res e a r ch culminating in a senior thesis. May be with specific emphasis on gene expression, regulation, and credits). F,W,S repeated for credit. The Staff ecology and evolution. Adv anced undergraduates with ex- Intensive seminar series focusing on the most current tensive background in microbiology and biology may en- work on genes and the processes that regulate biofilm de- 198. Independent Study. F,W,S roll with permission of instruc t o r . Enr ollment restricted to velopment dynamics as well as on the recent devel o p m e n t s Provides for individual programs of study (a) by means graduate students. Advanced undergraduates with exten- on visualization of biofilms. Presentation and discussion other than the usual supervision in person or (b) when the sive background in microbiology and biology may enroll based. Enrollment restricted to graduate students. Quali- student is doing all or most of the course work off campus. with permission of instructor. The Staff fied undergraduate students may enroll with instructor’s With permission of the department, two or three courses permission. May be repeated for credit. The Staff may be taken concurrently, or the course repeated for 215. Advanced Prokaryotic Molecular Biology credit. May be repeated for credit. The Staff (2 credits). W 281Z. Genetic Responses to Metal Ions Seminar focuses on aspects of prok a r yotic molecular biol- (2 credits). F,W,S 199. Tutorial. F,W,S ogy. Specific topics include transcriptional regulation, Focuses on metal ion responsive gene transcription regu- Reading, discussion, written reports, and laboratory re- translational regulations, DNA replication, secretion of lation and regulated protein degradation in metal ion search on selected topics. May be repeated for credit. proteins, transport of small molecules, bacterial differen- homeostasis. The importance of these cellular mechanisms The Staff tiation, signal transduction, biofilm formation, and in human health and heavy metal ion detoxification is dis- motility. Discussions focus on model bacteria such as Es - cussed. (Also offered as Biology 280V. Students cannot re- Graduate Courses cherichia coli and Bacillus subtilis. Enrollment restricted ceive credit for both courses.) Enrollment restricted to to graduate students. The Staff, K. Ottemann graduate students. Enrollment limited to 18. May be re- 201. Sources and Fates of Pollutants. F peated for credit. The Staff Presents in-depth important principles of environmental 240. Molecular Biology of Prokaryotes. S toxicology related to the introduction, transport, and fate Focuses on several aspects of prokaryotic molecular biol- 282. Current Approaches to Molecular of toxicants in aquatic and terrestrial environments in- ogy. Covers transcriptional regulation, translational regu- Pathogenesis (2 credits). W cluding environmental chemistry and biogeochemical cy- lation, DNA replication and segregation, pro t e i n Graduate level seminar focusing on the mechanisms by cles as well as exposure pathways and uptake by organisms. secretion, transport of small molecules, control of metab- which bacterial pathogens cause disease. Specific topics in- Additional emphasis will be placed on the susceptibility olism, stress response, bacterial differentiation, signal clude basic concepts of virulence and virulence factors, vir- and effects of toxicants across organ systems, toxicokinet- transduction, biofilm formation, and motility. Strong ulence factor regulation, toxins, and interactions of ics and biomarkers of exposure, and effects at the ecosys- focus on experimental techniques and approaches used in pathogens with mammalian cells and organs. Discussions tem level. Enrollment restricted to graduate students; prokaryotic molecular biology. Focus on model bacteria focus on several key pathogens, including Helicobacter py - qualified undergraduate science majors may enroll with such as Escherichia coli and Bacillus subtilis. Students lori, Vibrio cholerae, Salmonella typhimuruim, and Liste - permission of instructor. A. Flegal cannot receive credit for this course and course 140. ria monocytogenes. May be repeated for cre d i t . K. Ottemann K. Ottemann 202. Cellular and Organismal Toxicology. W Emphasizes biochemical, cellular, and organ system basis 281A. Topics in Environmental 290. Proseminar. F,W,S of intoxication, including dose-response relationships, Toxicology. F,W,S Special topics offered from time to time by faculty, visit- biotransformation of toxicants, biochemical mechanisms Selected topics in environmental toxicology.Topics vary ing professors, or staff members. Enrollment restricted to underlying toxicity, factors influencing toxic action, and from year to year. Enrollment restricted to graduate stu- graduate students; qualified undergraduates may enroll biomarkers of exposure. Emphasizes effects of various dents; qualified upper-division science majors may enroll with instructor’s permission. May be repeated for credit. classes of toxins, including heavy metals and persistent with instructor’s permission. May be repeated for credit. The Staff The Staff synthetic organics, with a focus on susceptible biochemi- 292. Introductory Graduate Seminar (no cal/cellular processes of the central nervous, immune, he- 281F. Topics in Aquatic Toxicology. F,W,S credit). F,W,S patic, and renal target organ systems. Designed for Analyses of the sources and fates of aquatic pollutants. Weekly seminars by academic and res e a r ch faculty on their advanced undergraduates. Taught in conjunction with Discussions on processes at the air-water interface, within ar eas of special interest. Students write weekly abstracts on course 102. (Also offered as Biology 202. Students cannot the water column, and in aquatic sediments. Topics vary articles covered by the seminars. Enrollment restricted to receive credit for both courses.) Enrollment restricted to from year to year. Enrollment restricted to graduate stu- graduate students; qualified undergraduates may enroll graduate students. D. Smith dents; qualified upper-division science majors may enroll with instructor’s permission. May be repeated for credit. 203. Cellular and Molecular Toxicology. S with instructor’s permission. May be repeated for credit. The Staff A. Flegal Presents in-depth cellular and molecular principles of en- 297. Independent Study. F,W,S vironmental toxicology. These include modes of action 281O. Topics in Bacterial Pathogenesis Independent study for graduate students who have not yet and cellular and molecular targets of toxicants, as well as (2 credits). F,W,S settled on a research area for the thesis. Students submit mechanisms of cellular and molecular responses to toxi- Intensive seminar focusing on mechanisms of bacterial petition to sponsoring agency. May be repeated for cred i t . cants and their detoxification. State-of-the-art biological pathogenesis of the ulcer-causing bacterium Helicobacter The Staff methodologies and approaches to identify and study cel- pylori. Participants are required to present results from lular targets of toxicants. Designed to provide students their own research and relevant journal articles. (Also of- 299. Thesis Research. F,W,S with a broad and deep understanding of the biological as- fered as Biology 280O. Students cannot receive credit for Students submit petition to sponsoring agency. May be re- pects of toxicology at both cellular and molecular levels, both courses.) Enr ollment restricted to graduate students; peated for credit. The Staff and the skills to approach emerging challenges in the field. qualified undergraduates may enroll with permission of Enrollment restricted to graduate students; qualified un- i n s t ru c t o r. Enr ollment limited to 20. May be repeated for dergraduates may enroll with instructor’s permission. credit. The Staff Z. Zhu 238 PROGRAMS AND COURSES

American communities as an integral part of their PET E R LIM B R I C K academic study; Int e r national cinemas; intersections of race, gender, and Ethnic Studies • by taking such courses independently (in consulta- sexuality; theories of globalization, transnationalism, and tion with an academic adviser), as part of devel o p i n g postcoloniality; queer theory UC Santa Cruz is strongly committed to the educational a systematic cluster of elective courses. In rare cases, WAR R E N SACK value of multicultural perspectives, as demonstrated by this option may lead to the construction of an indi- So f t w a r e design and media theory vidual major (see page 34); the diversity of our faculty; the breadth of our curricu- GUS T AVO VAZ QUE Z lum and library holdings; the extent of the invol ve m e n t • by regularly attending the array of talks, exhibitions, Film and video production, directing drama, documentary of our students in field study, community work, and and performances focused on ethnic experiences and and experimental cros s - c u l t u r al experiences in film, study abroad; and the community-centered work of pe r s p e c t i v es and by taking advantage of opportu n i t i e s film curat o r many thousands of our alumni globally. The campus to participate in cultural, journalistic, and communi- integrates multicultural perspectives into the curriculum ty activities with this focus. ◆◆ ◆ as a whole, rather than establishing them as the res p o n s i - bility of a separate department or departments. Stu d e n t s Prof e s s o r in t e r ested in comparative ethnic studies or in the study of JUL I A N N E BUR TON -C AR VAJ A L , Li t e r a t u r e Chicano/Latino, African American, Asian American, Twentieth- and 21st-century Latin(o) American visual Jewish American, or Nat i v e American experience in par- Film and Digital Media media, parti c u l a r ly film; melodrama as a transnational form; ticular have, theref o r e, a wide range of curricular options. gender and authorship; history, cultures, and rep re s e n t a t i o n s Mor e than 45 faculty from 18 departments have eth- 101 Communications Bui l d i n g of Cal i f o r nia, parti c u l a r ly the Cen t r al Coast nic experience within the United States among their (831) 459-3204 TE R E S AD E LAUR E T I S , His t o r y of Consciousness teaching and res e a r ch specialties. These faculty offer at fi l m @ u c s c . e d u Semiotics, psychoanalysis, feminism, film theory, literar y least 80 courses each year that focus on race and ethnicity ht t p : / / f i l m . u c s c . e d u th e o r y, queer studies as concepts and that deal comparatively or specifically with Nat i v e American, Jewish American, Asian ROS A LIN D A FRE G O S O , Latin American and Latino American, African American, or Chicano/Latino experi- Faculty and Professional Int e re s t s Studies ence. Many other courses in this catalog deal with these Cul t u r al studies, transnational feminist theories, Chicana/o and Latina/o cinema issues in more general contexts. In addition, many Prof e s s o r UCSC faculty are concerned with the histories, cultures , ELI E. HOL LA N D E R HER M A N S. GRA Y, Soc i o l o g y and societies of the other countries of the world, which Film and video directing, editing, cinematograp h y , Cul t u r al studies, media and television studies, black cultural ar e places and cultures of origin for the diverse ethnic vi d e o g ra p h y , digital image generation, scree n w r i t i n g po l i t i c s communities of California and the United Sta t e s . Students with a special interest in ethnic studies CHA R L E S L. LOR D Film and video directing and editing, video theory and Prog r am Des c r i p t i o n should consult offerings in American studies, anthrop o l o - hi s t o r y, video installation, screenwriting, documentary The film and digital media major at UCSC offers an gy , community studies, East Asian studies, education, pro d u c t i o n film and digital media, global economics, history, history integrated curriculum involving theory, criticism, and of art and visual culture, history of consciousness, lan- MARG A R E T MOR S E cultural analysis, as well as a production program in the guage studies, Latin American and Latino studies, litera- Digital and electronic media theory and criticism, media art, aesthetics and techniques of film and digital media. Th i s tu r e, music, politics, psych o l o g y , sociology, theater arts , media history, technology and culture, film history and theory, bachelor of arts degree program provides students with and women’s studies. A list of U.S.-centered ethnic stud- do c u m e n t a r y and science fiction the critical skills, theoretical concepts, and historical ies courses offered each quarter is published in the kn o wledge necessary to conduct informed analysis of cin- Schedule of Classes. A list of faculty for whom these stud- Associate Prof e s s o r ema, television, video art, and new media, along with the up-to-date technical knowledge, practical skills, and arti s - ies are a professional specialty is published on the UCSC LAWR E N C E AND R EW S tic contexts needed for the production of film, video, and catalog web site: reg . u c s c . e d u / c a t a l o g . Film, video, installation and media art digital media. The major provides a course of study that SHA RO N DAN I E L de v elops an understanding of moving image and digital Curricular and Ext r acurricular Opt i o n s Community based public art in information and media as essential tools of communication and arti s t i c Students can pursue their interests in ethnic studies in a communications environments, net art, social and political pr a c t i c e . number of curricular and extracurricular ways: aspects of computer networks and databases, human-computer Students in the general film and digital media major in t e r face design • by taking one or more ethnic studies courses to meet de v elop an understanding of major movements in world the campus’s general education req u i r ements, in addi- SHE L L E Y STAM P cinema and different aesthetic approaches to the medi- tion to the one selected to meet the campus’s U.S. Film history, theory, and criticism; silent cinema; women’s um, while studying the cultural impact of television and Ethnic Min o r i t i e s / No n - W estern Society (E code) filmmaking; film censorship; histories of moviegoing; feminist the rise of video and digital art in recent decades. course req u i r ement for all students; ap p r oaches to cinema Students in the highly selective production concentration • by taking several ethnic studies courses as part of ar e encouraged to demonstrate technical proficiency and any one of several majors. For example, a student Assistant Prof e s s o r cre a t i v e vision in film and digital media production while also studying the histories and theories of these media. majoring in sociology can take such courses as DAVI D CRA N E Ethnic and Status Groups, Twenty-first Century Film and media theory, discourses on technology, digital Students in both facets of the major acquire skills in African American Social Structure, and Social History cu l t u r e, experimental media, critical and psychoanalytic theory media analysis while maintaining a broadly based liberal of Asian Americans. A student majoring in literature ar ts perspective. The UCSC program is interdi s c i p l i n a r y, IRE N E GUS TA F S O N can pursue courses in African American, Asian combining theory and practice in film, video, and digital Film and video production, hybridized approaches to genre, media with study in other areas of the arts, humanities, American, Jewish American, or Chicano/Latino lit- pr oduction design, issues of gender and sexuality/queer studies erature as well as courses in Latin American, and social sciences that help students understand the rol e African, Chinese, or Japanese literature; AME L I E HAS T I E these media play in society. • by choosing a major that offers a formal or informal Film theory and history, feminist film and television studies, As the technologies of film and video merge with digi- concentration in ethnic studies. Wom e n ’s studies Chinese cinemas, issues of authorship, interdi s c i p l i n a r y tal computer-based moving images and interactive media, ap p ro a c h e s offers two formal concentrations: race, class, and eth- and as digitial media continues to expand into ever yda y nicity (within the U.S.); and nations and cultures L. S. KIM experience, students in the major are uniquely positioned (outside the U.S. or comparative with the U.S.). Television history and theory, racial discourse, feminist to excel in these fields. Graduates of the UCSC film and Community studies and Latin American and Latino criticism and postfeminism, “New Ori e n t a l i s m ” in popular digital media program have enjoyed considerable success studies enable students to undertake extended periods and transnational media genres both in the professional world and in gaining admission of fieldwork in U.S. ethnic communities or in Latin into top graduate schools in the field. FILM AND DIGITAL MEDIA 239

Students enrolled in film and digital media prod u c t i o n tal media major may apply for admission to the highly Plan One classes have access to 16 mm film, audio, video, and digi- se l e c t i v e and competitive production concentration with- tal production and postproduction equipment. Fac i l i t i e s in the major (see Production Concentration below) . Yea r Fa l l Win t e r Sp r i n g include a new digital media lab; audio rec o r ding studio, 1s t Film 20A low-div Fidm* req low-div Fidm* req sound stage with green screen; digital nonlinear editing Lo wer-Division Req u i re m e n t s (f r s h ) college core gen ed (or alterna t e ) rooms; telecine, film sound, and video format conver s i o n gen ed gen ed two gen eds rooms; a computerized sound effects library; and student Students must take the lower-division classes for a letter (d e c l a r e major) grade, and they must earn a B- or better in two of the three equipment checkout. Add i t i o n a l l y , computer laboratories *film and digital media equipped for digital image manipulation, web authoring, req u i r ed lower-division classes to petition for the major. 2n d Fidm critical Fidm critical Fidm critical and interactive interface design and viewing rooms are 20 A The Film Exp e r i e n c e , and two of the followi n g studies core studies core studies core av ailable. The critical studies facilities include classroo m s th r ee courses are req u i r ed for all majors: (s o p h ) Film 120 Fidm critical Fidm 170A or 170B* equipped for high-end film, video, and data proj e c t i o n . 20 B Int r oduction to Television Cul t u r e and Society studies elective The library holdings in film and video history, theory, 20 C Int r oduction to Digital Med i a gen ed gen ed gen ed and literature are complemented by a large collection of 20 P Int r oduction to Production Tec h n i q u e films, videos, laser disks, and DVDs, including a diver s e *by application range of international feature films, experimental film General Film and Digital Media Maj o r Plan Two and video work, animation, silent films, and documen- Yea r Fa l l Win t e r Sp r i n g ta r i e s . Students must complete the upper-division core curricu- Some courses offered by the Film and Digital Med i a lum by completing one course from each of the followi n g 1s t college core low-div Fidm req or low-div Fidm req Dep a r tment are restricted in enrollment; admission is fi v e groups in film and digital media: gen ed gen ed gen ed based on completion of prer equisites and other specific 12 0 Int r oduction to Film Th e o r y and Cri t i c i s m gen ed gen ed written application req u i r ements. Admission to advan c e d 2n d low-div Fidm req Fidm critical Fidm critical pr oduction courses is generally restricted to third- and 13 0 Silent Cin e m a or studies core studies core fo u rt h - y ear students and is based on the submission of a 13 2 A Int e r national Cinema to 1960 or gen ed low-div Fidm req gen ed po r tfolio of work produced in the introd u c t o r y prod u c - 13 2 B Int e r national Cinema, 1960 to Present or gen ed gen ed gen ed tion class (course 170B) and other production works h o p s . 13 2 C Gender and Global Cin e m a 13 4 A American Film, 1930–60 or Declaring the Film and Digital Med i a 13 4 B American Film, 1960–Pres e n t Production Concentrat i o n Maj o r 13 6 A Experimental Film and Video or Admission to the production concentration is highly 13 6 B His t o r y of Television or se l e c t i v e, based on promise and accomplishment shown Prior to declaring the film and digital media major, stu- in the student’s work. After completing course 170B, students must complete two of the req u i r ed three lower - 13 6 C Visual Cul t u r e and Tec h n o l o g y: His t o r y of New Med i a dents may apply to the production concentration by subdivision courses and rec e i v e a B- or better in each class. mitting works to a portfolio rev i e w conducted at the end Students may use their third req u i r ed 20-level course as 19 4 A Film Th e o r y Seminar or of each quarte r . These student works are rev i e wed by a one of the two courses that req u i r e a B- or above in orde r 19 4 B Ele c t r onic Media Th e o r y Sem i n a r , or committee of film and digital media production faculty. to declare the major. All 20-level courses must be taken 19 4 C New Media Th e o r y Sem i n a r or Application materials and instructions are available at the for a letter grade by students who intend to declare film 194D Film His t o r y Sem i n a r or Film and Digital Media Dep a r tment Office. Stu d e n t s and digital media as their major. 19 4 E Int e r national Cinemas or should note that production courses are in high demand 20 A The Film Exp e r i e n c e 19 4 F Film and the Other Arts: Music and Dan c e or and that faculty workload considerations and equipment 20 B Int r oduction to Television Cul t u r e and Society 19 4 G New(s) Med i a res o u r ces req u i r e a limitation on the number of appli- 20 C Int r oduction to Digital Med i a Fiv e upper-division elective courses are to be chosen from cants accepted into the production concentration. 20 P Int r oduction to Production Tec h n i q u e the followi n g : Students may reapply a second time if not accepted. Students are encouraged to complete the lower - • up to five additional upper-division history/ c r i t i c a l Req u i r ements for the Prod u c t i o n division courses as early in their studies as possible so that studies courses in film and digital media; the petition to major status is accomplished no later than Co n c e n t r a t i o n the first quarter of the junior yea r . Acceptance into the • up to two upper-division courses in film and digital Students in the production concentration complete the film and digital media major does not constitute accept- media production (170A, 170B, 171, 172, 173, 175, fo l l o wing req u i r ed upper-division core curriculum (six ance into the production concentration. Transfer students 176, 177, 178A, 178B); co u r s e s ) : should consult the Transfer Student section for instruc - • course 150 or 151; 12 0 Int r oduction to Film Th e o r y and Cri t i c i s m tions on declaring the major. 17 0 B Fundamentals of Film and Video Prod u c t i o n Students who feel that there wer e extenuating circu m - • up to two upper-division courses offered by other stances which prev ented them from meeting the req u i r e- de p a r tments; course substitutions must be prea p - two of the following production courses: ments for declaring the major may appeal their denial by pr oved by the faculty adviser. 15 0 Sc re e n w r i t i n g submitting a letter to the Film and Digital Med i a 15 1 Film Direc t i n g Dep a r tment. The appeal must be filed no later than 15 Film and Digital Media Major Pla n n e r s 17 0 A Fundamentals of Digital Media Prod u c t i o n days after the denial notification was mailed or the 10th 17 1 A Special Topics Wor kshop: Sound day of classes in the quarter of the denial, whichever is The following are two recommended academic plans for 17 1 C Special Topics Wor kshop: Found Foo t a g e la t e r . For further information reg a r ding this process, con- students to complete during their first two years as prep a - 171D Social Information Spaces tact the Film and Digital Media Dep a r tment. ration for the film and digital media major. Plan One is a 17 2 Film and Video Stu d i o guideline for students who are committed to the major 17 3 Nar ra t i v e Work s h o p Prog r am of Stu d y early in their academic career; Plan Two is for students 17 5 Doc u m e n t a r y Video Work s h o p who are considering the major. 17 6 Experimental Video Work s h o p The general film and digital media major req u i r es three Students who are interested in the production concen- 17 7 Digital Media Wor kshop: Computer as Med i u m lo wer-division and 10 upper-division courses in res i d e n c e tration should seriously consider Plan One in order to be 17 8 A Personal Computers in Film and Vid e o and satisfaction of the senior compreh e n s i v e req u i re m e n t . better prep a r ed for application to production studios. 17 8 B Adv anced Personal Computers in Film and Vid e o Students must include among these 13 courses at least 17 8 C Int r oduction to Digital Media Prod u c t i o n one upper-division 5-credit course that focuses on diver - sity (i.e., non-Western; underrep r esented ethnicity, gen- and two critical studies courses—one each from two of de r , or sexual orientation). A list of courses satisfying the the three following grou p s : de p a rt m e n t ’s diversity req u i r ement is available at the 13 0 Silent Cinema or de p a r tment office. Students in the general film and digi- 13 2 A Int e r national Cinema to 1960 or 240 PROGRAMS AND COURSES

13 2 B Int e r national Cinema, 1960 to Present or who must finish general education req u i r ements may plored, with their potential for expressing cultural diver- 13 2 C Gender and Global Cin e m a need additional time to complete their studies. Tra n s f e r sity set in relation to social, cultural, and political condi- 13 4 A American Film, 1930–60 or students are strongly encouraged to speak with an aca- tions. Students are billed for a course fee. Enrollment 13 4 B American Film, 1960–Pres e n t demic adviser at the department office prior to enrol l i n g restricted to first-year students, sophomores, and juniors. in classes in order to determine their status and to begin (General Education Code(s): IH, A.) L. Kim 13 6 A Experimental Film and Vid e o or the declaration of major process as soon as possible. 13 6 B His t o r y of Television or 20C. Introduction to Digital Media. F,W 13 6 C Visual Cul t u r e and Tec h n o l o g y: His t o r y of New Introduces fundamental features of digital media and ex- Med i a Minor Req u i re m e n t s amines the immense visual, social, and psychological im- and four upper-division elective courses from the fol- The minor in film and digital media offers a foundation pact of the “digital revolution” on our culture. Topics lowing: in visual culture and contributes important scholarly include the concepts and forms of the digital hypertext in- techniques of value to other disciplines. Students earn a te r face, Internet, and web , and the impact of digital media • up to two upper-division courses in film and digital minor in film and digital media by completing eight on conceptions of the self, body, identity, and community. media production (150, 151, one of the 171 series, courses: two lower-division courses as prer equisites for Students are billed for a course fee. Enrollment restricted 172, 173, 175, 176, 177, one of the 178 series); the minor and six upper-division courses including four to first-year students, sophomores, and juniors. (General • at least two upper-division film and digital media his- fr om the core curriculum of the general major and two Education Code(s): IH, A.) D. Crane, W. Sack to r y/critical studies courses; el e c t i v es. Th e r e is no production component in the • up to two upper-division critical studies elective cours- mi n o r , nor is there a compreh e n s i v e req u i re m e n t . 20P. Introduction to Production Technique. W es from another department; course substitutions Int r oduction to production process with emphasis on low- must be prea p p r oved by the faculty adviser. Two prer equisites budget, independent film and video making. Explores conceptualization, planning, shooting, editing of docu- At least two lower-division courses: mentary, personal essay, and feature narrative works. Em- Co m p re h e n s i v e Req u i re m e n t 20 A The Film Experience an d phasis on visualization and shooting style, and All seniors in the general film and digital media major or scriptwriting, but not hands-on editing. Open to students the production concentration may select one of three one of the following three courses: of varied backgrounds and goals. Students are billed for a options to satisfy the campus exit req u i re m e n t . 20 B Int r oduction to Television Cul t u r e and Society course fee. (General Education Code(s): A.) I. Gustafson 20 C Int r oduction to Digital Med i a • Senior seminar: The senior seminars (courses in the 42. Student-Directed Seminar. F,W,S 20 P Int r oduction to Production Tec h n i q u e 194 series) are restricted to majors in their senior yea r Seminars on selected topics taught by upper-division stu- and are writing intensive. Students in the general Four upper-division core courses dents under faculty supervision (see course 192). Stu d e n t s major are req u i r ed to complete one senior seminar. submit petition to sponsoring agency. The Staff Students in the production concentration may com- Course 120, Int r oduction to Film Th e o r y and Cri t i c i s m , plete the senior seminar to satisfy the senior exit and at least three additional courses, including one from 80A. Technothrillers. * req u i r ement or as an elective. each of the following three grou p s : Examination of recent films classified as “th r i l l e r s ” that approach technology (computers, robotics, biotech, the In- • Senior thesis: With prior faculty approval, a student 13 0 Silent Cinema or ternet, etc.) through suspense, anxiety, and paranoia. It may elect to do a senior thesis (course 195). The stu- 13 2 A Int e r national Cinema to 1960 or will also address how technologically produced popular dent must contact a faculty member at least one 13 2 B Int e r national Cinema, 1960 to Pres e n t or cu l t u r e negotiates attitudes towa r ds technological change. qu a r ter in advance to submit a proposal and obtain 13 2 C Gender and Global Cin e m a faculty approval for a senior thesis. The proposal may Students are billed for a course fee. (General Education in vo l v e writing a scree n p l a y , expanding on a paper 13 4 A American Film, 1930–60 or Code(s): T5-Humanities and Arts or Social Sciences, A.) fr om a previously completed upper-division critical 13 4 B American Film, 1960–Pres e n t D. Crane 13 6 A Experimental Film and Vid e o or studies course in film and digital media, or writing an 80B. Seeing Through the ‘80s: Film and 13 6 B His t o r y of Television or original paper in a particular area resulting in a work Television. * 13 6 C Visual Cul t u r e and Tec h n o l o g y: His t o r y of of substantial res e a rc h . Study of film and television culture in Reagan-era Amer- New Med i a • Senior project: A limited number of students in the ica, focusing on concepts of ideology, post-modernism, pr oduction concentration are able to participate in Two electives and spectacle through an examination of such phenomena the senior project (course 196A or 196B or 197) duras MTV, teen pics, indie cinema, and Rambo. (General ing spring quarter only. Admission is by application, Any two upper-division film and digital media courses Education Code(s): T 4 - Humanities and Arts, A.) with rev i e w of previous works and evaluation of the other than production studio courses (170A throu g h The Staff pr oposed final project by film and digital media pro- 178A, 178B, and 178C) that have not been used to sat- duction faculty. isfy the above core curriculum. 80C. Film Fashions. * Examination of trends in cinematic styles and the role that fashion plays in films. Readings and screenings will inves - Transfer Stu d e n t s Lower-Division Courses tigate filmmaking fads, the representation of fashion, the All transfer students must earn a B- or higher in both 20- work of film designers, and ways that films themselves set le v el courses (at least one must be taken at UCSC) in 20A. The Film Experience. F,S styles. (General Education Code(s): T4-Humanities and or der to declare the major. Appeal proc e d u r es are the An introduction to the basic elements, range, and diver- Arts, A.) The Staff same as for non-transfer students. Th r ee lower - d i v i s i o n sity of cinematic rep r esentation and expression. Aes t h e t i c , and 10 upper-division courses are req u i r ed for comple- theoretical, and critical issues are explored in the context 80D. Urban Legends. * tion of the major. With some lower-division prep a r a t i o n , of class screenings and critical readings. Students are billed Investigation of urban life through film. Readings and transfer students should be able to complete the upper- for a course fee. Enrollment restricted to first-year stu- screenings will examine the role of legend in representing division course work and the major within two years. As dents, sophomores, and juniors. (General Education cities, the visual construction of cities, and how particu- pr eparation, pros p e c t i v e transfer students are encouraged Code(s): IH, A.) P. Limbrick, The Staff lar cultural, social, and historical identities shape defini- to fulfill at least one lower-division film and digital media tions of the “urban” experience. (General Education 20B. Introduction to Television Culture and Code(s): T4-Humanities and Arts, A.) The Staff major req u i r ement (course 20 series) through UCSC Society. W Summer Session prior to their transfer. Transfer students Int r oduction to the basic forms of televisual pres e n t a t i o n , must petition the department to have equivalent lower - including differing narrative structure from movies and Upper-Division Courses division courses taken at their current institution count situation comedies to soap opera, plus modes of direct dis- tow a r d their UCSC major req u i r ements provided they course in news, advertising, sports, music, television, and 120. Introduction to Film Theory and ha v e earned a B- or higher in that course. Students who other genres. Alternative forms and modes in electronic Criticism. F ha v e completed none of the lower-division major req u i r e- media, such as independent video art and documentary, An introduction to classical and contemporary film theory ments prior to transfer to UCSC, students who are inter- public television, cable, and electronic networks are ex- and those theoretical paradigms and methods that have il- ested in graduating with a double major, and students FILM AND DIGITAL MEDIA 241

luminated the media: formalism, realism, structuralism, 136A. Experimental Film and Video. * duction and scene direction. Courses 20A, 20P, and/or semiotics, psychoanalysis, Marxism, feminism, and issues A survey of various experimental styles and practices in 170 are recommended. Prerequisite(s): Admission by ap- of identity and difference. Students are billed for a course film and video, addressing the historical developments of plication at first class meeting. Enrollment limited to 30. fee. Prerequisite(s): course 20A or 20B, satisfaction of the these media formats. The course situates experimental film (General Education Code(s): A.) The Staff Subject A and Composition req u i r ements. Enr ollment re- and video work within the larger contexts of artistic tra- stricted to film and digital media majors during priority ditions as well as networks of production and reception. 160. Film Genres. W,S enrollment; may be opened if space allows. (General Ed- Students are billed for a course fee. Prerequisite(s): course Concentrated study of one cinematic grouping: animated ucation Code(s): W.) A. Hastie 20A or 20B. Enrollment restricted to film and digital films, experimental films, a national cinema, adaptations, media majors during priority enrollment; may be opened films with similar themes and narrative structures (e.g., 130. Silent Cinema. * if space allows. (General Education Code(s): A.) D. Cran e westerns, musicals, science fiction). History, theory, and Presents the development of silent film as a cultural form criticism of the genre are covered. Students are billed for from the early period to the beginning of sound, address- 136B. History of Television. S a course fee. Prerequisite(s): courses 134A or 134B. En- ing its historical evolution, technological development, Survey of the historical development of broadcast televi- rollment restricted to film and digital media majors dur- aesthetic transformations, and varied cultural contexts. sion from its origins to the present day phenomena of ing priority enrollment; may be opened if space allows. Students are billed for a course fee. Usually offered in al- cable, satellite, and electronic networks. Examination of May be repeated for credit. (General Education Code(s): ternate academic years. Prer equisite(s): course 20A or 20B. major genres, forms, and modes of production and con- A.) The Staff, S. Stamp Enrollment restricted to film and digital media majors sumption within cultural, social, and economic contexts. during priority enrollment; may be opened if space allows . Offered every other year, alternating with course 136A. 161. Documentary Film and Video. * S. Stamp Students are billed for a course fee. Prerequisite(s): course Explores the category of nonfiction through a historical 20B. Enrollment restricted to film and digital media ma- and theoretical study of documentary in film and video. 132A. International Cinema to 1960. W jors during priority enrollment; may be opened if space al- Add r esses ethnographic film, Soviet and Griersonian doc- A survey of significant developments in narrative film out- lows. (General Education Code(s): A.) L. Kim umentary, cinema verité and/or other selected documen- side Hollywood from the advent of sound technology to tary texts and the issues of representation they raise. the late ‘50s. Differing inter/national contexts, theoret i c a l 136C. Visual Culture and Technology: History Students are billed for a course fee. Prerequisite(s): course movements, technological innovations, and major direc- of New Media. F 20A or 20B. Of f e red in alternate academic ye a r s . tors are studied. Students are billed for a course fee. Usu- Exp l o r es the relationship between technology and change I. Gustafson ally offered alternate academic years. Prerequisite(s): and surveys the history of various technologies of visual course 20A or 20B. Enr ollment restricted to film and dig- cu l t u r e from print to computer based imagery and the In- 162. Film Authors. F ital media majors during priority enrollment; may be ternet. Students are billed for a course fee. Prerequisite(s): Int e n s i v e critical study of the work of one film auteur (di- opened if space allows. (General Education Code(s): A.) course 20C. Enrollment restricted to film and digital rector, screenwriter, actor, cinematographer). Themes, P. Limbrick media majors during priority enrollment; may be opened style, and structure are explored using various critical if space allows. M. Morse modes of analysis. Students are billed for a course fee. Pre- 132B. International Cinema, 1960 to requisite(s): course 120. Enr ollment restricted to film and Present. F 141. Information Architecture: Representing digital media majors during priority enrollment; may be A survey of significant developments in narrative film out- Digital Information. * opened if space allows. May be repeated for credit. side Hollywood from 1960 to the present. Major film Combines critical studies and production exercises that I. Gustafson mo vements and directors from around the world are stud- explore how visual information for interactive media is ied. Students are billed for a course fee. Usually offered in conceptualized, structured, and represented. Readings on 162A. Cinema and History: Film Author alternate academic years. Prerequisite(s): course 20A or historical and contemporary information arch i t e c t u r e and Satyajit Ray. * 20B. Enrollment restricted to film and digital media main t e r a c t i v e design offer models for weekly assignments and Satyajit Ray is widely acclaimed as a master of world cin- jors during priority enrollment; may be opened if space al- a final project. Prer equisite(s): course 178. Enr ollment re- ema. Course considers his work to examine “authorship” lows. (General Education Code(s): A.) The Staff stricted to film and digital media majors. Enr ollment lim- at multiple levels: the cultural, historical, social, and fa- ited to 20. The Staff milial contexts and the relationship of his film to fiction, 132C. Gender and Global Cinema. * the politics and poetics of his vision, and its relationship Offers students historical and critical tools to investigate 142. Beyond Cybernetics: Advanced Topics in to colonial, nationalist, and postcolonial India. Also stud- global film through the framework of gender. Focused in New Media Technologies. * ies the question of gender and the underclass. (Also of- particular on contemporary film (from 1960 to present), Analysis of the effects of communication and information fered as History 155. Students cannot receive credit for the class is structured both chronologically and via na- technologies on culture and cultural production through both courses.) (General Education Code(s): E.)The Staff tional industries. Students cannot receive credit for this the study of systems and networks. Assignments may in- course and Latin American and Latino Studies 80I. Stu- clude papers, Internet presentations, devel o p m e n t / p a rt i c - 163. Movies on the Border. * dents are billed for a course fee. Enrollment limited to ipation in virtual communities, interactive multimedia. Sur veys a range of cinematic rep r esentations of the US- 120. (General Education Code(s): E.) The Staff Emphasis on advanced critical and experimental ap- Mexico border region from the 1950s to the pres e n t - Ho l - proaches. Students are billed for a course fee. Prerequi- lywood, independent, Chicano/Latino, Me x i c a n . 134A. American Film, 1930–1960. W site(s): course 20C. Enrollment restricted to film and Examines “borde r ” as concrete physical (trans)location, site A survey of American narrative cinema from 1930 to digital media majors. Enr ollment limited to 40. S. Dan i e l , of metaphor and projection, and trope for new ways of 1960. Examines developments in film style, film technol- L. Andrews kn o wing and being. Enr ollment restricted to film and dig- og y , and the film industry in relation to American cultural ital media majors; Latin American and Latino studies ma- hi s t o r y. Students are billed for a course fee. Prere q u i s i t e ( s ) : 150. Screenwriting. F jors. (General Education Code(s): E.)J. Burt o n - Ca r vaj a l course 20A or 20B. Enr ollment restricted to film and dig- Problems in writing for film and television are explored ital media majors during priority enrollment; may be th r ough the writing of original material and analysis of ex- 165A. Film, Video, and Gender. W opened if space allows. Offered in alternate academic isting works. Various film genres, conventions, and styles, A study of texts, theories, and issues of gender in film years. S. Stamp both fictional and nonfictional, are examined. Prerequi- and/or video. Changing focus on one or more topics, in- site(s): satisfaction of the Subject A and Composition re- cluding production and authorship, representation, re- 134B. American Film, 1960–Present. S q u i rements, admission by application at first class ception, theories of identification, sexual preference, and A survey of American narrative cinema from 1960 to the meeting. May be repeated for credit. (General Education related issues. Students are billed for a course fee. Usually present. Examines developments in film style, film tech- Code(s): W.) E. Hollander of f e r ed in alternate academic years. Prer equisite(s): course no l o g y , and the film industry in relation to American cul- 20A or 20B. (General Education Code(s): A.) I. Gus t a f s o n tural history. Students are billed for a course fee. 151. Film Directing. S Prerequisite(s): course 20A or 20B. Enrollment restricted Wor kshop that explores the direc t o r ’s invol v ement in film 165B. Race on Screen. W to film and digital media majors during priority enroll- and video production. Topics will include the manipula- Review of historical and critical tools to interpret repre- ment; may be opened if space allows. Offered in alternate tion of time and space, continuity, script planning and sentations of race on cinematic, television, and computer academic years. The Staff blocking, and working with actors and crew. Students will screens. Class will consider the place of race in theoretical participate in group and individual exercises in pre-pro- and historical scholarship and examine the debates about race produced within and across film and digital media.

*Not offered in 2004–05 242 PROGRAMS AND COURSES

Students are billed for a course fee. Usually offered in al- audiovisual pieces. Students are billed for a materials cepted into the production concentration. Other students ternate academic years. Prer equisite(s): course 20A or 20B. fee. Prer equisite(s): by application at first class meeting. who are not in the production concentration and who (General Education Code(s): E.) The Staff Priority given to students accepted into production ha v e completed course 170 may apply by submitting sam- concentration. Others who have completed course 170 ple of production work at first class meeting. See the en- 165C. Lesbian, Gay, and Queer Film and may apply by submitting sample of production work at rollment conditions section in the quarterly Schedule of Video. * first class meeting. En rollment limited to 25. Classes for other application instructions that may apply. An overv i e w of homosexuality in American film. Emp l oy s L. Andrews Enrollment limited to 25. E. Hollander Vito Russo’s The Celluloid Closet as main text. Explores a baseline Hollywood homophobia and the formal and 171C. Special Topics Workshop: Found 176. Experimental Video Workshop. F historical attempts to change it. Recent independent queer Footage. * In t ro d u c t o ry workshop in video production (non-narra- film and video discussed. Topics include authorship, spec- Students will consider the practice of “recycling” im- t i ve, experimental). Topics include a survey of non-nar- ta t o r s h i p , genre and genre rea p p r opriation, historical gen- ages perhaps not intended by the original “owner” or r a t i ve experimental video from a historical/theore t i c a l der constructs, the “ar t” film, mainstream vs. independent “creator.” In addition to assigned readings and techni- p e r s p e c t i ve and an introduction to videography, funda- pr oduction, the relationship of film to popular music. Stu - cal workshops, students produce three video projects mentals of video editing, and sound. Students complete dents are billed for a course fee. Usually offered in alter- and give a presentation on a specific issue or s e veral short projects and are billed for a materials fee. nate catalog years. I. Gustafson artist/group. Prerequisite(s): course 170A or 170B; in- Students must bear the cost of all materials. Pre re q u i- terview only by application at first class meeting; pri- site(s): admission by application at first class meeting; pri- 165D. Asian Americans and Media. * ority given to students accepted into the production ority given to students who have been accepted into the Examines media rep r esentations about, as well as by, Asian concentration. Enrollment limited to 25. The Staff pr oduction concentration. Other students who are not in Americans. Using critical essays on film theory, racial stud- 171D. Social Information Spaces. W the production concentration and who have completed ies, feminist criticism, and independent cinema, students course 170B may apply by submitting sample of pro- develop the skills necessary to conduct critical analysis of Inv estigates how information spaces can be designed to be inhabited, socially navigable spaces. Emp h a s i z es the duction work at first class meeting. See the enro l l m e n t Asian Americans in film and television. Students are billed conditions section in the quart e r l y Schedule of Classes f o r for a course fee. Enrollment restricted to juniors and sen- social navigation of information spaces, a set of techniques and ideas from computer-supported cooperative other application instructions that may apply. Enro l l m e n t iors. Enrollment limited to 60. (General Education limited to 25. (General Education Code(s): A.) Code(s): E.) L. Kim wo r ks, human-computer interaction, and arch i t e c t u re . Prerequisite(s): course 170A; interview only: applica- G. Va z q u e z 168. National Cinema and Culture. F,S tion available in department office. Enrollment re- 177. Digital Media Workshop: Computer as Study of a specific cinematic or other media tradition of stricted to film and digital media majors. Enrollment Medium. S a region, nation, language, diasporic collectivity or other limited to 25. W. Sack Introduction to the computer as a medium as well as a unifying cultural entity. Not a survey, this course selects 172. Film and Video Studio. F,W,S tool. Students explore art practice within digital imaging one focus or offers a comparative of cross-cultural frame- and information and communications enviro n m e n t s work. Students are billed for a course fee. Prerequisite(s): Intermediate workshop in film and video production. Topics include cinematography, sound, and non-linear th r ough projects, readings, and “sc r eenings.” Assignments course 130, 132A, or 132B. May be repeated for credit. may include designing virtual communities and /or inter- D. Crane, P. Limbrick digital editing techniques. Each student is responsible for the completion of a short project utilizing 16mm film or active, multimedia web works. Students are billed for a 170A. Introduction to Digital Media video. Students must bear the cost of materials and are course fee. Prerequisite(s): course 170A; admission by ap- Production. * billed for a materials fee. Prer equisite(s): admission by application at first class meeting; priority given to students Introduction to the conceptual and technical fundamen- plication at first class meeting; priority given to students who have been accepted into the production concentra- tals of making digital media. Covers principles of digital who have been accepted into the production concentration. Other students who are not in the production con- image manipulation, basic web authoring, and interface tion. Other students who are not in the production concentration and who have completed course 170 may apply design through projects that introduce production tech- centration and who have completed course 170 may apply by submitting sample of production work at first class niques and methods. Students are billed for a materials by submitting sample of production work at first class meeting. See the enrollment conditions section in the fee. Prerequisite(s): courses 20A and 20C; permission of meeting. See the enrollment conditions section in the quarterly Schedule of Classes for other application instruc- in s t ru c t o r . Enr ollment restricted to film and digital media quarterly Schedule of Classes for other application instructions that may apply. En rollment limited to 25. majors. Enrollment limited to 20. (General Education tions that may apply. En rollment limited to 25. S. Daniel Code(s): A.) The Staff G. Vazquez, C. Lord, E. Hollander 178A. Personal Computers in Film and Video. F 170B. Fundamentals of Film and Video 173. Narrative Workshop: Reconfiguring Int r oduction to the specific applications of computers for Production. F,W,S Narrative within the Digital Realm. W film and video. By using computer-generated, enhanced An introduction to the art and craft of making films and Analysis of cinematic codes and narrative stru c t u re and imported graphics, animation, text, sound, and mov- videos. Covers principles of cinematography, videography, th r ough digital video, Internet and interactive multimedia ing video, students create still and time-based works in a editing, production planning, and lighting involving both pr ojects. Req u i r ed readings address contemporary res e a rc h computer environment. Prerequisite(s): course 170B; ad- production and techniques and methods. Students are in narratology and hyper-media, exploring the potential of mission by application at first class meeting; contact de- billed for a materials fee. Prer equisite(s): admission by ap- digital technology to reconfigure the role of both author partment office for required forms; priority given to plication and entrance essay. See the enrollment condi- and audience. Students billed for a course fee. Prerequi- students who have been accepted into the production con- tions section in the quarterly Schedule of Classes; course site(s): course 170A; admission by application at first class centration. Enrollment limited to 20. L. Andrews 20A or 20B and one other film/video critical studies or meeting; priority given to students who have been ac- 178B. Advanced Personal Computers in Film history course are required. Completion of additional cepted into the production concentration. Other students and Video. * upper-division film and digital media critical studies or who are not in the production concentration and who Study of advanced computer tools in digital media, in- history courses improves students’ ability to be admitted ha v e completed course 170 may apply by submitting sam- cluding exploration, creation, and manipulation of sound to this course. Enrollment limited to 25. (General Edu- ple of production work at first class meeting. See the en- with the same level of complexity as required in compos- cation Code(s): A.) E. Ho l l a n d e r, G. Va z q u e z , rollment conditions section in the quarterly Schedule of ing the moving image. Students produce a final project I. Gustafson, C. Lord, L. Andrews Classes for other application instructions that may apply. that demonstrates skills learned. Prerequisite(s): course Enrollment limited to 25. The Staff 171. Special Topics Workshops. 170A; admission by application at first class meeting; pri- Study of selected aspects of film, video, and/or digital 175. Documentary Video Workshop. W ority given to students who have been accepted into the media production. Workshop in documentary video production, develop- production concentration. Other students who are not in ment of critical standards, ethical issues, and technical the production concentration and who have completed 171A. Sound. W methods. Each student is responsible for the completion course 170A may apply by submitting sample of produc- The cinematic equation equals images plus sound. of short documentaries from assignments. Students must tion work at first class meeting. See the enrollment con- What are sound-specific properties? What is the rela- bear the cost of materials and are billed for a materials fee. ditions section in the quarte r l y Schedule of Classes for other tionship between sound and image? Examines these Prerequisite(s): admission by application at first class application instructions that may apply. Enrollment lim- and other questions through the creation of audio and meeting; priority given to students who have been ac- ited to 20. The Staff FILM AND DIGITAL MEDIA 243

178C. Introduction to Digital Media billed for a course fee. Prerequisite(s): course 20B. En- and querying race, the “national,” and cinema. Students Production. * rollment restricted to junior and senior film and digital are billed for a course fee. Prerequisite(s): course 132A, Study of computer tools involving interactive forms and media majors during priority enrollment; may be opened 132B, or 132C. Enrollment restricted to senior film and formats. Students will develop both personal and/or col- if space allows. May be repeated for credit. The Staff digital media majors. En rollment limited to 16. la b o r a t i v e projects for dissemination as digital media, both P. Limbrick on screen and online in networked information and 189. Advanced Topics in Digital and Electronic communications spaces. Prer equisite(s): course 170A; ad- Media Studies. S 194F. Film and the Other Arts: Music and mission by application at first class meeting; priority given Study of a selected aspect of digital and/or electronic Dance. * to students who have been accepted into the production media history and criticism. Topics can include virtual en- Examines the use of artistic media within films and of concentration. Other students who are not in the provi r onments, electronic networks, video installations, com- films that thematically are about other media. What do duction concentration and who have completed course puter games, and hyper-media. Usually offered in other art forms allow for—in terms of the story, the film’s 170 may apply by submitting sample of production work alternate academic years. Students are billed for a course meaning, the gaze, and the spectator? Students are billed at first class meeting. See the enrollment conditions sec- fee. Prerequisite(s): course 20C. Enrollment restricted to for a course fee. Enrollment restricted to senior film and tion in the quarterly Schedule of Classes for other applica- junior and senior film and digital media majors during digital media majors. Enrollment limited to 16. L. Kim tion instructions that may apply. Enrollment limited to priority enrollment; may be opened if space allows. May be repeated for credit. D. Crane 194G. New(s) Media. S 20. L. Andrews Addresses the role of new media technologies in the pro- 179. Film Negative Cutting (3 credits). * 192. Directed Student Teaching. F,W,S duction, distribution, and reception of the news, especially Theory and practice of conforming a film negative to Teaching a lower-division course under faculty supervi s i o n international news. Examines software and network tech- work print, including procedures for preparing negative (see course 42). Proposal supported by a faculty sponsor nologies as amplifying, filtering, extending, and counter- A&B rolls and sound for printing. Each student is re- and department. The Staff ing the forces of media. Students are billed for a course fee. Prerequisite(s): course 20C. Enrollment restricted to sen- sponsible for conforming a film for submission to a labo- 194A. Film Theory Seminar. F,S ra t o r y. Students must bear the cost. Course 172 is req u i re d ior film and digital media majors. Enrollment limited to Advanced senior seminar examining classical and con- 16. W. Sack as preparation. Enrollment limited to 16. E. Hollander temporary film theory and those theoretical paradigms 185. Special Topics in Film and Vedeo. and methods that have illuminated the medium: formal- 195. Senior Thesis/Project. F,W,S Study of selected aspects of film and/or video history, theism, realism, structuralism, semiology, psychoanalysis, An individually supervised course, with emphasis on in- ory, or criticism. Students are billed for a course fee. Marxism, feminism, and phenomenology. Primary texts dependent research, to culminate in a senior thesis/proj- are read. Students are billed for a course fee. Prerequi- ect/production. Proposals should be submitted to adviser 185B. African American Film. * site(s): course 120 or permission of instruc t o r . Enro l l m e n t one quarter in advance. Petition req u i r ed, approved by in- Survey of African American participation and repre- restricted to senior film and digital media majors. Enroll- structor and department; thesis petitions available in the sentation within American film which examines the ment limited to 20. A. Hastie, The Staff department office. The Staff cultural and historical context of racist images in film as well as recent critical and theoretical work on the is- 194B. Electronic Media Theory Seminar. * 196A. Senior Project in Film and Video sues of race and representation. Students are billed for Study of the major theoretical approaches to electronic Production. S a course fee. (General Education Code(s): E.) The Sta f f media and their critical application to texts from televi- Students accomplish a range of production work includ- sion, independent video art and documentary, and elec- ing script development, casting, and rehearsing to shoot- 185C. The Exploitation Film. * tronic networks. Readings include a range of theoretical ing and postproduction work. Students are billed for a Created to make a quick profit by shocking and titil- approaches selected from semiotic, ideological, feminist, materials fee. Admission by application during winter lating audiences with sensational topics, the exploita- cultural studies, reception theory, postmodernist, and quarter. See department office for more information. En- tion film is addressed in terms of its historical other critical traditions. Students are billed for a course rollment limited to 18. L. Andrews significance. Topics include important filmmakers and fee. Prer equisite(s): course 20B; satisfaction of the Sub j e c t movements including the “drug scare” film, the bur- A and Composition requirements. Enrollment restricted 196B. Senior Project in Screenwriting. S lesque and nudist camp film, the work of Russ Meyer, to senior film and digital media majors. Enrollment lim- Students write a full-length (75–100 page) screenplay in John Waters, Doris Wishman, etc. Students are billed ited to 20. (General Education Code(s): W.) The Staff this seminar while studying structural concepts and char- for a course fee. Prerequisite(s): courses 120 or 136A. acter development in selected films. Scheduling, outlining, M. Morse 194C. New Media Theory Seminar. * pitching ideas, and critique are all part of the workshop 185D. Sound and Image in Theory and Study of theories of emerging genres of electronic culture, format of the class. Prerequiste(s): satisfaction of the Sub- Criticism. * with emphasis on the discourse about computer-assisted ject A and Composition requirements; course 150 or an- Exp l o r es theories and critiques of sound in culture and and computer-generated forms of art and mass culture other screenwriting course. In t e rv i ew only: petition analyzes sound in relation to media images in film, such as digital imagery, virtual environments, telematics, required; special application should be submitted to ad- video, digital media, and music/image practices such as hyper- and multimedia, and electronic networks. Stu d e n t s viser one quarter in advance; see department office for Vjaying. Voice, noise, and music are addressed (but not are billed for a course fee. Prerequisite(s): course 20C or more information. Enrollment restricted to senior film scores). Students are billed for a course fee. Prerequi- permission of instructor; satisfaction of the Subject A and and digital media majors. Enr ollment limited to 16. (Gen - site(s): courses 20A and 120. Enrollment restricted to Composition requirements. Enrollment restricted to sen- eral Education Code(s): W.) C. Lord film and digital media majors during priority enroll- ior film and digital media majors. Enrollment limited to 20. (General Education Code(s): W.) M. Morse 197. Senior Digital Media Workshop. * ment; may be opened if space allows. Enrollment lim- Independent projects using the computer as a medium as ited to 40. (General Education Code(s): A.) M. Morse 194D. Film History Seminar. S well as a tool. Students will design and implement proj e c t s 185E. Chicana/o Cinema, Video. * In-depth study of film history investigating devel o p m e n t s in digital imaging, information, and communications en- Examines emergence of Chicana/o cinema and video in cinematic style, technological innovation, and indus- vi r onments. Stu d e n t s ’ projects may include designing vir- from a place of social displacement, resistance, and af- trial practice against the broad canvas of cultural history. tual communities, building collaborative networks, and/or firmation. Looks at Chicana/o rep r esentation and spec- Students will acquire the basic tools necessary to conduct in t e r a c t i v e, multimedia web works. Students are billed for tatorship as it pertains to ethnicity, class, gender, and informed film historical res e a r ch. Students are billed for a a course fee. Admission by application during winter quar- the beginning of a new Chicana/o film aesthetic. Stu- course fee. Prerequisite(s): course 130 or 134A or 134B; ter. See department office for more information. Enroll- dents are billed for a course fee. Prerequisite(s): course satisfaction of the Subject A and Composition requirement limited to 20. S. Daniel 20A. Enrollment limited to 60. (General Education ments. Enrollment restricted to senior film and digital 198. Independent Field Study. F,W,S Code(s): E.) The Staff media majors. Enrollment limited to 20. (General Edu- cation Code(s): W.) S. Stamp Provides for department-sponsored individual study pro- 187. Advanced Topics in Television Studies. S grams off campus for which faculty supervision is not in Study of a selected aspect of television history, television 194E. International Cinemas. F,W person (e.g., supervision is by correspondence). Students criticism, or national television. Includes weekly screen- In-depth study of the history and theory of international engaging in field study must complete application proce- ings and historical/theoretical readings. Usually offered in cinemas with changing topics such as globalism and re- dures for such study by the fifth week of the previous alternate academic years, with rotating topics. Students are sistance, postcolonial theory, international productions quarter. Field study may not be used to satisfy major re-

*Not offered in 2004–05 244 PROGRAMS AND COURSES

qu i r ements. Petition req u i r ed, approved by instructor and An t h r opology 130G, Asian Americans in Eth n o g ra p h y DAVI D A. ORLA N D O department; petitions available in the department office. and Fil m For eign language pedagogy; second-language acquisition; May be repeated for credit. The Staff His t o r y of Consciousness 126, Film Fan t a s i e s French proletarian writers of the 1920s and 1930s; Fren c h Latin American and Latino Studies 123A, Cinema and civilization, especially the Renaissance, Rev olution, Bel l e 198F. Independent Field Study (2 credits). Epoque, and interwar periods F,W,S Social Change: Fea t u r e Fil m s Provides for department-sponsored individual study pro- Latin American and Latino Studies 123B, Cinema and grams off campus for which faculty supervision is not in Social Change: Doc u m e n t a r y Tran s f o rm a t i o n s Prog ra m s person (e.g., supervision is by correspondence). Students Latin American and Latino Studies 127, Mexico and the Students interested in acquiring proficiency in Fren c h engaging in field study must complete application proce- Movies can enroll in language courses from beginning to dures for such study by the fifth week of the previous Latin American and Latino Studies 129, Wom e n ad v anced levels. In addition, students may select from quarter. Field study may not be used to satisfy major re- Filmmakers: Latin American and Latina among the following programs: a major in language stud- qu i r ements. Petition req u i r ed, approved by instructor and English-Language Literatures 180B, The Got h i c ies ( 262), a major in literature with an emphasis in department; petitions available in the department office. Imagination in Fiction, Film, and Th e o r y French literature (page 292), or a major in global eco- May be repeated for credit. The Staff Sociology 116, Communication and Mass Med i a nomics (page 177). An individual major in French and Sociology 129, Popular Cul t u r e Francophone studies is also available to qualified students 199. Tutorial. F,W,S (see French faculty for details). Individual study in areas approved by sponsoring instruc - Lo wer-division courses 1–6 are taught entirely in tors. Tutorial may not be used to satisfy major require- French and prep a r e students for advanced study either on ments. Petition required, approved by instructor and campus or abroad. They are designed to develop prof i - department; petitions available in the department office. Fr e n c h ciency in aural comprehension, speaking, reading, and May be repeated for credit. The Staff writing skills.

199F. Tutorial (2 credits). F,W,S Language Prog r a m Individual study in areas approved by sponsoring instruc - 239 Cowell College Campus Language Laboratories and tors. Tutorial may not be used to satisfy major require- (831) 459-2054 Placement Exa m s ments. Petition required, approved by instructor and ht t p : / / l a n g 2 . u c s c . e d u / l a n g u a g e _ p ro g ra m / i n d e x 2 . h t m l department; petitions available in the department office. Information on these topics can be found on page 275, May be repeated for credit. The Staff under Language Prog r a m . Faculty and Professional Int e re s t s Graduate Courses Study Abro a d Prof e s s o r The UC Education Abr oad Program offers both semester 222. Critical Methodologies in Film and CAR L A FRE C C E R O (Li t e r a t u re ) and one-year plans of study in many regions of Fra n c e , Television. * Renaissance studies, French and Italian language and including Bordeaux, Lyon, Grenoble, Toulouse, and Core course introduces graduate students to critical li t e ra t u r e, early modern Eur opean history and literat u re , Paris. With the approval of an adviser, some Fren c h methodologies in media studies and offers sustained ex- postcolonial theories and literat u r e, contemporar y feminist courses taken abroad may be applied to major req u i r e- amination of theoretical approaches to media studies. theories and politics, queer theory, pre- and early modern ments. For more information on the program, see UC Methodologies may include (but not limited to) comtem- studies, contemporar y fiction by women of color in the U.S., Education Abr oad Program (page 40). po r a r y theory (semiotic, psychoanalytic, ideological), cul- identity politics as political forma t i o n s tural studies, intertextuality, feminist film, and television PAS C A L E GAI T E T (Li t e r a t u re ) Lower-Division Courses theory. Enrollment restricted to graduate students. En- Nineteenth- and 20th-century French literat u r e, socio- rollment limited to 14. A. Hastie linguistics, political history, Celine, Gen e t 1. Instruction in the French Language. F,W,S 283. New Media Art and Digital Culture. * RIC H A R D TER D I M A N (L i t e r a t u re ) Teaches speaking, writing, reading, and listening compre- A study of new media art in the context of digital culture. Nineteenth- and 20th-century French and Euro p e a n hension up to the intermediate proficiency level set by the Ele c t r onic, digital and online technology art are set in crit- li t e ra t u r e and culture, literar y and cultural theory, American Council on the Teaching of For eign Languages. ical relation to discourse on history, aesthetics, hyperme- co n t e m p o ra r y critical theory, cultural globalization The Staff dia, the interface, hacks, embodiment, robotics, artificial 2. Instruction in the French Language. F,W,S life and other topics. Students are billed for a course fee. Associate Prof e s s o r Teaches speaking, writing, reading, and listening compre- Enrollment restricted to graduate students. Enrollment SHA RO N KIN O S H I T A (L i t e r a t u re ) hension up to the intermediate proficiency level set by the limited to 15. M. Morse Int e rc u l t u r al relations in 12th- and 13th-century literat u re , American Council on the Teaching of For eign Languages. Med i t e r r anean studies, globalism, postcolonial theory, world Students interested in this course who do not have the pre- 284. Film, Culture, and Modernity. * li t e ra t u r e and cultural studies Traces the rise of motion picture culture from the late requisite course must attend a placement interview. Pre- nineteenth century through the end of the 1920s, looking Le c t u re r requisite(s): course 1; or placement by intervi e w. The Sta f f at film’s emerging visual and narrative grammar, its chang- 3. Instruction in the French Language. F,W,S ing cultural status, and its engagement with shifting reg- ANG E L A ELS E Y Teaches speaking, writing, reading, and listening compre- isters of class, ethnicity, gender, and sexuality. En ro l l m e n t Francophonie, especially Nor th American (Louisiana, hension up to the intermediate proficiency level set by the restricted to graduate students. Enrollment limited to 15. Quebec, the Caribbean); French dialectology and so c i o l i n g u i s t i c s American Council on the Teaching of For eign Languages. S. Stamp Students interested in this course who do not have the pre- GIL D A S HAM E L requisite course must attend a placement interview. Pre- 297. Independent Study. F,W,S Latin, Greek, Heb r ew; Bible; history of Judaism and Either study related to a course being taken or a totally in- Christianity; Fren c h requisite(s): course 2; or placement by intervi e w. The Sta f f dependent study. Students submit petition to sponsoring 4. Intermediate French. F,W,S agency. Enrollment restricted to graduate students. May GRE T A HUTC H I S O N Expansion of the students’ familiarity with the spoken and be repeated for credit. M. Morse, C. Lord, S. Stamp, For eign language pedagogy, second language acquisition, me d i e v al French literat u r e, and nineteenth-century literat u r e written language through vocabulary building, grammar L. Andrews and art review, and discussion of contemporary issues. Readings ◆◆ ◆ taken from various literary genres as well as from related HERV É LE MAN S E C French phonetics and phonology, 20th-century Fren c h cultural material. Prerequisite(s): course 3. Students in- civilization, the no u v eau roman, French opera te r ested in this course who have not taken the prere q u i s i t e Additional Courses of Int e re s t should meet with the instructor prior to the first class An t h r opology 120, Cul t u r e through Fil m meeting. (General Education Code(s): IH.) The Staff GERMAN 245

5. Intermediate French. F,W,S 194. Group Tutorial. F,W,S Study Abro a d Teaches speaking, writing, reading, and listening compre- Provides a means for a small group of students to study a hension up to the intermediate proficiency level set by the particular topic in consultation with a faculty sponsor. The Uni v ersity of California maintains Edu c a t i o n American Council on the Teaching of For eign Languages. Students submit petition to sponsoring agency. Enroll- Abr oad Program (EAP) centers in Göttingen, Bay re u t h , Each level is taught each quarter. Prerequisite(s): course 4 ment limited to 10. The Staff and Berlin, Ger m a n y . Students may spend a spring or 4X or placement by examination. Students interested in semester in Göttingen (beginning German language pro- this course who have not taken the prerequisite should 199. Tutorial. F,W,S gram or regular course study), a year in Göttingen (reg u - meet with the instructor prior to the first class meeting. Students submit petition to sponsoring agency. The Staff lar course study), a spring semester in Bay r euth (interme- (General Education Code(s): IH.) The Staff diate German language and culture program), or a yea r 199F. Tutorial (2 credits). F,W,S in Berlin (regular course study). Students selected for the 6. Intermediate French. F,W,S Students submit petition to sponsoring agency. The Staff year-long program in Göttingen may also elect to spend Teaches speaking, writing, reading, and listening compre- their second semester (the spring semester) in Ber l i n . hension up to the intermediate proficiency level set by the Language req u i r ements for admission to these prog r a m s American Council on the Teaching of For eign Languages. Geology and Geophysics range from little or no German req u i r ed (beginning Each level is taught each quarter. Prerequisite(s): course 4 See Earth Sciences, page 164. German program in Göttingen) to one year of college- or 4X or placement by examination. Students interested in le v el German req u i r ed (intermediate German language this course who have not taken the prerequisite should and culture program in Bay r euth) to two years of college- meet with the instructor prior to the first class meeting. le v el German req u i r ed (regular course study in (General Education Code(s): IH.) The Staff Göttingen) to three years of college-level Ger m a n Ge r m a n req u i r ed (regular course study in Berlin). The Bay re u t h 13F. Oral Fluency Through Cultural Study pr ogram courses may also be used to fulfill the language (2 credits). F,W,S req u i r ement for the year-long program in Göttingen. A course for any student beyond level 3, developing oral Language Prog r a m 239 Cowell College Selected students may continue directly from the spring fluency through discussion in cultural studies, covering a semester in Bay r euth to the one-year program in variety of topics. Listening comprehension and speaking (831) 459-2054 ht t p : / / l a n g 2 . u c s c . e d u / l a n g u a g e _ p ro g ra m / i n d e x 2 . h t m l Gö t t i n g e n . ar e emphasized through exploration of situations common Academic and professional internship opportu n i t i e s to France and francophone countries. May be offered ar e also available to all EAP students in Ger m a n y . more than once per year. Prerequisite(s): course 3. Stu- Faculty and Professional Int e re s t s Students may apply to any of these programs at any dents not having had French 3 at UCSC need to speak to point in their student caree r . For the year-long prog r a m s , a UCSC French lecturer. Enrollment limited to 25. May Associate Prof e s s o r students generally apply in their sophomore year for a be repeated for credit. The Staff junior year abroad. As an exception, some students apply LOI S A NYGA A R D (L i t e r a t u re ) 94. Group Tutorial. F,W,S in their junior year for a senior year abroad; such stu- Eighteenth- and 19th-century Ger man literat u r e, Germ a n dents must sometimes spend an additional quarter at Provides a means for a small group of students to study a romanticism, Eur opean and American romantic fiction, Goe t h e particular topic in consultation with a faculty sponsor. UCSC in order to satisfy all req u i r ements for their major. Courses taken abroad can, with approval of an adviser, be Students submit petition to sponsoring agency. Enroll- Le c t u re r ment limited to 10. The Staff applied to major req u i re m e n t s . WALT E R CAM P B E L L For more information on these programs, see UC 99. Tutorial. F,W,S Language teaching, 18th- and 19th-century Germ a n Education Abr oad Program (page 40). For information Students submit petition to sponsoring agency. The Staff li t e ra t u r e, history of Germ a n on credit applied to a major, contact the approp r i a t e de p a rt m e n t . 99F. Tutorial (2 credits). F,W,S JUD I T H HAR R I S -F RI S K Students submit petition to sponsoring agency. The Staff Ger man language and cultural studies; Ger man literat u r e and intellectual history, 1750–p r esent; turn- o f - t h e - c e n t u r y Lower-Division Courses Vienna and Weimar Ger man; Ger man issues of national Upper-Division Courses identity and multicultural i s m 1. Instruction in the German Language. F Teaches beginning-level competence in speaking, rea d i n g , 111. Stylistics. F Prog ra m s writing, and listening comprehension. Elementary se- Intensive work in French composition with the aim of at- quence (1-2-3) starts in fall quarter only. (An accelerated taining grammatical correctness and excellence of expres- Students interested in acquiring proficiency in Ger m a n sequence, course 1A-1B, begins winter quarter.) Not all sion. May be repeated for credit with consent of can enroll in language courses from beginning to levels are available each quarter. Check the quarterly in s t ru c t o r . Prer equisite(s): course 6. Students interested in ad v anced levels. In addition, students may select from Schedule of Classes for exact quarter(s) of offering. Stu d e n t s this course who have not taken the prerequisite should among the following programs: a major or minor in lan- who have completed course 1 and course 2 may take 1B meet with the instructor prior to the first class meeting. guage studies (page 275), a major in German studies for credit. The Staff The Staff (page 246), a major in literature with an emphasis in German literature (page 292), or a major in global eco- 1A. Intensive Elementary German. W 114. French Phonetics. W nomics (page 177). Accelerated instruction in elementary German language. Co n t r a s t i v e analysis of French and English sound systems The sequence of lower-division courses 1–6 is aimed Taken in conjunction with German 1B, the two courses and their practical application. Intensive conversation. at enabling students to gain proficiency in aural compre- are equivalent to levels 1-2-3. Accelerated pace allows a Language laboratory. Prer equisite(s): course 6. Enro l l m e n t hension, speaking, reading, and writing skills. Another more rapid acquisition of reading, writing, listening, and limited to 20. The Staff sequence of lower-division courses, equivalent to levels 1, speaking skills; special attention is given to reading. In- 2, and 3, is courses 1A and 1B, offering accelerated 125B. French Civilization: Nineteenth and troduction to German culture. Students who have taken German language instruction. Courses 1A and 1B are course 2 may take 1B for credit. The Staff Twentieth Centuries. S taught sequentially, winter and spring quarte r s . A survey of the important historical and artistic move- Ins t r uction takes place almost excl u s i v ely in German. 1B. Intensive Elementary German. S ments contributing to the development of French culture, Sequential to course 1A, completes the equivalent in- from the end of the French Revolution to today (nine- struction offered through German 1-2-3. Open to stu- teenth and twentieth centuries). Prerequisite(s): course 6. Campus Language Laboratories and dents who have successfully completed either 1A or course Students interested in this course who have not taken the Placement Exa m s 2; for students completing course 2, course 3 is pref e r a b l e . prerequisite should meet with the instructor prior to the Students who have taken course 1 may take 1B for credit. first class meeting. Enrollment limited to 22. The Staff Information on these topics can be found on page 275, under Language Prog r a m . The Staff 246 PROGRAMS AND COURSES

2. Instruction in the German Language. W 99F. Tutorial (2 credits). F,W,S mysteries, Christian origins, 19th- and 20th-century Teaches beginning-level competence in speaking, rea d i n g , Students submit petition to sponsoring agency. The Staff Germ a n y , Ger man Judaism), religion and political orde r s writing, and listening comprehension. (An accelerated se- LOI S A NYGA A R D , Associate Professor of Literature quence, course 1A-1B, begins winter quarte r .) Not all lev- Upper-Division Courses Eighteenth- and 19th-century Ger man literat u r e, Germ a n els are available each quart e r. Check the quart e r l y romanticism, Eur opean and American romantic fiction, Goe t h e Schedule of Classes for exact quarter(s) of offering. Stu d e n t s 119. German Media. W who have completed course 1 and course 2 may take 1B Articles of current interest in German newspapers, news Prog r am Faculty Adv i s e r s for credit. Prer equisite(s): course 1 or 1A; or placement by magazines, and World Wide Web sites are read and dis- examination. Students interested in a course who have not cussed. News videos from Germany are viewed and dis- MAR K CIO C , Professor of His t o r y taken the prerequisites should meet with the instructor cussed also. Conducted entirely in German. Students GAR Y LEA S E , Professor of His t o r y of Consciousness prior to the first class meeting. The Staff interested in this course who have not taken the prereq- 3. Instruction in the German Language. S uisite should meet with the instructor prior to the first LOI S A NYGA A R D , Associate Professor of Ger m a n Teaches beginning-level competence in speaking, rea d i n g , class meeting. Prer equisite(s): course 5. Students interes t e d Li t e r a t u r e writing, and listening comprehension. (An accelerated se- in this course who have not taken the prerequisite should quence, course 1A-1B, begins winter quarte r .) Not all lev- meet with the instructor prior to the first class meeting. Program Description May be repeated for credit. The Staff els are available each quart e r. Check the quart e r l y German studies is conceived of as a transnational major Schedule of Classes for exact quarter(s) of offering. Stu d e n t s 194. Group Tutorial. F,W,S that deals with the various German-speaking regions of who have completed course 1 and course 2, may take 1B Provides a means for a small group of students to study a central Europe. Whether one thinks of philosophy, for credit. Prerequisite(s): course 2; or placement by ex- particular topic in consultation with a faculty sponsor. music, art, education, religion, or political and social amination. Students interested in a course who have not Students submit petition to sponsoring agency. The Staff history, German culture has exercised a profound and taken the prerequisites should meet with the instructor often decisive influence on Europe. Some of the most prior to the first class meeting. The Staff 199. Tutorial. F,W,S important ideological debates in Western culture have Students submit petition to sponsoring agency. May be re- arisen in the German-speaking area, and changes in 4. Intermediate Studies in German Language. F peated for credit. The Staff Intermediate composition and conversation based on the German culture and society have occasionally had dev- reading of selected prose and related cultural material. 199F. Tutorial (2 credits). F,W,S astating effects on world history. Events and political Speaking, reading, writing, and listening comprehension Students submit petition to sponsoring agency. May be developments of recent years—such as the unification skills are developed by extensive use of media materials. repeated for credit. The Staff of East and West Germany and the emergence of the Conducted entirely in German. Not all levels are avai l a b l e German-speaking region of Europe as a major player in each quarter. Check the quarterly Schedule of Classes for world affairs—have had important impacts. the exact quarter(s) of offering. Prerequisite(s): course 1B A German studies major provides students with an or 3; or placement by examination. Students interested in in t e rd i s c i p l i n a r y prog r a m — c o vering history, history of this course who have not taken the prerequisite should German Studies ar t and visual culture, literature, and philosophy—in meet with the instructor prior to the first class meeting. which students and faculty come together in exci t i n g , intellectually demanding pursuits. (General Education Code(s): IH.) The Staff Dep a r tment of His t o r y 5. Intermediate Studies in German 32 Merrill College Language. W (831) 459-2982 Major Req u i re m e n t s Intermediate composition and conversation based on the http://humanities.ucsc.edu (open His t o ry ) All students are req u i r ed to take a total of 10 courses, reading of selected prose and related cultural material. including a minimum of three courses in German litera- Speaking, reading, writing, and listening comprehension Prog r am Fac u l t y tu r e and two courses in German history. No more than skills are developed by extensive use of media materials. two of the 10 req u i r ed courses may be lower - d i v i s i o n Conducted entirely in German. Not all levels are avai l a b l e WALT E R CAM P B E L L , Le c t u r er in German Language courses, and no more than two may come from the each quarter. Check the quarterly Schedule of Classes for Language teaching, 18th- and 19th-century Germ a n Ger many in a Eur opean or Wor ld Context list. A mini- the exact quarter(s) of offering. Prerequisite(s): course 4; li t e ra t u r e, history of Germ a n mum of five of the 10 req u i r ed courses must be taught in German or principally through German-language texts. or placement by examination. Students interested in this MAR K CIO C , Professor of His t o r y course who have not taken the prerequisite should meet Ger man history, modern Eur opean history, environ m e n t a l Language competency to level five is req u i r ed for the with the instructor prior to the first class meeting. (Gen- hi s t o r y completion of the German studies major. eral Education Code(s): IH.) The Staff All students must complete a senior oral examination JUD I T H HAR R I S -F RI S K , Le c t u r er in Ger m a n (g i v en by two faculty members) as part of the req u i r e- 6. Intermediate Studies in German Language. S La n g u a g e ments for the major. Intermediate composition and conversation based on the Ger man language and cultural studies; Ger man literat u r e German 5 is a prer equisite for upper-division courses reading of selected prose and related cultural material. and intellectual history, 1750-present; turn- o f - t h e - c e n t u r y taught in German. Students are encouraged to take Speaking, reading, writing, and listening comprehension Vienna and Weimar Ger man; Ger man issues of national German 1–5 as early as possible in their academic skills are developed by extensive use of media materials. identity and multicultural i s m pro g r a m . Conducted entirely in German. Not all levels are avai l a b l e THE O HON N E F , Le c t u r er in German Literature Regular consultation with a program faculty adviser is each quarter. Check the quarterly Schedule of Classes for req u i re d . DAVI D HOY, Distinguished Prof e s s o r , Phi l o s o p h y ; the exact quarter(s) of offering. Prerequisite(s): course 5; It is strongly recommended that students spend a peri- or placement by examination. Students interested in this UC Presidential Chair Co n t e m p o ra r y French and Ger man philosophy od of time in residence in Germany through the course who have not taken the prerequisite should meet Uni v ersity of California Education Abr oad Program to fur- with the instructor prior to the first class meeting. (Gen- DON N A HUN T E R , Associate Professor of His t o r y of ther enrich the program of study and ensure a command eral Education Code(s): IH.) The Staff Ar t and Visual Cul t u r e of the language. Students are allowed to transfer up to five Eur opean painting (especially French) from 1600 to the 94. Group Tutorial. F,W,S courses taken at German universities towa r d the req u i r e- 1960s; Ger man art and visual culture between the two world ments for the major. Howeve r , the five core courses in Provides a means for a small group of students to study a wars; art as a social practice, portra i t u r e particular topic in consultation with a faculty sponsor. German literature and history must be taken at UCSC. Students submit petition to sponsoring agency. Enroll- VIRG I N I A JAN S E N , Professor of His t o r y of Art and ment limited to 10. The Staff Visual Cul t u r e Core Courses Med i e v al visual culture, urbanism, and secular building; Ger m a n 99. Tutorial. F,W,S Gothic arch i t e c t u r e; campus planning and arch i t e c t u r e 11 9 Ger man Med i a Students submit petition to sponsoring agency. The Staff GAR Y LEA S E , Professor of His t o r y of Consciousness German Literature Th e o r y and origins of religion, history of religions (Hel l e n i s t i c 10 2 Int r oduction to Ger man Lit e ra t u r e HEBREW 247

12 0 Fear of the For eign: Xenophobia in Ge rm a n Associate Prof e s s o r (831) 459-2054 Lit e ra t u r e and Cul t u r e ht t p : / / l a n g 2 . u c s c . e d u / l a n g u a g e _ p ro g ra m / i n d e x 2 . h t m l KAREN BASSI (Literature) 15 0 Ger man Rom a n t i c i s m Greek and Latin literatures, Greek drama, Hellenistic His t o r y poetics, feminist interpretation, literary and cultural theory, Faculty and Professional Int e re s t s 13 3 Ger man His t o r y pre- and early modern studies 13 6 Ger man Film, 1919–1945 Le c t u re r DANIEL SELDEN (Literature) His t o r y of Art and Visual Cul t u r e Afroasiatic languages and literatures, Greek and Latin, TAM M I ROS S M A N -B EN J A M I N 13 6 Ger man Art, 1905–1945 Hellenistic culture, the classical tradition, history of Heb r ew language and culture, biblical Heb r ew syntax and semantics, the Heb r ew Bible, Jewish thought, His t o r y of Consciousness criticism, literary theory ps y cholinguistics, second-language acquisition and 80 O Hit l e r , National Socialism, and Rel i g i o n bi l i n g u a l i s m 10 1 Bis m a rc k Le c t u re r 12 3 Cul t u r e in Cri s i s : Weimar Germ a n y GILDAS HAMEL Latin, Greek, Hebrew; Bible; history of Judaism and Prog ra m s Context Courses Christianity; French Students interested in acquiring proficiency in Heb r ew His t o r y can enroll in language courses from beginning to inter- 30 A Mod e r n Eur opean His t o r y, 1500–1789 Program Description mediate levels. In addition, credits from these courses 30 B Mod e r n Eur opean His t o r y, 1789–1914 may be counted towa r d the minor in Jewish studies (page The Language Program offers instruction in elementary 30 C Mod e r n Eur opean His t o r y, 1914–Pres e n t 272). Lower-division courses are aimed at enabling stu- Greek for students wishing to pursue a course of study in 33 Med i e v al Eur ope, 300–1200 dents to gain proficiency in aural comprehension, speak- Attic Greek. It consists of a two-course sequence that 80 W The Holocaust: The Des t r uction of ing, reading, and writing skills. Attention is also given to begins in the fall quarter only. Students interested in Eur opean Jew r y de v eloping an understanding of the culture, history, and Greek literature should see the course listings under 12 2 Ref o r mation Euro p e religion that have been expressed through the Heb r ew Li t e r a t u r e, page 294. Those interested in classical studies 12 7 Fascism and Resistance in Ita l y language from antiquity until today. Some instruc t i o n should see the program description on page 153. History of Art and Visual Culture takes place in Heb r ew from the beginning level . 16 4 Ear ly Med i e v al and Romanesque Arch i t e c t u r e 16 5 B Gothic Beyo n d Campus Language Laboratories and Campus Language Laboratories and 19 0 Q Port ra i t u r e: Eur ope and America, 1400–1990 Placement Exa m s Placement Exa m s Phi l o s o p h y Information on these topics can be found on page 275, Information on these topics can be found on page 275, 10 6 Ka n t under Language Prog r a m . under Language Prog r a m . 10 8 Nin e t e e n t h - Ce n t u r y Phi l o s o p h y 11 0 Hei d e g g e r Lower-Division Courses 13 9 Freu d Lower-Division Courses Pol i t i c s 1. Elementary Ancient Greek. F 1. Instruction in the Hebrew Language. F 17 5 The New Euro p e Instruction in the grammar of Attic Greek, together with Speaking, listening comprehension, reading, and writing 17 6 Int e r national Political Eco n o m y readings, mostly in Plato, designed to prepare for the fundamentals. The use of Modern Hebrew is encouraged study of classical literature. The sequence begins in the fall through classroom practice supplemented by language Global Economics quarter only. The Staff laboratory work. Elementary sequence (1-2-3) begins in 2. Elementary Ancient Greek. W fall quarter only. The Staff Students wishing to pursue a course of study in global Instruction in the grammar of Attic Greek, together with 2. Instruction in the Hebrew Language. W economics should consult the global economics major readings, mostly in Plato, designed to prepare for the Speaking, listening comprehension, reading, and writing under Economics, page 177. study of classical literature. The Staff fundamentals. The use of Modern Hebrew is encouraged 99. Tutorial. F,W,S through classroom practice supplemented by language Students submit petition to sponsoring agency. The Staff laboratory work. Prerequisite(s): course 1. Students interested in this class who have not taken the prerequisite 99F. Tutorial (2 credits). F,W,S should meet with the instructor prior to the first class Gr e e k Students submit petition to sponsoring agency. The Staff meeting. The Staff 3. Instruction in the Hebrew Language. S Language Prog r a m Speaking, listening comprehension, reading, and writing 239 Cowell College Greek Literature fundamentals. The use of Modern Hebrew is encouraged (831) 459-2054 through classroom practice supplemented by language ht t p : / / l a n g 2 . u c s c . e d u / l a n g u a g e _ p ro g ra m / i n d e x 2 . h t m l Students wishing to pursue a course of study in Gree k laboratory work. Prerequisite(s): course 2. Students inter- Li t e r a t u r e should consult the concentration in ested in this course who have not taken the prerequisite Faculty and Professional Int e re s t s national/transnational literatures under Literature, should meet with the instructor prior to the first class page 292. meeting. The Staff Prof e s s o r 4. Intermediate Hebrew. F MAR Y-K AY GAM E L , PROF E S S O R (L i t e r a t u re ) Health Sciences Development of the students’ familiarity with the spoken Perf o r mance studies, ancient Med i t e r r anean perfo rm a n c e , and written language through grammar review, discus- Greek and Latin literat u r e, film, feminist approaches to See Biological Sciences, page 134. sions, and voc a b u l a r y building. Varied readings on literary li t e ra t u r e and perfo rm a n c e and cultural topics related to modern Israel. Prerequi- site(s): course 3. Students interested in this course who CHA R L E S W. HED R I C K JR. (Hi s t o ry ) Greek social, cultural, and intellectual history; Greek rel i g i o n ; have not taken the prerequisite should meet with the in- Greek historiography; Greek arch a e o l o g y structor prior to the first class meeting. (General Educa- He b r e w tion Code(s): IH.) The Staff JOHN P. LYNCH (Literature) Greek and Latin literatures; Plato and Aristotle; Lucretius, 5. Intermediate Hebrew. W Virgil, and Petronius; ancient education Language Prog r a m Development of the students’ familiarity with the spoken 239 Cowell College and written language through grammar review, discus- 248 PROGRAMS AND COURSES

sions, and voc a b u l a r y building. Varied readings on literary Prog r am Des c r i p t i o n 99F. Tutorial (2 credits). F,W,S and cultural topics related to modern Israel. Prerequi- Students submit petition to sponsoring agency. The Staff site(s): course 4. Students interested in this course who For students interested in acquiring proficiency in the have not taken the prerequisite should meet with the in- Hindi language, beginning level language courses are structor prior to the first class meeting. (General Educa- of f e r ed. Students may also select a minor in South and Upper-Division Courses tion Code(s): IH.) The Staff Southeast Asian studies through the Language Prog r a m or an individual major in South and Southeast Asian 199. Tutorial. F,W,S 6. Intermediate Hebrew. S studies through their college. Students submit petition to sponsoring agency. The Staff The sequence of courses is aimed at enabling students Development of the students’ familiarity with the spoken 199F. Tutorial (2 credits). F,W,S and written language through grammar review, discus- to begin to gain proficiency in aural compreh e n s i o n , Students submit petition to sponsoring agency. The Staff sions, and voc a b u l a r y building. Varied readings on literary speaking, reading, and writing skills. Classes are taught in and cultural topics related to modern Israel. Prerequi- Hindi from the beginning level . site(s): course 5. Students interested in this course who have not taken the prerequisite should meet with the in- Campus Language Laboratories and structor prior to the first class meeting. (General Educa- Historical Studies tion Code(s): IH.) The Staff Pla c e m e n t Information on these topics can be found on page 275 This campus offers an especially rich array of paths and 80. Introduction to Biblical Hebrew. F under Language Prog r a m . Introduces students to the basic lexicon and grammatical courses—nearly 400 courses—in historical studies. st ru c t u r es of biblical Heb r ew, with an emphasis on the de- Students interested in traditional “po l i t i c a l ” history, velopment of a set of useful translation strategies. Lower-Division Courses hi s t o r y of ideas and cultural achievement, social history, Throughout the course, students will be applying their co m p a r a t i v e history, history of science and technology, emergent skills to translating a variety of biblical texts. 1. Elementary Hindi. F hi s t o r y of women, and historical theory will all find (General Education Code(s): T4-Humanities and Arts.) An in-depth introduction to modern Hindi including the scope at UCSC for their interests. Many of the world’s The Staff Dev anagari script. Th r ough a combination of graded text, major areas are studied in depth in regularly taught written assignments, audiovisual material and computer- courses. Especially impres s i v e is the large number of 94. Group Tutorial. F,W,S based exercises, provides cultural insights and increases courses in industrialization and modernization. Provides a means for a small group of students to study a pr oficiency in understanding, speaking, reading and writ- Although there is no interdi s c i p l i n a r y “historical stud- particular topic in consultation with a faculty sponsor. ing Hindi. Emphasis on spontaneous self-expres s i o n . Th e ie s ” major, the campus offers three formal programs in Students submit petition to sponsoring agency. Enroll- Staff historical studies: history, history of art and visual cul- ment limited to 10. The Staff tu r e, and history of consciousness (graduate-level only). 2. Elementary Hindi. W Sev eral interdi s c i p l i n a r y majors, including American 99. Tutorial. F,W,S An in-depth introduction to modern Hindi including the studies and Latin American and Latino studies, have his- Students submit petition to sponsoring agency. The Staff Dev anagari script. Th r ough a combination of graded text, torical concerns at their center. In addition, students can written assignments, audiovisual material and computer- 99F. Tutorial (2 credits). F,W,S pursue historically oriented concentrations in anthrop o l - based exercises, provides cultural insights and increases Students submit petition to sponsoring agency. The Staff og y , economics, literature, philosophy, politics, sociology, pr oficiency in understanding, speaking, reading and writ- and women’s studies. ing Hindi. Emphasis on spontaneous self-expression. Pre- Upper-Division Courses requisite(s): course 1 or permission of instruc t o r . The Sta f f

194. Group Tutorial. F,W,S 3. Elementary Hindi. S Provides a means for a small group of students to study a An in-depth introduction to modern Hindi including the Hi s t o r y particular topic in consultation with a faculty sponsor. Dev anagari script. Th r ough a combination of graded text, written assignments, audiovisual material and computer- Students submit petition to sponsoring agency. Enroll- 32 Merrill College ment limited to 10. The Staff based exercises, provides cultural insights and increases pr oficiency in understanding, speaking, reading and writ- (831) 459-2982 199. Tutorial. F,W,S ing Hindi. Emphasis on spontaneous self-expression. Pre- ht t p : / / h u m a n i t i e s . u c s c . e d u / Students submit petition to sponsoring agency. The Staff requisite(s): course 2 or permission of instruc t o r . The Sta f f Faculty and Professional Int e re s t s 199F. Tutorial (2 credits). F,W,S 3A. Urdu Script (2 credits). S Students submit petition to sponsoring agency. The Staff Introduction to writing and reading Urdu script (a modified Persio-Arabic right-to-left script) through the Prof e s s o r ◆◆ ◆ medium of Devanagari script (a Sanscrit-based left-to- JON AT H A N F. BEE C H E R right script). Urdu and Hindi are grammatically equiva- French history, Eur opean intellectual history, Rus s i a n Additional Courses of Int e re s t lent languages that differ most noticeably in their writing intellectual history, utopian socialism systems. Prer equisite(s): course 2 or equivalent; knowl e d g e Check the Schedule of Classes for 2004–05 course of Devanagari script. Enrollment limited to 20. The Staff ROB E R T F. BER K H O F E R JR., Eme r i t u s of f e r i n g s . Li t e r a t u r e 80L, The Holocaust: The Des t r uction of EDM U N D BUR K E II I 4. Intermediate Hindi. F Islamic history, modern Middle East and Nor th African Eur opean Jew r y Continuation and completion of in-depth introductory hi s t o r y, French history, Eur opean imperialism, world history Modern Literary Studies 144D, Jewish Writers and the sequence in modern Hindi including Devanagari script. American Cit y Through combination of graded text, written assign- MAR K CIO C ments, audiovisual material, and computer-based exer- Ger man history, modern Eur opean history, environ m e n t a l cises, provides cultural insights and increases proficiency hi s t o r y in understanding, speaking, reading, and writing Hindi. DAN A FRA N K Emphasis on spontaneous self-expression. Pre re q u i s i t e ( s ) : U.S. social and economic history, women, labor, and Hi n d i course 3 or equivalent; familiarity with De va n a g a r i wo r king-class history, contemporar y political economy script. Enrollment limited to 25. (General Education CHA R L E S W. HED R I C K JR. Language Prog r a m Code(s): IH.) The Staff Greek social, cultural, and intellectual history; Greek rel i g i o n ; 239 Cowell College 99. Tutorial. Greek historiography; Greek arch a e o l o g y (831) 459-2054 Students submit petition to sponsoring agency. The Staff ht t p : / / l a n g 2 . u c s c . e d u / l a n g u a g e _ p ro g ra m / i n d e x 2 . h t m l HISTORY 249

GAI L B. HER S H A TTE R Le c t u re r Assistant Prof e s s o r Mod e r n Chinese social and cultural history; labor history; gender history; history of sexuality; feminist theory; history, BRUC E THO M P S O N GAB R I E L A ARR E D O N D O (Latin American and me m o r y, and nostalgia Eur opean intellectual and cultural history, French history, Latino Stu d i e s ) American Jewish intellectual and cultural history, British and U.S. social and cultural history; Chicana/o history; critical PET E R KEN E Z Irish history, history of cinema, history of espionage race and ethnicity theories; im/migration history; Latina/os in Russian history, Eastern Europe, 20th-century Europe, the U.S.; Chicana feminisms; “borde rl a n d s ” studies, Soviet film ◆ ◆ ◆ pa rt i c u l a r ly intersections with gender and rac e NOE L Q. KIN G , Eme r i t u s PAUL ORTI Z (Community Stu d i e s ) African American history, U.S. social and political history, BRUC E LEVI N E Prof e s s o r social documentary, oral history, subaltern studies and theories Civil War era; 19th-century U.S. economic, social, and BETT I N A APT H E K E R (Wom e n ’s Stu d i e s ) political history; comparat i v e slaver y and serfd o m of resistance, U.S. South, Latino studies, social movem e n t s , Wom e n ’s history, women’s culture, African American women’s wo r king-class history RIC H A R D MATH E R , Eme r i t u s hi s t o r y, feminist pedagogy, lesbian studies, Jewish women’s studies, women’s spirituality GAR Y B. MIL E S , Eme r i t u s Le c t u r er/ Associate Librarian and RAOU L BIR N B AU M (Hi s t o r y of Art and Vis u a l Bib l i o g r a p h e r BUC H A N A N SHA R P Cul t u re ) English history Buddhist studies, especially Chinese practices from medieval ELI ZA B E T H M. REM A K -H ON N E F DAVI D G. SWE E T , Eme r i t u s times to the present; religion and visual culture in China; Patricia and Rowland Rebele End o wed Chair Prog r am Des c r i p t i o n MAR K TRAU G O TT Social and economic history, 19th-century France, Fren c h JOH N DIZ I K E S , Emeritus (American Stu d i e s ) The history program at UC Santa Cruz is designed to rev olutions, Eur opean working class, historical methods, BAR B A R A L. EPS T E I N (Hi s t o r y of Consciousness) bring about an understanding of the ideas, experiences, wo rk e r ’s autobiograp h i e s Social movements and theories of social movements, 20th- and events that have shaped this country and the world at large. The prog r a m ’s main emphases are in social and MAR I LY N J. WES T E R K A M P ce n t u r y U.S. politics and culture, Mar xism and rel a t e d British colonial and revo l u t i o n a r y America, early modern theories of social change cultural history, with additional strengths in intellectual cu l t u r al and religious history, U.S. religious history, women’s and political history. JOH N HAY (Hi s t o r y of Art and Visual Cul t u re ) His t o r y is the attempt to understand the meanings of hi s t o r y, gender Visual and conceptual rep r esentation in pre- m o d e r n China, the lives humans experience, not generally and abstractly, especially landscape painting; Asian art history Associate Prof e s s o r but in terms of specific individuals, events, and circu m - EMI L Y HON I G (Wom e n ’s Stu d i e s ) stances. Consequently, of all academic pursuits, it is the DAVI D HEN R Y ANT H O N Y II I Gen d e r , sexuality, and ethnicity in modern Chinese history; one best equipped to help us locate phenomena in their African and African-American history, art, music, literat u re , co m p a ra t i v e labor history; Chicana history, nationalism, and specific contexts, whether we are concerned with political and cinema; Eas t e r n and Southern Africa; African languages; sexuality in the Th i r d Wor ld; oral history ev ents, social changes, the production of art, the devel o p - Indian Ocean world; African and African American linkages; ment of technologies, scientific discoveries, or life stories. Islamic civilization; African diaspora studies; world history VIRG I N I A JAN S E N (His t o r y of Art and Vis u a l Cul t u r e) In this sense, then, the study of history can be an inval u - DIL I P K. BAS U Med i e v al visual culture, urbanism, and secular building; able complement to any other major. Mod e r n South Asia, modern China, world history: colonial Gothic arch i t e c t u r e; campus planning and arch i t e c t u r e A degree in history opens up a wide range of caree r and post-colonial, film and visual culture possibilities. Some careers fall within the historical prof e s - GAR Y L. LEA S E (Hi s t o r y of Consciousness) sion, including teaching at the univer s i t y , college, and PED R O G. CAS T I L L O Th e o r y and origins of religion, history of religions (Hel l e n i s t i c Chicano/a history and culture; American social and urban mysteries, Christian origins, 19th- and 20th-century high school levels and working in various areas of public hi s t o r y; race, class, and gender Germ a n y , Ger man Judaism), religion and political orde r s and applied history, such as historic pres e r vat i o n , arc h i v es, libraries, and museums. For careers in fields as ALAN S. CHR I S T Y PAUL M. LUB E C K (So c i o l o g y ) di v erse as law, business, government, foreign service, pub- Ear ly modern and modern Japan; history of social sciences, Political sociology, political economy of devel o p m e n t , lishing, journalism, and communications, a degree in his- colonialism, nationalism globalization, labor and work, logics of methodology, rel i g i o n to r y lays the foundation in res e a r ch, analytic, and writing and social movements, Islamic society and identities, MAR I A ELE N A DIA Z skills upon which later professional training can be built. Colonial Caribbean and Latin America; social and cultural in f o r mation and networks hi s t o r y; ethnohistory; slaver y, race, gender JOH N P. LYN C H (L i t e r a t u re ) Greek and Latin literat u r es; Plato and Aristotle; Luc re t i u s , Req u i r ements for the Maj o r LIS B E T H HAA S A minimum of 12 courses is req u i r ed for the major. Th e U. S . - M exico borde r lands, Chicano and Nat i v e Ame r i c a n Virgil, and Pet r onius; ancient education hi s t o r y major does not req u i r e an exam for entrance and hi s t o r y; visual culture in the colonial Americas; the U.S. Wes t JUD Y YUN G (E merita, American Stu d i e s ) and Cal i f o r nia; historical memory, theory, and historical does not limit the number of students accepted into the me t h o d o l o g y pr ogram. It is advisable to complete at least one intro- Associate Prof e s s o r du c t o r y history course before declaring the major. CYN T H I A POL E C R I TT I DAVI D T. BRUN D AG E (Community Stu d i e s ) At UCSC, the history curriculum offers three broa d , Med i e v al, renaissance, and modern Italy; urban and cultural American working-class and immigration history, history of geographically defined regions of concentration: hi s t o r y; ritual and popular devot i o n U.S. social movements, Irish history and politics • The Americas and Africa ALI C E YAN G MUR R A Y CHR I S TO PH E R CON N E R Y (L i t e r a t u re ) •Euro p e Historical memory, Asian American history, gender history, Wor ld literat u r e and cultural studies, globalism and • Asia and the Islamic world race and ethnicity, 20th-century U.S., oral history ge o g r aphical thought, the 1960s, Mar xism, pre- m o d e r n and mo d e r n Chinese cultural studies, cultural revo l u t i o n Course req u i r ements. Each history major selects one of the Assistant Prof e s s o r th r ee regions of concentration listed above. His t o r y ma- BER N A R D L. ELB AU M (Ec o n o m i c s ) jors who enter UCSC during fall 2002 or later are re- BRI A N A. CATLO S Economic history Med i e v al Iberia and Med i t e r r anean: ethnicity, minorities, qu i r ed to take at least one quarter of a lower - d i v i s i o n social, and economic history SHA RO N KIN O S H I T A (L IT E R AT U R E ) su r vey course within their chosen region of concentra- Int e rc u l t u r al relations in 12th- and 13th-century literat u re , tion. A list of the lower-division survey courses offered Visiting Assistant Prof e s s o r Med i t e r r anean studies, globalism, postcolonial theory, world within each region is available from the history under- li t e ra t u r e and cultural studies graduate adviser. Transfer students may be able to apply NOR I K O ASO DAN I E L SEL D E N (L i t e r a t u re ) su r vey courses taken prior to entering UCSC towa r ds this Japanese social and cultural history, women’s history, race and req u i r ement. In consultation with the history undergrad- et h n i c i t y , colonialism, nationalism, Kor ean history Af r oasiatic languages and literat u r es, Greek and Latin, Hellenistic culture, the classical tradition, history of criticism, uate adviser and a faculty adviser, the student plans a pro- li t e ra r y theory 250 PROGRAMS AND COURSES

gram of study that will also fulfill the following distribu- Req u i r ements for the Min o r Research and Teaching tion of courses: Students whose major area of interest is not history may In preparing graduate students for res e a r ch and teaching • fi v e courses in the region of concentration, one of nonetheless find that a minor in history makes an inval u - at the university level, the department offers training in which must be a lower-division survey course; three able contribution to their studies. For the minor in histo- four geographically defined fields: U.S. history, Euro p e a n of the remaining courses must be upper-division; ry, eight history courses, four of which must be upper hi s t o r y since 1500, East Asian history since 1600, and • two courses from each of the remaining two reg i o n s division, are req u i r ed. Th e r e is no senior compreh e n s i v e world history since 1500. U.S., Eur opean, and East Asian of concentration; req u i r ement for the minor. hi s t o r y are defined as primary teaching fields; each gradu- • two upper-division history electives based in any of ate student is req u i r ed to choose one. Students of U.S. the regions of concentration; Graduate Prog r am hi s t o r y may incorporate Latin American history in their • one senior compreh e n s i v e req u i r ement (see below) course work, while students of Eur opean history might based in the region of concentration. The Ph.D. program in history at UC Santa Cruz empha- include the history of Eur opean colonialism and imperial- si z es an interdi s c i p l i n a r y and cross-cultural approach to ism. Ever y year the faculty in each field offers introd u c - Students may also choose to organize their course selec- historical studies. We offer a rigorous program of instruc - to r y readings, seminars, and, when possible, classes on tions according to some general theme of special interes t tion and independent work that trains students in the mo r e specific topics (see below for information on course to them. Faculty and staff advisers will assist students who techniques of original historical res e a r ch and equips them offerings). Each graduate student also prep a r es a second choose this option. to teach univer s i t y - l e v el courses in history. We only teaching field different from the primary field and can Distribution req u i re m e n t s . Among the 12 courses req u i re d admit those highly motivated students who are most choose from among U.S., Eur opean, East Asian, or world for the major, at least three courses must be set in periods qualified to pursue advanced studies in history. We also hi s t o r y. Students may also petition the graduate commit- prior to to the year 1800, and one of these must be set be- only admit those applicants who can best benefit from tee to prep a r e a secondary teaching field in African or fo r e 600 A.D. Also, no more than four of the minimum the specific strengths of our faculty. Latin American history. 12 courses may be lower - d i v i s i o n . Just as the work of most professional historians centers ar ound res e a r ch and teaching, training in these areas con- Int e rd i s c i p l i n a r y course work. The His t o r y Dep a rt m e n t Co u r s e s stitutes the two essential poles of the graduate program in encourages its majors to take upper-division courses in Until they pass the qualifying exam and are formally ad- hi s t o r y. disciplines related to history, including sociology, litera- vanced to candidacy for the Ph.D. degree, students must be in residence at UCSC and are expected to complete tu r e, community studies, American studies, politics, Latin Res e a r ch Clusters American and Latino studies, and others. Students who two courses each quarter to maintain normal academic wish to substitute one or two such appropriate upper-di- The His t o r y Dep a r tment has created a series of thematic pro g r ess. Completion of a minimum of 12 courses (in ad- vision courses for history electives must meet with their res e a r ch clusters to coordinate the training of graduate dition to 290A, 290B, and 290C) is req u i r ed for advan c e - hi s t o r y faculty adviser and complete a course substitution students in historical res e a r ch. Each res e a r ch cluster is ment to candidacy. Courses taken are graduate seminars, form (available at the His t o r y Dep a r tment Office). Th e s e composed of several His t o r y Dep a r tment faculty and independent study courses, and most upper-division un- courses may not also be applied towa r d neither a second graduate students as well as faculty outside the depart- dergraduate courses. major nor a minor from another departm e n t . ment who share broad scholarly interests. The clusters During the first yea r , students take course 201, se r ve as a way to coordinate the res e a r ch of faculty and Methods and Theories of His t o r y, and one or two quarte r s Co m p re h e n s i v e req u i re m e n t . The senior compreh e n s i v e graduate students whose work encompasses different geo- of the historiography seminar in the appropriate field. req u i r ement can be fulfilled by completing a senior semi- graphic regions and chronological periods. Although the The remaining quarter(s) will be taken during the second nar (one quarter: 194-series or 196-series) or a senior the- na t u r e and number of the res e a r ch clusters may change yea r . Other req u i r ed reading courses include two courses sis (two quarters: courses 195A and 195B). Please consult over time, the department currently offers two basic in either American, Eur opean, East Asian, or world histo- the history undergraduate handbook, available at the de- gr oupings: (1) colonialism, race, and transnational migra- ry to satisfy the second teaching field req u i r ement and pa r tment office, for a more detailed description of these tions; and (2) the history of gender. two quarters of graduate course work outside the His t o r y co u r s e s . The faculty of each cluster provides at least one Dep a rt m e n t . Language rec o m m e n d a t i o n . Proficiency in a foreign lan- res e a r ch seminar ever y other year in addition to rea d i n g s In addition, students take at least one res e a r ch seminar guage is strongly recommended for all history students courses. All the affiliated graduate students must take at during their first four quarters and the supervi s e d and is essential for those who plan to pursue graduate least one res e a r ch seminar during their first two yea r s ; res e a r ch seminar in their second yea r . During this two- studies in history. Many Ph.D. programs in history re- they are encouraged to take more than one. The combi- year period, students are expected to complete one sub- qu i r e applicants to read one or two languages besides nation of res e a r ch seminars and other cluster activities stantial (25–30 page) res e a r ch paper. English. The UC Education Abr oad Program (EAP) is en s u r es not only that graduate students build close and Students are also req u i r ed to take courses 290A, 290B, ap p r opriate for history majors as a means to both enhance sustained working relationships with faculty but also that and 290C, His t o r y Graduate Proseminar series, during language skills and take history courses elsewh e re . students at all levels, from first year to advanced, share their first and second yea r s . UC Education Abr oad Prog r am. A maximum of three common intellectual experiences. Faculty and graduate courses in history completed through EAP may be ap- students in each cluster join with those from other For eign Language Req u i re m e n t plied towa r d major req u i r ements. Consult the undergrad- de p a r tments to meet informally to read and discuss the No prior foreign language preparation is req u i r ed for aduate handbook, and speak with the undergraduate adviser wo r k of cluster members, bring in outside speakers, and mission with a primary teaching field in U.S. history. Two for further details. or g a n i z e conferen c e s . to three years of college work, or its equivalent, in at least In addition to cluster activities, faculty and graduate Transfer students. Transfer students may apply up to three one foreign language is req u i r ed for admission to the Eu- students participate in interdi s c i p l i n a r y forums outside hi s t o r y courses taken elsewh e r e towa r d the history major ropean program. Students who choose East Asian history the department. These include programs sponsored by or minor. A minimum of nine history courses must be as their primary teaching field will be req u i r ed to have The Chicano/Latino Res e a r ch Center, the Pre- and Early taken at UCSC for the major and five for the minor. Stu - completed at least three years of college-level Chinese or Modern Studies Grou p , the Center for Cultural Stu d i e s , dents transferring from other UC campuses must take a Japanese prior to admission; more years are rec o m - and the UCSC Institute for Humanities Res e a rc h . minimum of five upper-division courses, including the mended. Depending upon the student’s intended field of Adv anced graduate students may also have the opportu - senior compreh e n s i v e req u i r ement, at UCSC for the res e a r ch, Japanese language study may also be req u i r ed of nity to work in programs sponsored by the Uni v ersity of ma j o r . China specialists as part of the graduate program of study. California Humanities Res e a r ch Institute at UC Irvi n e . Students with a primary teaching field in U.S. history Fin a l l y , multi-campus groups in which students and fac- Int e n s i v e Concentration ar e expected to demonstrate a reading competency in at ulty are invol v ed include the Bay Area Seminar in Early least one foreign language prior to taking the Ph.D. qual- The intensive major in Mexican/Chicano history has American Studies, the Bay Area Pre- and Early Mod e r n ifying exam. Students in all other teaching fields must been suspended. Students may consult Associate Prof e s s o r Studies Grou p , and the French Studies Group at demonstrate a reading competency in at least two forei g n Ped r o Castillo (pc a s t l e @ u c s c . e d u ) or the departm e n t ’s un- Sta n f o r d. languages prior to taking the Ph.D. qualifying exam; dergraduate adviser to identify courses of interest in this competency in one of the languages must be demonstrat- subject area . ed by the end of the sixth quarter of enrollment. Usu a l l y , HISTORY 251

competency will be demonstrated by passing a rea d i n g 753 B.C. to the collapse of the Roman Empire’s central grounds; Inca, Maya, Aztec, plains, woodland, and trop- exam administered by a member of the history faculty. administration in the West in 476 A.D. (General Educa- ical rainforest native American societies; processes of mil- tion Code(s): IH.) C. Hedrick itary and cultural conquest; epidemics and ecological M.A. Deg re e changes; native resistance and the establishment of the 21. Approaches to Classical Myth. F The M.A. degree is awarded to all students after two yea r s fundamental institutions of colonial society. (General Ed- Introduction to Greek myths, including selected ancient ucation Code(s): IH.) M. Diaz in residence, successful completion of 12 courses and a texts and visual artifacts, historical and cultural context of substantial essay (25–30 pages), and, for those in primary their creation and reception, modern theoretical ap- 34B. Introduction to Latin American History: teaching fields other than U.S. history, demonstrated pr oaches such as structuralism and psychoanalysis, and in- National Period. competency in one foreign language. terpretations in various media. (Also offered as Literature An introduction to the study of Latin American history The program broc h u r e, admission req u i r ements, and 61M. Students cannot receive credit for both courses.) from the Independence Wars in the early nineteenth cen- fu r ther details are available from the Dep a r tment of (General Education Code(s): IH.) M. Gamel tury to the twentieth century. Topics include changing His t o r y web site: ht t p : / / h u m a n i t i e s . u c s c . e d u / or by phon- economic models of development, U.S. role, rural and ing (831) 459-4192. 25A. United States History to 1877. F urban life, women, nationalisms, populism, revolution, A survey of the political, social, and cultural history of the the military in politics, and the problem of democracy. M.A. in His t o r y (Term i n a l ) U.S. from the founding of the North American colonies (General Education Code(s): IH, E.) The Staff The Dep a r tment of His t o r y offers and M.A. degree in to 1877. Satisfies American History and Institutions Re- hi s t o r y for those individuals who are interested in post- quirement. (General Education Code(s): IH.) B. Levine 37. Japanese Popular Culture. An introduction to Japanese popular culture from 1945 to graduate work, but who are not planning to complete a 25B. United States History 1877 to Present. W Ph.D. It is a degree program that can fulfill in-service ed- the present. We pursue the impact of mass media on A survey of the political, social, and cultural history of the Japanese society through analyses of popular movies, an- ucation req u i r ements for current teachers as well as for fu- U.S. from 1877 to the present. Satisfies American His t o r y tu r e teachers earning a single subject credential in social imation, comic books, music, weddings, and tourism in and Institutions Re q u i rement. (General Ed u c a t i o n historical context. (General Education Code(s): E.) N. Aso studies. Par t-time enrollment is allowed . Code(s): IH.) L. Haas Each student will be req u i r ed to choose one of four 38. Introduction to American Religious ar eas of specialization (U.S., Eur ope, East Asia, world); 29. Histories of Traditional India. S Culture. select one of two topical res e a r ch area s — c o l o n i a l i s m , A survey of the early histories of Indus Val l e y , Vedism, the Introduction to the many communities found within the nationalism, and transnational migration or history of epics, Buddhism, Jainism, with an exploration among American religious landscape, balancing extraordi n a r y di- gender; and pass two graduate courses outside the original sources: archaeological, visual, ritual, literary, and versity characterizing American pluralism against the His t o r y Dep a r tment. To complete the degree, each stu- epic texts. Thematic focus on communities, social systems, dominant religious culture. Proceeds historically, engaging dent must pass a total of 12 courses of 5 credits each and elite and popular cultures, and their mutual interaction. major problems and developments including utopianism, six courses of 2 credits each including courses 290A, (General Education Code(s): IH, E.) D. Basu the rise of evangelicalism, religion and reform, manifest 290B, and 290C. Students must also write an M.A. de s t i n y , secularization and modernity, and the intersection pa p e r . For M.A. students specializing in Eur ope, U.S., 30A. Modern European History. A survey of economic, social, and political history of Eu- of politics and religion. (General Education Code(s): IH.) and East Asia, the curriculum will be nearly identical to M. Westerkamp that taken by Ph.D. students in their first two yea r s , rope since the late fifteenth century: 1500–1789. A is not ex cept that there will be no language req u i r ement. Th o s e prerequisite to B, nor B to C. (General Education 39. Film and the Holocaust. specializing in world history will take courses 221A and Code(s): IH.) B. Sharp Examines a series of distinguished documentary and fea- 221B instead of the corresponding courses for the other 30B. Modern European History. ture films about the destruction of European Jewry. Each fields (courses 205A, 205B, and so on), but otherwi s e A survey of economic, social, and political history of Eu- film is placed in its historical context, and wherever pos- their curriculum will be the same as that of a typical rope since the late fifteenth century: 1789–1914. A is not sible, the readings include the original documents on incoming Ph.D. student. prerequisite to B, nor B to C. (General Education which films were based. Emphasis is placed on the strate- Code(s): IH.) M. Cioc gies the filmmakers used to address the problem of repre- Lower-Division Courses senting genocide with succumbing to mere melodrama. 30C. Modern European History. S (General Education Code(s): E.) B. Thompson A survey of economic, social, and political history of Eu- 8. U.S. and Japanese World War II Films 40. The Making of Modern East Asia. F (2 credits). rope since the late fifteenth century: 1914–present. A is not prerequisite to B, nor B to C. (General Education A broad introductory survey of the political, social, eco- Examines film portrayals of ideology, combat, atomic Code(s): IH.) B. Thompson nomic, philosophical, and religious heritage of modern weapons, and war legacies in the U.S. and Japan. Stu d e n t s China, Japan, and Kor ea. Emphasis on the historical foun- analyze propaganda, popular films, and documentaries 32. Spain: 632–1500. W dations of modern nationalism, the colonial experience, made during and after the war. Complements course 26, History of Iberia from the decline of the Visigoths and re vo l u t i o n a ry movements. (General Ed u c a t i o n but can be taken alone. A. Yang-Murray, A. Christy through the Muslim period to the era of the “Catholic Code(s): IH, E.) B. Marotti 10. Theories of History/Theories of Society. Monarchs.” Emphasis will be placed on issues of ethnicity and acculturation of Christians, Muslims, and Jews. 42. Student-Directed Seminar. F,W,S Ni n e t e e n t h - c e n t u ry Eu ropean theorists (To c q u e v i l l e , (General Education Code(s): IH.) B. Catlos Seminars taught by upper-division students under faculty Mar x, Web e r , Dur kheim) believed history was direc t i o n a l , supervision. (See course 192.). The Staff leading to definite outcomes that could be understood 33. Medieval Europe: 200–1000. F with help from emerging social sciences. Course examines A survey of Europe from the fourth through tenth cen- 46. Introduction to Modern Jewish History. F implications for study of history and impact on modern turies. Emphasizes cultural conflict and assimilation Examines major turning points in Jewish history from the conceptions of social life. (General Education Code(s): (Roman and Germanic, pagan and Christian, East and seventeenth century through the twentieth: the challenge IH.) M. Traugott West). Topics include the rise of Christianity, barbarian of modernity, the rise of political anti-Semitism, the migration of European Jews to America, the nearly total de- 20A. Classical World: Greece. S migrations, Byzantium and Islam, the origins of feudal society, the cult of saints and relics, Vikings, and gender st r uction of Eur opean Jewr y in the twentieth century, and An overview of Greek history from the beginnings roles. (Formerly Medieval Europe: 300–1000.). (General the origins and development of the conflict between Isr a e l through the Hellenistic period, with emphasis on the Ar- Education Code(s): IH.) C. Polecritti and its Arab neighbors. (General Education Code(s): E.) chaic and Classical periods (ca. 800 B.C. through 323 B. Thompson B.C.). (General Education Code(s): IH.) C. Hedrick 34A. Introduction to the History of the 50. The Making of Modern Africa. S 20B. Classical World: Rome. Americas: Colonial Period. F Int r oduces the social, cultural, economic, and political his- Examines the loss and reassumption of local and state au- A lecture course offering an overview of Roman history to r y of the New World through a close examination of the tonomy in Africa during the nineteenth and twentieth and civilization from the legendary founding of Rome in process of European “conquest” in the sixteenth century centuries. Delineates the modalities of the colonial state and its consequences for both native and settler peoples. and society, modes of resistance to alien occupation, and Medieval and Renaissance European and African back- 252 PROGRAMS AND COURSES

the deformation of social, class, and gender relations. (For - ics to include foundations and development; Athenian 117A. What Is a Nation? The U.S. from 1877 merly course 80E.). (General Education Code(s): IH, E.) concepts of freedom, equality, law, citizenship. Lectures to 1914. F D. Anthony and discussion. C. Hedrick History of the U.S. during what was perhaps its most socially turbulent era, the period right after Reconstruction 55A. The World to 1500. F 104. Canaan, Israel, and Palestine from to the First World War. What did it mean to be a nation Sur veys the rise of complex societies: the formation of clas- Polytheism to Monotheism. in the post-Civil War era? How did a country that had sical civilizations in Afroeurasia and the Americas, post- This social and cultural history of Israel begins with the only recently unified itself under one system of labor now classical empires and cross-cultural exchange, technology rise of the Israelite monarchy and ends in the early Rom a n resolve the question of national identity? Was America and environmental change, the Mongol Empire, and period. Economy, political organization, and religious t ruly a nation by 1914? (Formerly course 117C.). oceanic voyages and the origins of the modern world. practices and beliefs such as polytheism and monotheism M. Lasar (General Education Code(s): IH.) B. Catlos are compared with those of neighboring peoples. Priority given to history majors. G. Hamel 117B. Crossroads for American Capitalism: 55B. The World Since 1500. W The U.S., 1914 to 1945. W Examines major world issues over the past 500 years. Top - 104A. U.S. Labor and the Working-Class Between the First and Second World Wars, American so- ics include Eur opean expansion and colonialism, the Mus - History, Colonial Period to 1919. W ciety accepted the need for a regulatory state to save cap- lim empires, East Asia from Ming to Qing, the Americas, Explores the history of work, working-class people, and italism from itself. Takes an in-depth look at many aspects Africa, the scientific-technological revolution, decolo- the labor movement in the U.S., with attention to race of U.S. politics and culture during these years. (Formerly nization, and modern environmental problems. Des i g n e d and gender dynamics and to social and cultural develop- course 117A.). M. Lasar primarily for first- and second-year students, it provides a ment of the working class, as well as to the development time frame for understanding events within a global of organized labor. (Also offered as American Studies 117C. The U.S. After the Second World War. W fr a m ew o r k. (Formerly course 55, Int r oduction to the Mod - 104A. Students cannot receive credit for both courses.) From the Good War to the Cold War, the Sixties to the er n Wor ld, 1500 to Pres e n t . ). (General Education Code(s): Satisfies American His t o r y and Institutions Req u i re m e n t . New Right, and the Great Society era to Reaganomics, the IH.) The Staff A. Huginnie post-1945 American experience has been one of extrem e s . This survey course looks for evidence of commonality in 80K. Spies: History and Culture of Espionage. 104B. U.S. Labor and the Working-Class our time. (Formerly course 117B.). M. Lasar Examines the “golden age” of espionage during the 1930s, History, 1919 to the Present. F the Second World War, and the Cold War with emphasis Explores the history of work, working-class people, and 120A. Late-Medieval Italy, c. 1200–1400. W on the relationship between intelligence and resistance the labor movement in the U.S. in global perspective with Italy from the birth of the commune to the early Renais- mo vements in wartime, the importance of code brea k i n g , attention to race and gender dynamics and to social and sance in Flo r ence. Topics include urban life and social con- and the links in certain notorious cases between espionage cultural development of the working class and political- flict, gender roles, St. Francis, the Black Death, Dante, and treason. (General Education Code(s): T4 - Hu m a n i t i e s economic changes. (Also offered as American Studies Boccaccio, humanism, artistic developments from Gio t t o and Arts.) B. Thompson 104B. Students cannot receive credit for both courses.) th r ough Don a t e l l o . Req u i r es viewing several films outside Satisfies American His t o r y and Institutions Req u i re m e n t . of class. Offered in alternate academic years.C. Polecritti 80M. Autobiographies and Social Life. D. Frank Readings from life stories of “ord i n a r y worke r s ” rev eal the 120B. Renaissance Italy, c. 1400–1600. S changes shaping European societies in age of industrial- 107. Topics in Roman History. F Italy from the Fl o rentine Renaissance through the ization. (General Education Code(s): T5 - H umanities and Detailed consideration of some specific topic or period in Counter-Reformation. Topics include social change and Arts or Social Sciences.) M. Traugott Roman history, varying from year to year. Examples in- political consolidation, the rise of the papacy, court life, clude Roman religion, Augustus and the Roman Empire, Ma c h i a velli, artistic developments from Do n a t e l l o 80W. The Holocaust: The Destruction of Julio-Claudian emperors and the principate, Roman slav- through late Venetian Renaissance. Requires viewing sev- European Jewry. W ery, and Christianity and Rome. Enrollment restricted to eral films outside of class. Course 120A is recommended Focus is on the destruction of the Jews of Europe by Nazi history and classical studies majors or permission of in- as preparation. Offered in alternate academic years. C. Germany. Issues are historically grounded, and include structor. May be repeated for credit. C. Hedrick Polecritti works of literature, social sciences, philosophy, and film. Also offered as Literature 80L. Students cannot receive 110. Twentieth-Century Genocides. 121A. The Making of the Modern World, credit for both courses. (General Education Code(s): T4- Examines themes linking major twentieth-century geno- 1400–1750. W Humanities and Arts, E.) P. Kenez, M. Baumgarten cides (Armenia, Holocaust, Cambodia, Rwanda, and Focuses on the transformation of many different societies Balkans) and analyzes geopolitical, social, and ideological of Asia, Africa, and the Americas from 1400 to 1750 80Y. World War II Memories in the U.S. and specificities that characterize each event. Students present through case histories and the comparative study of Eu- Japan. and discuss political, moral and legal aspects, and inter- ropean colonial hegemony, labor systems, global economic Examines how the meaning of such issues as war origins, national responses to contemporary genocides. Enroll- exchange, missions, and warfare. (General Education war responsibility, the atomic bomb, reparations, and ment limited to 30. (General Education Code(s): E.) Code(s): E.) The Staff racism have been subjects of contention in postwar U.S. T. Morgan, M. Thaler and Japan. Students explore the relations between history, 121B. The Making of the Modern World, memory, and contemporary politics. (General Education 113. Culture in Crisis: Weimar Germany. * 1750–1950. S Code(s): T4-Humanities and Arts, E.) A. Yang-Murray, From the disintegration of nineteenth-century Europe in The history of the world from 1750. Focuses on the lib- A. Christy World War I, Weimar Germany attempted the first sys- eral project (the industrial and democratic revolutions) tematic and inclusive creation of a twentieth-century cul- and its impact on the world—slavery and abolition, self- 99. Tutorial. F,W,S ture: film, literature, theater, architecture, ideology, and strengthening movements, race and class, imperialism, Students submit petition to sponsoring agency. The Staff history were changed forever. How and why are the ques- colonialism, and nationalism. (General Ed u c a t i o n tions. (Also offered as His t o r y of Consciousness 123. Stu - Code(s): E.) The Staff Upper-Division Courses dents cannot receive credit for both courses.) Enrollment restricted to juniors and seniors. The Staff 122. Reformation Europe. 100. Historical Skills and Methods. Religious crisis and social change in the sixteenth century. Designed to train students in the fundamental skills re- 116. History of Soviet Film. Topics include Protestant revolts, Catholic responses, qu i r ed for advanced historical res e a r ch. Students read his- Does not stress questions of aesthetics or technical aspects heresy and persecution, French wars of religion, the In- torical theory and learn the basics of historical analysis, of film making, but the changing ideology inherent in So- quisition and the Jews, and witch hunting. Offered in al- research, and disciplinary writing. Recommended to ma- viet films. The goal of examining cinema is to enrich our ternate academic years. C. Polecritti jors but open to all interested students. A. Christy understanding of Soviet history. Readings include works of famous directors and theorists—Eisenstein, Vert o v, Pu- 123. Russian Intellectual History. 101. Athenian Democracy. do vkin, and Kul e s h o v—in addition to secondary works by Focus on the emergence in nineteenth-century Russia of Athenian democracy from foundation to the fourth cen- Denise Youngblood, Richard Taylor, Josephine Woll, and a westernized intelligentsia; its effort both to assimilate tury B.C., with emphasis on its practices and ideologies. Anna Lawton. P. Kenez western ideas and to define the destinies of Russia; the Readings from ancient sources and modern theory. Top- HISTORY 253

shaping of the Russian revo l u t i o n a r y movement. Rea d i n g s 135B. Russian History. le g a c y . Case studies from northern and subsaharan Africa. in Dostoyevsky,Turgenev, Herzen, and representative Imperial Russia. P. Kenez Some background knowledge of Africa helpful. (General Russian Slavophils, Populists, and Nihilists. J. Beecher Education Code(s): E.) D. Anthony 135C. Russian History. W 124. Revolution in France. W Twentieth-century Russia. P. Kenez 143A. African American History to 1877. F Examines the great political upheavals of 1789, 1830, and A sur vey of pre-contact Africa, indigenous social struc- 1848 in light of the other sweeping changes brought to 136. German Film, 1919–1945. tures, class relations, the encounter with Europe, forced nineteenth-century France by those other great “revolu- Int r oduction to most important German films from 1919 migration, seasoning, resistance, Africa’s gift to America, tions” of the age, the industrial and the democratic. Of- to 1945. Through combination of movies and documen- sl a ve r y and its opponents, industrialization, emigration vs. fered in alternate academic years. M. Traugott taries, gain insight into political, economic, social, and assimilation, stratification, Convention Movement, Bla c k cultural conditions of Weimar and Nazi Germany. M. feminism, Civil War, and Reconstruction. (General Edu- 125A. European Intellectual History. F Cioc cation Code(s): E.) D. Anthony Study of Eu ropean thought, literature, and art , 1680–1914. Focus on relation of ideas to their social and 137. Modern Jewish Intellectual History. S 143B. African American History: 1877 to the cultural context. Age of Enlightenment from Swift and Sur veys Eur opean Jewish intellectual history from the En- Present. W Montesquieu to Rousseau and Goya. J. Beecher lightenment to the present. Major themes include the ro- A survey of the period from 1877 to present, highlighting mance of assimilation, the flowering of Yiddish literature, Jim Crow, Militarism, Black feminism, WWI, New 125B. European Intellectual History. W the competition between Zionism and socialism, new Negro, Garveyism, Harlem Renaissance, Black Radical- Study of Eu ropean thought, literature, and art , variations on the messianic idea, and Jewish contributions ism, Pan Africanism, Depression, WWII, Desegregation 1680–1914. Focus on relation of ideas to their social and to the culture of urban modernism. Offered in alternate Movement, Black Power , 1960s, Reaganism. Cultural and cultural context. Nineteenth century; emphasis on ro- academic years. B. Thompson economic emphases. (General Education Code(s): E.) manticism and development of socialist and aesthetic cri- D. Anthony tiques of industrial civilization. J. Beecher 138. Women and American Religious Cul t u r e. S Historical introduction to religious culture of U.S. as ex- 144. Race and the American City. 126. The Holocaust: Institutional Complicity. perienced and created by women. Explores religious ideas History of racial and ethnic minorities in the American Analyzes Nazi corruption and utilization of German in- about women, the treatment of women by mainstream in- city in the nineteenth and twentieth centuries. Examines stitutions in the implementation of the Holocaust. Also stitutions and religio-social communities, and female re- the experiences of several non-white groups, with analyses examines the institutional complicity and worldwide in- ligious leaders and followers. Takes an explicitly feminist of race, class, culture, gender, acculturation, and implica- difference that marked each step in the Final Solution, analytical approach and uses a variety of “texts,” including tions for social policy in the urban environment. Satisfies from state-sponsored euthanasia to the death camps. T. historical and literary scholarship, sacred texts, fiction, au- American His t o r y and Institutions Req u i r ement. (Gen e r a l Hogan tobiography, material artifacts, visual art, and music. M. Education Code(s): E.) P. Castillo Westerkamp 127. Fascism and Resistance in Italy. 145. Chicana/Chicano History. Examines Italian politics, society, and culture during the 140A. Colonial and Revolutionary America. A survey course on the social history of the Mexican (Chi- fascist regime and World War II; interdisciplinary focus, Explores the political, social, economic, and cultural de- cana/o) community and people in the U.S. through the emphasizing history, literature, and film. C. Polecritti velopment of British North America from the first Euro- twentieth century. Themes include resistance, migration, pean/Amerindian contacts in the late sixteenth century labor, urbanization, culture and politics. Satisfies Ameri- 131A. English History. through to the establishment of the U.S.: founding to Emphasis on the interaction between social, economic, re- can History and Institutions Requirement. (General Ed- 1750. A is not prerequisite to B. Satisfies American His- ucation Code(s): E.) P. Castillo ligious, and political developments. An attempt to place tory and Institutions Requirement. M. Westerkamp these phenomena in the context of the wider European 146A. Religion in Early America. and world scene. The period from 1485 to 1689. B. Sha r p 140B. Colonial and Revolutionary America. Studies major trends and developments in the history of Explores the political, social, economic, and cultural de- American religion from the founding of the colonies to 131B. English History. F velopment of British North America from the first Euro- Emphasis on the interaction between social, economic, re- the mid-nineteenth century. Examines institutional, so- pean/Amerindian contacts in the late sixteenth century cial, and theological components within the context of ligious, and political developments. An attempt to place through to the establishment of the U.S.: 1740–1815. A these phenomena in the context of the wider European American colonization, revolution, and expansion, both is not prer equisite to B. Satisfies American His t o r y and In- geographic and economic. M. Westerkamp and world scene. The period from 1689 to 1990. B. stitutions Requirement. M. Westerkamp Thompson 146B. Modern American Religion. 141. African Cinema. Explores the growth and transformation of American re- 133. German History. S Historical study of modern African cinematography from The development of German civilization, including phi- ligious culture from 1870 to the present. While investi- the emergence of film as a tool of social control in the im- gating individual church institutions, leaders, and losophy and literature as well as politics and diplomacy in perial and colonial periods to its theoretical and practical the nineteenth and twentieth centuries. M. Cioc theologies, focuses upon religion as part of the larger, plu- transformation by African cineastes in the post-inde- ralistic American culture. M. Westerkamp 134A. French History: Old Regime and pendence era. Films and videos from northern, eastern, Revolution. western, central/equatorial, and southern Africa viewed. 147. California History. French history from the Middle Ages through the Revo- (General Education Code(s): E.) D. Anthony Offers a comprehensive view of California history, begin- lution. Focus on the rise and fall of “absolute” monarch, ning with a study of native societies, Spanish conquest, 141A. Africa to 1800. and the vast changes wrought by the U.S.-Mexican war the nature of Old Regime society, the causes and signifi- Int r oduction to history of Africa. Topics include states and cance of the French Revolution. Attention to those who and the gold rush. Ecological, social, cultural, and urban “stateless” societies, culture, society and economy in the change to the present are traced. L. Haas endured as well as to those who made events. J. Beecher pre-modern era, stratification, oral traditions, long dis- 134B. French History: The Nineteenth tance trade, the coming of Islam, and the evolution of the 149. History of the Southwest: Colonial Period Century. South Atlantic system and its social, political, and other to 1920. S Social, political, and cultural history of France from the consequences. Some background knowledge of Africa Examines the social organization of Spanish colonial, Revolution to WWI. Focus on the Revolutionary tradi- helpful. (General Education Code(s): E.) D. Anthony Mexican, and early American society in the Southwest. Themes include colonization, popular culture, religion, tion, the Napoleonic myth, the transformation of Paris, 141B. Africa from 1800 to the Present. and the integration of the peasantry into the national work, gender relationships, and immigration. (General How Africa lost its continental, regional, and local au- Education Code(s): E.) L. Haas community. Readings include novels by Stendhal and tonomy in the era of European imperialism. The compo- Balzac. J. Beecher nents of European hegemony, Christian proselytization, 150B. History of China, 1644–1911. F 135A. Medieval Russia. comparative colonial strategies and structures, national- Explores in depth the late imperial Chinese state: the so- Medieval Russia. P. Kenez ism, decolonization and independence and the disen- ciety, the economy, major intellectual trends, the engagement from neo-colonial patterns and the colonial 254 PROGRAMS AND COURSES

counter with the expansive West, rebellions and revolu- ies the question of gender and the underclass. (Also of- 169. Bioscience, Nazi “Racial Hygiene,” and tionary movements, and the end of the imperial system. fered as Film and Digital Media 162A. Students cannot the Holocaust. Uses original sources in translation. M. Dale Huang receive credit for both courses.) (General Education Traces the Nazi “Sup e r s t a t e ” project from its origins at the Code(s): E.) D. Basu conjunction of bioscientific theory and racialist ideology 150C. Revolutionary China 1895–1960. W to its conclusion in the Holocaust, providing a historical Explores history of China from the late nineteenth-cen- 156A. History of Premodern India. pe r s p e c t i v e for social and political dilemmas raised by con- tury to the early years of the People’s Republic, focusing A study of religions (Vaisnavism, Tantrism, Is l a m , temporary biomedical advances. (Formerly course 190.). on the end of imperial rule, the sources and development Sikhism), art, literature, and social movements in their (General Education Code(s): E.) M. Thaler of revolution, and early attempts at at socialist transfor- historical contexts from 1000 A.D. to 1800. (General Ed- mation. (Formerly Twentieth-Century China. ). (General ucation Code(s): E.) D. Basu 170. Women in Latin America. Education Code(s): E.) G. Hershatter Introduction to the social history of Latin America 156B. Political and Social History of Modern th r ough a focus on the inflections of class and ethnicity on 150D. Recent Chinese History. S South Asia. W gender in this region. First six weeks focuses on the colo- Explores history of China from establishment of the Peo- Social, political, and religious movements in the colonial nial period. The last three weeks covers the nineteenth and ple’s Republic of China to the present, focusing on com- and postcolonial contexts of the nineteenth and twen t i e t h twentieth centuries. (General Education Code(s): E.) peting strategies of socialist transformation, urban/rural centuries in modern and contemporary South Asia. (For- M. Diaz relations, and the effects of the post-Mao economic re- merly Political and Social His t o r y of Mod e r n Ind i a . ). (Gen - forms. (General Education Code(s): E.) The Staff eral Education Code(s): E.) D. Basu 171A. History of the Caribbean: Colonial Period. 151. Classical Chinese Culture and Literature, 157. Vietnam War Memories. S A study of the Caribbean from the conquest to the aboli- Tenth Century B.C.E. through Sixth Century Compares memories and interpretations of war in South- tion of slavery in the nineteenth century. Focus on the C.E. * east Asia by diverse groups in France, America, and Viet- Greater Antilles, particularly the Spanish Caribbean. Em- Survey of writing and culture from the tenth century nam. Topics include war origins, military strategies, phasis on economic and social issues such as colonialism B.C.E. through the sixth century C.E., focusing on po- propaganda, combat, civilians, media, activism, MIA’s, and the role of sugar production, slavery, and race/eth- et r y, philosophical and historical writing, supernatural fic- refugees, mixed race children, memorials, textbooks, films, nicity in these multicultural societies. (General Edu c a t i o n tion, Buddhist/Taoist texts in contexts of fragmentation, music, literature, and art. (General Education Code(s): E.) Code(s): E.) M. Diaz empire building, dynastic collapse, rebellion, eremitism, A. Yang-Murray and courtly society. Satisfies the Pre- and Early Modern 173. Inter-American Relations. and World Literature concentrations; also satisfies the 158. Ethnicity and Community in the Middle Covers Latin American relations with the U.S. through Global, Poetry, and Pre- and Early Modern distribution Ages. cultural, economic, and political history. Three historical req u i r ements. (Also offered as World Lit & Cultural Stu d - Survey and analysis of ethnicity in the Middle Ages, cov- pivots between the U.S. and Latin America—the war be- ies 135. Students cannot receive credit for both courses.) ering both the Islamic and Christian-dominated West. Ex- tween Mexico and the U.S., the circumstances surround- Enrollment limited to 45. (General Education Code(s): amines topics including the nature of community and ing the “Spanish-American War ,” and U.S. intervention in E.) The Staff id e n t i t y , political consequences of diver s i t y , and social and Guatemala in the 1950s—discussed as exemplars of the economic relations across community lines. (General Ed- complex and often disastrous relations between the two 152. Classical Chinese Culture and Literature, ucation Code(s): E.) B. Catlos Americas. L. Segal Sixth Century through Sixteenth Century. * Sur vey of writing and culture from the Tang through early 159A. Ancient Japan. F 175B. History of Mexico, 1850 to Present. Ming dynasties (sixth century C.E. through sixteenth cen- Surveys the history of the peoples of the Japanese islands Social, cultural, economic, and political history from the tury C.E.). Themes include literary, religious, and philo- from prehistorical migrations to the middle of the fif- triumph of Liberalism to the present day, focusing on four sophical innovation, courtly life, cultural contacts with teenth century. Emphases include examination of social key periods: the dictatorship of Po rfirio Di a z non-Chinese people, and transformations of state and so- structures, political formations, cultural production, and (1900–1910), the armed phase of the Re vo l u t i o n ciety. Satisfies the Pre- and Early Modern and World Lit- religion. B. Marotti (1910–1920), the consolidation of revolutionary pro- erature concentrations; also satisfies the Global, Poetry, 159B. Tokugawa Japan. W grams and a “single-party democracy” (1920–1940), and and Pre- and Early Modern distribution requirements. Surveys the history of the peoples of the Japanese islands the developmentalist counter-revolution since 1940. Pro- (Also offered as World Lit & Cultural Studies 136. Stu- from the middle of the fifteenth century to the middle of vides background for understanding the Mexican diaspora dents cannot receive credit for both courses.) Enrollment the nineteenth century. Focus is on the era of civil war, the to the U.S. (General Education Code(s): E.) L. Segal limited to 50. (General Education Code(s): E.) The Staff formation of the early modern federated state, social struc - 177. History of Modern Cuba. W 153. Mediterranean Empire, 1100–1500. ture, and cultural production. B. Marotti Covers from the Cuban sugar revolution (late eighteenth Political, social, economic, and cultural history of the 159C. Modern Japan. century) to the socialist revolution and its aftermath Crown of Aragon, a major medieval Mediterranean power Sur veys the history of the peoples of the modern Jap a n e s e (1959–present). It is intended to be not only a modern which failed to survi v e the transition to the modern world. em p i r e and nation from the Meiji Restoration to the pres - history of Cuba but also a broader history of Latin Amer- Emphasis on interaction between diverse ethnic/religious ent. Focuses on the formation of the modern state, inter- ica through the case of Cuba. (General Ed u c a t i o n groups within and outside of the Crown. Prerequisite(s): national relations, social structure, and cultural history. Code(s): E.) M. Diaz course 32, 33, or 163. B. Catlos (General Education Code(s): E.) N. Aso 180. Origins of the U.S. Civil War. W 154. The Mediterranean in the Modern Era, 163. The Crusades, 1000–1300. F Examines economic, social, cultural, and political changes 1730–1930. Examines history of Middle East from 1000–1300, in par- that ultimately produced civil war. Par ticular focus on how The cultural transformation of the Mediterranean region ticular, Latin Crusade and colonization and Muslim re- diverse segments of the population—North and South, in comparative historical perspective from the rise of the sponse. Format chronological; topics such as urban and rural, rich and poor, slave and free, black and Hapsburg and Ottoman empires to modern times. Top i c s acculturation, Holy War , and ethnicity examined throu g h white, male and female—influenced and wer e affected by include orientalism, political and economic transforma- lectures and slide presentations. B. Catlos these changes. Prerequisite(s): course 25A. B. Levine tions, social movements, cultural change, gender, colonialism, and imperialism. E. Burke 165. Conflict of Interest: War, Holocaust, and 182. The Second American Revolution: The Industry in the Lodz Ghetto. W Civil War and Reconstruction. S 155. Cinema and History: Film Author Satyajit Examines how Nazi war machine exploited Jewish slave Social, political, and economic history of the American Ray. * labor in the Lodz ghetto industrial complex while a state Civil War and Reconstruction, focusing on the war’s Satyajit Ray is widely acclaimed as a master of world cin- apparatus systematically exterminated the workers. In- changing nature and significance, emancipation, and the ema. Course considers his work to examine “authorship” cludes a visit from a survi v or of ghetto factories and graph- postwar struggle over the future of the South and the na- at multiple levels: the cultural, historical, social, and fa- ics from ghetto workshops. Enrollment restricted to tion. B. Levine milial contexts and the relationship of his film to fiction, juniors and seniors. (General Education Code(s): E.) the politics and poetics of his vision, and its relationship M. Thaler to colonial, nationalist, and postcolonial India. Also stud- HISTORY 255

186. Asian American History, 1941–Present. les and Mexico City in the twentieth century. Empha- 194V. Topics in African History. An a l y z es immigration, race relations, war, gender ideology, sis on the diverse peoples, changing physical environ- Examines contemporary crises in Africa: the new Sou t h family life, acculturation, political activism, interracial ment and various images/interpretations of these two Africa, refugees, HIV/AIDS, children of war, blood or marriage, multiracial identity, and cultural rep re s e n t a t i o n s world cities. (Also offered as Latin American&Latino conflict diamonds, civil war, and genocide in Rwanda. between 1941 and the present. Emphasis on discussion, Studies 194P. Students cannot receive credit for both Seminar format where students will be prep a r ed to un- writing, research, and group presentations. (General Ed- courses.) Prerequisite(s): two upper-division history dertake studies on specific subjects and two rounds of ucation Code(s): E.) A. Yang-Murray courses and satisfaction of the Subject A and Compo- 15–20 page papers. Prerequisite(s): satisfaction of the sition requirements. Enrollment restricted to junior Subject A and Composition requirements and two 192. Directed Student Teaching. and senior Latin American and Latino studies and his- upper-division history courses. Enrollment limited to Teaching of a lower-division seminar under faculty su- tory majors. Enrollment limited to 20. (General Edu- 15. (General Education Code(s): W, E.) D. Anthony pervision. (See course 42.) Students submit petition to cation Code(s): W, E.) P. Castillo sponsoring agency. The Staff 194W. Gender, Family, and State in China: 194J. Comparative Studies in Modern Asian 1600–Present. 193. Field Study. History. S Exp l o r es gender, family, and state power in China from To allow promising, well-qualified undergraduates to pur- Seminar on cultural and social changes in Asia, mainly 1600 to present, examining gendered norms, educa- sue directed programs of archival or archaeological study in the nineteenth and twentieth centuries. Topics in- tion, political movements, revolutionary practice, sex- in the field under supervision of the Santa Cruz history clude colonial encounters, cities, narratives of ordi n a r y uality and sex work, and state interventions in faculty, concentrating their work within a single given persons, nationalism and identity, visual cultures, and contemporary families. Responses to reading and a re- quarter. Students may take two or three courses concur- Orientalism. Prerequisite(s): two upper-division his- search paper required. Prerequisite(s): satisfaction of rently. Students submit petition to sponsoring agency. tory courses; satisfaction of the Subject A and Com- the Subject A and Composition requirements; two May be repeated for credit. The Staff position requirements. Enrollment limited to 20. upper-division history courses: one in Asian history; or (General Education Code(s): W, E.) D. Basu permission of instructor. Enrollment limited to 20. 194. Senior Research Seminar. (General Education Code(s): W, E.) G. Hershatter An opportunity for advanced students to focus on specific 194M. Topics in Chicana/o History. research problems and acquire experience in practical re- A seminar on the history of Chicanos/Mexicans in the 194X. Saints and Holiness in Medieval se a r ch skills and the writing of a substantial res e a r ch paper, United States, 1848 to the present. Topics include Chi- Europe. W totaling approximately 25 pages. cano and Chicana labor, family, social, urban, cultural, Examines popular religious belief and practice, in- and political history. Prerequisite(s): satisfaction of the cluding conversion, the cult of the saints, relics, pil- 194A. Modern Irish History. W Subject A and Composition requirements, two upper- grimage, miracles and visions. Emphasis on Medieval Aims to illuminate major themes and turning points of division history courses. Enrollment limited to 20. through Reformation Europe, but some attention also modern Irish history: the causes and consequences of (General Education Code(s): W, E.) P. Castillo paid to modern patterns of devotion. Prerequisite(s): the famine; the development of Irish nationalism; rev- 194O. Slavery and Race in Latin America. course 33, or 120A, 120B, or 122 and one upper-di- olution, civil war, and partition; and the recent eco- vision history course; satisfaction of the Subject A and nomic boom. Prer equisite(s): satisfaction of the Sub j e c t Covers comparative history of slavery in Latin Amer- ica with questions of race in the colonial and national Composition req u i r ements. Enr ollment limited to 20. A and Composition requirements; two upper-division (General Education Code(s): W.) C. Polecritti history courses. Enrollment limited to 15. (General periods and key moments and debates in the histori- Education Code(s): W.) B. Thompson ography of slavery and its relation to ideologies of the 194Y. Studies in European Intellectual past and the nations. Prer equisite(s): satisfaction of the History. 194C. Research Seminar in the Americas. S Subject A and Composition requirements, two upper- Topics in European intellectual history from the Students learn how to conduct research and write his- division history courses or permission of instructor. French Revolution to World War I. Readings exempli- tory. Primary and secondary sources are extensively En rollment limited to 20. (General Ed u c a t i o n fying approaches from history of ideas and intellectual read. Research sources include a rich array of govern- Code(s): W, E.) M. Diaz biography to recent studies of rhetoric and political ment documents, newspapers, memories and diaries, 194Q. Russian Revolution, 1917–1932. c u l t u re. Preparation and presentation of re s e a rc h visual material and film. Prer equisite(s): two upper-di- p a p e r. Pre requisite(s): two upper-division history vision history courses, satisfaction of the Subject A and Study of the major political, social, and intellectual conflicts and transformations of the period. Topics in- courses, preferably in area of concentration; satisfaction Composition req u i r ements. Enr ollment limited to 20. of the Subject A and Composition requirements. En- (General Education Code(s): W.) L. Haas clude February and October revolutions, Civil War, NEP, rise of Stalinism, and collectivization. Prerequi- rollment limited to 20. (General Education Code(s): 194D. Early American Society and site(s): two upper-division history courses; satisfaction W.) J. Beecher Culture. W of the Subject A and Composition requirements. En- Explores subjects and themes in the political, social, 195A. Thesis Research. rollment limited to 20. (General Education Code(s): Prerequisite(s): petition on file with sponsoring agency and cultural history of early U.S. history from the colo- W.) P. Kenez nial period through 1850. Includes critical reading of (students should have completed two upper-division current scholarship and research in primary texts. The 194R. Modern Italian Culture. courses, preferably in their area of concentration). focus of the course is the production of a res e a r ch essay. Developments in Italian culture and society from the The Staff Recommended for senior history majors. Prerequi- postwar through the 1990s. Topics include north- 195B. Thesis Writing. south divisions, family and gender, cinema and moder- site(s): satisfaction of the Subject A and Composition Prerequisite(s): satisfaction of the Subject A and Compo- nity, urbanization, mafia, terrorism and separatistic requirements; two upper-division history courses. En- sition requirements; petition on file with sponsoring movements. Prerequisite(s): course 120A, 120B, 122, rollment limited to 20. (General Education Code(s): agency (students should have completed two upper-divi- 127, or permission of instructor; satisfaction of the W.) M. Westerkamp sion courses, preferably in their area of concentration). Subject A and Composition req u i r ements. Enro l l m e n t (General Education Code(s): W.) 194E. Special Topics in Ancient History. F limited to 20. (General Education Code(s): W. ) Seminar focuses on different topics in ancient history. C. Polecritti In addition to assigned readings, the student is ex- 196. Senior Readings Seminar. pected to do additional research that culminates in a 194U. China Since the Cultural Revolution: Discussion classes providing a broad overview of some 20-page paper on a topic of the student’s choice. Gen- Histories of the Present. F general area or theoretical concern within an “ar ea of con- eral topics for the course will vary from year to year. Analyzes tensions leading to the Cultural Revolution, centration.” Discussion of assigned readings plus either a Pre requisite(s): satisfaction of the Subject A and Com- the construction of collective historical memory, social series of short papers or a single final paper?in either case, position requirements, two upper-division history changes during the post-Mao reforms, the develop- totaling approximately 25 pages. courses. Enr ollment limited to 20. (General Edu c a t i o n ment and suppression of the 1989 demonstrations, and 196A. Hitler and Stalin. Code(s): W.) C. Hedrick contemporary debates about nation and globalization. A discussion of twen t i e t h - c e n t u r y totalitarianism. Pre- Prer equisite(s): two upper-division history courses; sat- 194H. Tale of Two Cities. W requisite(s): two upper-division history courses, pref e r - isfaction of the Subject A and Composition require- ably in area of concentration; satisfaction of the Sub j e c t A comparative study of the social, economic, cultural, ments. Enrollment limited to 20. (General Education political, and geographical development of Los Ange- A and Composition req u i r ements. Enr ollment limited Code(s): W, E.) G. Hershatter to 20. (General Education Code(s): W.) P. Kenez 256 PROGRAMS AND COURSES

196B. The Cold War and East Asia. W requisite(s): course 25A and/or course 182 and one Subject A and Composition req u i r ements. Enro l l m e n t Considers through primary and secondary sources the other upper-division history course; satisfaction of Sub - limited to 20. (General Education Code(s): W.) D. impact and aftermath of the cold war in East Asia in ject A and Composition requirements. Enrollment Frank terms of state formation, domestic and foreign policy, limited to 15. (General Education Code(s): and protest movements in China, Taiwan, Korea, and W.) B. Levine 198. Independent Field Study. Student’s supervision is conducted by a regularly ap- Japan with reference to Vietnam. Prerequisite(s): two 196N. Women and War. upper-division courses; satisfaction of the Subject A pointed officer of instruction by means other than the Seminar examines the role of women in war, both as usual supervision in person (e.g., by correspondence) or and Composition req u i r ements. Enr ollment res t r i c t e d combatants and as noncombatants. It commences with to history majors. Enrollment limited to 20. (General student is doing all or most of the course work off campus. a discussion of theories of war and gendered aspects of May be repeated for credit. The Staff Education Code(s): W, E.) B. Marotti combat. It covers a wide historical range beginning 196D. Eastern European Jewish Social with the “legendary” Amazons and ending with the res - 199. Tutorial. History. S cue of Pri v ate First Class Jessica Lynch. Prere q u i s i t e ( s ) : Students submit petition to sponsoring agency. May be re- Study of nineteenth- and twentieth-century Eastern two upper-division history courses; satisfaction of Sub - peated for credit. The Staff European and Russian Jewish social history. Prerequi- ject A and Composition requirements. Enrollment 199F. Tutorial (2 credits). site(s): satisfaction of Subject A and Composition re- limited to 20. (General Education Code(s): W. ) Students submit petition to sponsoring agency. May be requirements and two upper-division history courses. S. Pursley peated for credit. The Staff En rollment limited to 20. (General Ed u c a t i o n 196R. Women in Japanese History. Code(s): W, E.) P. Kenez Examines through both primary and secondary source s 196F. Modern Germany and Europe. W such issues as work, sexuality, education, class, and eth- Graduate Courses A senior reading and res e a r ch seminar that explores the nicity in relation to constructions of female gender in 201. Methods and Theories of History. F major historiographic debates in German history dur- Japanese society over the past several centuries, partic- An overview of theories, methods, and philosophies con- ing the nineteenth and twentieth centuries. Prerequi- ularly focusing on the modern era. Prerequisite(s): sat- cerning the nature and production of history. Topics vary site(s): two upper-division history courses, satisfaction isfaction of the Subject A and Composition with instructor. Enrollment restricted to graduate history of the Subject A and Composition requirements. En- requirements and two upper-division history courses. students and others by permission of instructor. Enroll- rollment restricted to history and German studies ma- En rollment limited to 20. (General Ed u c a t i o n ment limited to 20. M. Traugott jors. Enrollment limited to 20. (General Education Code(s): W.) N. Aso Code(s): W.) M. Cioc 196S. Who Controls Broadcasting? F 202. Readings in Late Imperial China. 196G. Problems of the Civil War Era. Focuses on the social and political construction of A survey of the major works and historiographical con- The era of the Civil War is generally acknowledged to major telecommunications and broadcasting systems troversies in Qing Dynasty (1644–1911) China. Enroll- be the most important turning point in U.S. history, in the U.S. including wireless, telephone, radio, televi- ment restricted to graduate students. Enrollment limited no less than a second American revolution. New ques- sion, and the Internet. Emphasis on reading and ana- to 20. D. Basu tions arise and controversies proliferate steadily in the lyzing prominent scholarly and popular works on this 203. Readings in Twentieth-Century China. F study of this pivotal era. Provides a critical, in-depth subject. Prerequisite(s): two upper-division history A survey of major Western-language works and historio- look at key aspects of this subject. Prerequisite(s): courses; satisfaction of the Subject A and Composition graphical controversies in Chinese history from 1900 to course 180 or 182; satisfaction of the Subject A and requirements. Enrollment limited to 20. (General Ed- the present. Weekly readings emphasize particular social Composition req u i r ements. Enr ollment limited to 15. ucation Code(s): W.) M. Lasar and political movements as well as long-term changes in (General Education Code(s): W.) B. Levine 196U. U.S. and Globalization in Late 20th urban and rural society. Enr ollment restricted to graduate 196H. Afro-American Historiography. S Century. S students. Enrollment limited to 20. G. Hershatter Major themes in contemporary African American his- Examines U.S. and global political-economic dynam- toriography on a topical basis. Prerequisite(s): satisfac- ics, including development of U.S. global economic 204. Engendering China. tion of the Subject A and Composition requirements; domination after World War II, deindustrialization, Reading seminar on the history of Chinese gender, focus- two upper-division history courses, preferably in area emergence of “globalization,” racialized domestic im- ing on the Qing dynasty (1644–1911) to the present. of concentration. Enrollment limited to 20. (General pacts, and global grassroots resistance. Special empha- Topics include marriage and family, sexuality, work, the Education Code(s): W, E.) D. Anthony sis on U.S. relation to Latin America. Prerequisite(s): gendered language of politics, and major reform movements. Enrollment restricted to graduate students. En- 196I. California and the Borderlands. F two upper-division history courses. Enrollment restricted to juniors and seniors. Enrollment limited to rollment limited to 20. G. Hershatter Complete original research in California and border- 15. (General Education Code(s): W.) D. Frank lands history in this senior research seminar. Focus on 205A. Readings in European Social and selected problems and themes. Assignments and dis- 196Y. Memories of WWII in the U.S. and Cultural History. cussions help students frame their research and edit Japan. W A readings seminar that introduces beginning graduate their writing. Prerequisite(s): two upper-division his- Research seminar comparing U.S. and Japanese mem- students to some of the major conceptual and method- tory courses and satisfaction of the Subject A and ories of World War II. Topics include war origins, total ological approaches to early modern European social and Composition requirements. Enrollment restricted to war, the atomic bomb, war responsibility, reparations, cultural history, 1400–1789. Enrollment restricted to juniors and seniors. Enr ollment limited to 15. (Gen e r a l memorials, museums, and monuments. Primary work graduate students. Enrollment limited to 20. B. Sharp Education Code(s): W.) L. Haas devoted to research in original texts and documents. 205B. Readings in European Social and 196K. Topics in Medieval History. S Prerequisite(s): course 26 and two upper-division his- to r y courses or permission of instructor; satisfaction of Cultural History. F Add r esses contemporary and modern interpretations of the Subject A and Composition requirements. Enroll- A readings seminar that introduces beginning graduate the events relating to the Crusades in the Middle East. ment limited to 15. (General Education Code(s): W, students to some of the major problems in modern Euro- Through critical discussions, will access value of vari- E.) A. Yang-Murray pean social and cultural history, 1789 to the present. En- ous historical sources. Prerequisite(s): course 153 and rollment restricted to graduate students. Enrollment one upper-division history course; or course 32 and 196Z. Women and Social Movements in the limited to 20. J. Beecher two upper-division history courses. Enr ollment limited U.S. to 15. (General Education Code(s): W.) B. Catlos Examines history of women and social movements in 208A. Readings in U.S. History. Int r oduction to major themes and controversies in the in- 196M. End of Slavery and Serfdom. S the U.S., including abolitionism, antilynching, Chi- nese and Jewish garment workers, Chicana farm labor terpretation of U.S. history. Readings cover both chrono- Senior seminar compares the United Sta t e s ’ experience activism, the American Indian Movement, the Ku Klux logical eras and topical subjects, often in a comparative with slavery and its elimination with historical trajec- Klan, and the Civil Rights movement. Prerequisite(s): context: Colonial period. Enrollment restricted to gradu- tory of slavery in the U.S. with the rise and decline of two upper-division history courses and satisfaction of ate history majors. Enrollment limited to 15. M. West - this and other forms of bound labor elsewhere in the erkamp western hemisphere, Eur ope, and southern Africa. Pre- HISTORY 257

208B. Readings in U.S. History. 224. Society and Culture Research Seminar. S 290C. History Graduate Proseminar: Job Int r oduction to major themes and controversies in the in- A graduate course introducing students to research using Market (2 credits). S terpretation of U.S. history. Readings cover both chrono- primary historical materials to explore topics in society Devoted to professionalism and socialization of history logical eras and topical subjects, often in a comparative and cultural history from 1500 to the present. Enro l l m e n t graduate students. Includes formal and informal meetings context: nineteenth century. Enrollment restricted to restricted to graduate students. Enrollment limited to 15. with faculty and other graduate students. Topics include graduate history majors. Enrollment limited to 15. B. J. Beecher TAships, designing course syllabi, pedagogy, teaching Levine technologies, and teaching in different venues. This course 226. Colonialism, Nationalism, and Race is req u i r ed for first-year students; howeve r , it is open to all 208C. Readings in U.S. History. S Research Seminar. other history graduate students as needed. Enr ollment re- Int r oduction to major themes and controversies in the in- Res e a r ch seminar introducing theories and methods of the stricted to graduate history majors. May be repeated for terpretation of U.S. history. Readings cover both chrono- comparative histories of race, ethnicity, and nationalism. credit. A. Yang-Murray logical eras and topical subjects, often in a comparative Enrollment restricted to graduate history students. En- context: twentieth century. Enr ollment restricted to grad- rollment limited to 15. L. Haas 291. Foreign Language Preparation (2 credits). uate history majors. Enrollment limited to 15. P. Castillo F,W,S 228A. Research Methods: China. Independent study course in which history graduate stu- 210. Readings in Modern Japan. An introduction for graduate students to the use of major dent reads selected texts to fulfill foreign language re- A graduate course intended to give students a fundamen- research tools and sources in Chinese history since 1600, quirement. Student meets with instructor to discuss tal understanding of the major themes in the study of with a focus on twentieth-century materials. Students readings, deepening his knowledge of the foreign lan- modern Japanese history. Central themes include moder- complete a series of bibliographical exercises and prepare guage. Students submit petition to sponsoring agency. En- nity and modernization, colonialism, postwar recovery, a research prospectus. Enrollment restricted to graduate rollment restricted to graduate students. May be repeated gender, race, and nationalism. Enrollment restricted to students. Enrollment limited to 20. G. Hershatter for credit. The Staff graduate students. Enrollment limited to 15. A. Christy 228B. Research Methods: China. 292. Qualifying Examination Preparation (2 216A. Topics in American History: U.S. Labor Building on the research and bibliographic skills devel- credits). F,W,S and Working Class History. W oped in course 228A, students develop a research topic Independent study course designed to help students pre- Addresses topics in history of working people, the labor and write a paper of 20–30 pages using primary sources as pare for qualifying exams. Students meet on regular basis m ovement broadly defined, and political-economic appropriate in English, Chinese, and/or Japanese. Enroll- with one or more members of qualifying examination change in the U.S. Topics include race, ethnic and gender ment restricted to graduate students. Enrollment limited committee to monitor preparation for exam. Students dynamics, and U.S. labor and working-class history in to 20. G. Hershatter submit petition to sponsoring agency. Enrollment re- global context. (Formerly Topics in American His t o r y: U.S. 230. Directed Research Colloquium. W stricted to graduate students. May be repeated for credit. Working Class History. ). Enrollment limited to graduate The Staff students. Enrollment limited to 15. D. Frank Having already prepared a bibliography and research prospectus in a graduate research seminar, students will 293. Readings in Research Field (2 credits). 216D. Topics in American History: The un d e r take further res e a r ch on their projects, write a 25–30 F,W,S Atlantic World 1500–1800. page res e a r ch paper, and present their work to their fellow Independent study focusing on selected texts or authors in Exp l o r es the economic, social, and cultural history of early students. Prerequisite(s): history graduate research semi- hi s t o r y or historical theory. Students meet on regular basis America in terms of its Atlantic connections and inter- nar. Enrollment restricted to graduate history students. with instructor to discuss readings and deepen their section with the cultures of early modern Europe, Africa, Enrollment limited to 15. A. Yang-Murray kn o wledge of a particular author or historical theory. Stu - and Latin America. Builds upon previous work in early dents submit petition to sponsoring agency. Enrollment America and early modern Europe, challenging students 243A. Nationalism, Anti-Semitism, and Jewish Resistance in World War II. * restricted to graduate students. May be repeated for cred i t . both to work comparatively and to break out of traditional The Staff geographic models. Enr ollment restricted to graduate stu- Jewish resistance to Nazism during World War II, in East- dents. Enrollment limited to 15. M. Westerkamp, M. ern Eur ope, and its historical context. Includes the pre- w a r 294A. Research Colloquium on Colonialism, Diaz rise in nationalism and anti-Semitism in Poland and Nationalism, and Transnational Movements (2 Lithuania, Jewish integration in the Soviet Union, and the credits). F,W,S 221A. Patterns of World History, consequences for wartime resistance. (Also offered as His - Acquaints students with the department’s thematic re- 1500–1750. W tory of Consciousness 243A. Students cannot receive search clusters in their field to coordinate training in his- A graduate introduction to world history, 1500–1750. Fo- credit for both courses.) Enrollment restricted to seniors torical research. Students meet on a regular basis with a cuses on social and economic change in the societies of and graduate students. Enrollment limited to 15. The faculty member of a particular cluster to discuss most im- Asia, Africa, and the Americas through a comparative Staff portant readings in the field. Enrollment restricted to study of European imperial hegemony, labor systems, graduate students. May be repeated for credit. The Staff global economic exchange, and cultural interactions. En- 290A. History Graduate Proseminar: Teaching rollment limited to 15. E. Burke Pedagogy (2 credits). F 294B. Research Colloquium on Gender (2 Devoted to professionalism and socialization of history credits). F,W,S 221B. Patterns of World History, graduate students. Includes formal and informal meetings Acquaints students with the department’s thematic re- 1750–Present. S with faculty and other graduate students. Topics include search clusters in their field to coordinate training in his- The history of the modern world, 1750–1990. Focuses on TAships, designing course syllabi, pedagogy, teaching torical research. Students meet on a regular basis with a patterns of social and economic change attendant to the technologies, and teaching in different venues. This course faculty member of this cluster to discuss most important rise of the capitalist world market, European imperialism is req u i r ed for first-year students; howe ve r, it is open to all readings in their field. Enrollment restricted to graduate and indigenous self-strengthening movements, processes other history graduate students as needed. Enr ollment re- students. May be repeated for credit. The Staff of cultural and economic globalization. Enrollment lim- stricted to graduate history majors. May be repeated for ited to 15. E. Burke credit. A. Yang-Murray 295. Teaching Assistant Preparation (2 credits). F,W,S 222. History of Gender Research Seminar. F 290B. History Graduate Proseminar: Research Independent study designed to help history graduate stu- Introduction to theories and methods employed in gen- Presentations and Grant Writing (2 credits). W dents prepare to teach in an area of history outside their de r ed historical res e a r ch. Readings are drawn from a range Devoted to professionalism and socialization of history specialization. Students submit petition to sponsoring of chronological, national, and thematic fields and explore graduate students. Includes formal and informal meetings agency. Enrollment restricted to graduate students. May the intersection of gender analysis with questions of the with faculty and other graduate students. Topics include be repeated for credit. The Staff body and sexuality, modernity, colonialism, race and eth- TAships, designing course syllabi, pedagogy, teaching nicity, constructed space, and production/consumption. technologies, and teaching in different venues. This course 296. History Colloquium (2 credits). F,W,S Enrollment restricted to graduate history majors. Enroll- is req u i r ed for first-year students; howeve r , it is open to all Independent study designed to foster departmental and ment limited to 15. M. Westerkamp other history graduate students as needed. Enr ollment re- cro s s - d i s c i p l i n a r y participation in campus talks, colloquia, stricted to graduate history majors. May be repeated for credit. A. Yang-Murray

*Not offered in 2004–05 258 PROGRAMS AND COURSES

co n f e r ences, and events. Students submit petition to spon- Lecturers meeting with an adviser to finalize the Proposed Study soring agency. Enr ollment restricted to graduate students. Plan and Declaration of Major/Minor petition form. ELI S A B E T H REM A K -H ON N E F May be repeated for credit. The Staff His t o r y of book production and use in the West from antiquity 297. Independent Study. to modern times; relationship between text and image Lo wer-Division Req u i re m e n t s Students submit petition to sponsoring agency. The Staff ERN E S T I N A OSO R I O Fiv e courses, as follows : Arch i t e c t u r e of Mexico City during the first half of the • courses 10D, 10E, and either 10F or 10G 299. Thesis Research. tw entieth century Students submit petition to sponsoring agency. The Staff • two courses selected from the followi n g : KIR TAN A THA N G AV E L U additional 10-series courses Religion and visual culture in India and Asi a 80-series courses ◆ ◆ ◆ visual practice courses: Art 20–30, 70; Theater Arts History of Art and 14, 18 (transfer courses—a total of 9 or 10 quarter cred i t s ) Visual Culture Professor (U p to two upper-division history of art and visual JOH N DIZ I K E S , Emeritus (American Stu d i e s ) cu l t u r e courses may be substituted with prior ap p r oval of a faculty adviser.) D-201 Por ter College SHE L L Y ERR I N G TO N (A n t h ro p o l o g y ) (831) 459-4564 Globalization of folk art, visual and social semiotics, ha vc @ u c s c . e d u ph o t o g ra p h y , film, the Int e r net and digital media, Southeast Upper-Division Req u i re m e n t s Asia, and Latin Ame r i c a ht t p : / / h a vc . u c s c . e d u Ten 5-credit courses, as follows : • nine upper-division history of art and visual culture Faculty and Professional Int e re s t s Prog r am Des c r i p t i o n co u r s e s : Visual culture, as a contemporary academic field evol v i n g course 100A recommended during sophomore or Prof e s s o r fr om the historical study of art, investigates the prod u c - junior yea r tion, form, and reception of images past and present. It courses 101–149: two courses rec o m m e n d e d HAR R Y BERG E R JR., Eme r i t u s incorporates the painting, sculpture, and arch i t e c t u r e courses 150–189: four courses rec o m m e n d e d RAOU L BIR N B AU M , Patricia and Rowland Reb e l e co n v entionally defined by art history, but it extends courses 190–191: two courses req u i r ed, one of which Chair in His t o r y of Art and Visual Cul t u r e th r oughout the fields of visual imagery beyond the cul- must satisfy the senior compreh e n s i v e req u i re m e n t Buddhist studies, especially Chinese practices from medieval tural boundaries formerly drawn by academic tradition. times to the present; religion and visual culture in China The history of art and visual culture program at UCSC (see below) di r ects its cultural and historical investigation across a In courses 100–191, a student must study with four CARO LY N S. DEA N wide variety of rep r esentations in the cultures of Africa, di f f e r ent faculty members to ensure methodological Cul t u r al histories of the Nat i v e Americas and colonial and theoretical diversity as well as to study visual cul- Latin Ame r i c a the Americas, Asia, Eur ope, and the Pacific Islands, from masks and mountains to mass media. tu r es in a variety of historical eras and cultural set- JOH N HAY Students of visual culture at UC Santa Cruz encounter tings (refer to the course descriptions). Visual and conceptual rep r esentation in pre- m o d e r n China, complex questions raised from a variety of viewp o i n t s . especially landscape painting; Asian art history • tenth course: one course from another discipline, For emost among these are questions about the social, ap p r oved by a faculty adviser. The course taken out- VIRG I N I A JAN S E N economic, religious, and psychological influences on side of the His t o r y of Art and Visual Cul t u r e Med i e v al visual culture, urbanism, and secular building; those who produce visual images as well as on those who Dep a r tment to fulfill the upper-division major Gothic arch i t e c t u r e; campus planning and arch i t e c t u r e vi e w them. Also considered is how images form beliefs req u i r ement should complement a student’s history and values, taking into account the issues of gender, sexu- JAS PE R A. ROS E , EME R I T U S of art and visual culture program focus. Courses al i t y , ethnicity, race, and class. Questions of theory and fr om the following departments are especially rel e - CATH E R I N E M. SOU S S LO F F methodology are addressed throughout the range of vant: American studies, anthrop o l o g y , film and digi- Eur opean cultural theory, aesthetics, and the historiography of courses, although some courses emphasize these more tal media, history, history of consciousness, Latin ar t; perfo r mance studies; Ear ly Mod e r n Italian art; media than others. American and Latino studies, literature, theater arts , hi s t o r y including film; Jewish identity and rep re s e n t a t i o n The history of art and visual culture curriculum and women’s studies. Courses from other depart- guides students in acquiring skill in critical thinking ments may be considered . Associate Professor about visual culture. Courses are organized in four level s , JEN N I F E R A. GON Z Á L E Z with each level providing a prog re s s i v ely sophisticated Co n t e m p o ra r y theories of visual culture, semiotics, critical study of materials and problems. The lower - d i v i s i o n Co m p re h e n s i v e Req u i re m e n t museum studies; photograp h y , public and activist art in the courses, numbered 1–99 and intended for general edu- One of the two seminars, 190–191, taken to meet the United Sta t e s cation students and pros p e c t i v e majors, provide an req u i r ements for the major must be taken in the senior in t r oduction to the field of visual culture according to DON N A M. HUN T E R year to fulfill the senior compreh e n s i v e req u i re m e n t . Eur opean painting (especially French) from 1600 to the geographic areas and visual traditions within those area s . Within the context of an advanced seminar, this course 1960s; Ger man art and visual culture between the two world Upper-division courses, numbered 100–149, cover a pr ovides supervised, culminatory work leading to the wars; art as social practice, portra i t u r e br oad range of issues in various aspects of world culture completion of a major coherent project that meets the fr om earliest times to the present. Adv anced courses, st a n d a r ds of the senior level of achievement in the history Assistant Professor nu m b e r ed 150–189, focus on selected fields, topics, and of art and visual culture. Students whose performance is methods. The most advanced courses, numbered 190 outstanding are eligible for Honors. Students taking the ELI S A B E T H CAM E RO N and 191, are taught in seminar format. Each student course for Pas s / N o Pass who do not pass will rec e i v e a Visual cultures of central Africa, issues of gender, post- majoring or minoring in visual culture devises an indi- “fa i l ” (F). colonialism, and iconoclasm vidual study plan with a faculty adviser. SHE I L A CRA N E Co n c e n t r ation in Religion and 20 t h - c e n t u r y art and arch i t e c t u r e in Eur ope and Nort h Declaring the Maj o r America; modern French arch i t e c t u r e and urbanism Visual Cul t u r e Prospective majors must complete two of the lower- This program is for students who wish to pursue the STACY KAM E H I R O division 10-series courses in history of art and visual study of religion in conjunction with studies of visual Visual cultures of the Pacific, 19th-century Haw a i’ i , culture before declaring the major. All students consid- (inter)nationalism, culture contact; (post)colonialism cu l t u r e. It consists of an individually planned sequence of ering this major should consult with a member of the courses, including a core set of lower-division courses faculty as soon as possible. Students must complete the (1–99), to provide grounding in issues, methods, and a work sheet for declaring the major in preparation for a HISTORY OF ART AND VISUAL CULTURE 259

general history of visual culture; upper-division courses to contact the His t o r y of Art and Visual Cul t u r e meanings and limits of Europe and the European tra- (100–199) from within the department; and at least four Dep a r tment before enrolling at UCSC. dition in the context of the visual. (General Education upper-division courses from other departments that focus Code(s): IH, A.) The Staff on the study of rel i g i o n . Study Abro a d A student enters the concentration by petitioning the 80A. Introduction to Architecture. F His t o r y of Art and Visual Cul t u r e Dep a r tment and pro- The Uni v ersity of California’s Education Abro a d Int r oduction to elements, technology, concepts, and semi- posing, in consultation with the primary adviser, a Program (EAP) operates in countries throughout the otics of architecture in its buildings, functions, environ- sequence of upper-division courses to fulfill the rel i g i o n world and serves over 750 upper-division students from ments, societies, and history. (General Education Code(s): and visual culture concentration req u i r ements. Students the nine UC campuses annually. Students may rec e i v e T5-Humanities and Arts or Social Sciences, A.) V. Jansen must complete two 10-series lower-division courses in transfer credit for a maximum of three upper-division art hi s t o r y courses taken through the EAP program. Cred i t 80B. Tourist Art. * history of art and visual culture before declaring the How indigenous people from Africa, Oceania, and the major. for courses taken at other institutions is given only with permission of the student’s adviser. It is strongly suggest- Americas respond to the demand for souvenirs by tourists in their homelands. (General Education Code(s): T5 - H u- Req u i re m e n t s ed that students consult with a faculty member about their course of study be f o r e going abroad in order to manities and Arts or Social Sciences, A, E.) The Staff Fou r teen courses are req u i r ed: four lower-division and six av oid any confusion about these transfer cred i t s . upper-division courses from within the department and 80D. Museum Cultures: The Politics of four rel e v ant upper-division courses from other Display. * de p a rt m e n t s . Recommendations for Students Who Pla n Explores the history of collecting and displaying art (mu- Graduate Stu d y seums, galleries, fairs) since the mid-nineteenth century Lo wer - D ivision Courses and the effect of institutional changes on aesthetic con- Th e r e are many graduate programs of visual culture that ventions. Fol l o ws the history from the origins of museums • Courses 10D, 10E, and either 10F or 10G lead to the M.A. and Ph.D. in fields such as art history, and collections to contemporary critiques of institutional cultural history, semiotics, rhetoric, history of rel i g i o n s , • One course selected from the following: additional exclusion and misrepresentation. (General Education co m p a r a t i v e arts, theory and criticism of art, and so 10-series courses, 80-series courses, or Art 20–30 Code(s): T5-Humanities and Arts or Social Sciences, A.) fo r th. Most graduate programs req u i r e a reading knowl - J. Gonzalez (A lower-division course from another department or edge of one or two languages other than Eng l i s h . an upper-division history of art and visual culture Students who are contemplating graduate study should 80E. Ancient Mediterranean Visual Cultures. * course may be substituted with prior approval of a consult with their adviser as early as possible in their The role that ancient art and visual culture play in con- faculty adviser.) undergraduate caree r . st r ucting social identities, sustaining political agendas, and representing various cultural, ritual, and mythological Upp e r - D ivision Courses Lower-Division Courses practices in Mesopotamia, Egypt, Greece, and Rome, in- • Six upper-division history of art and visual culture cluding the sociology of ancient cultures, mythology, religious studies, gender studies and history. (General courses (course 100A, two numbered 101–149, two 10. Introduction to Visual Culture. nu m b e r ed 150–189, and one in the senior year num- Education Code(s): T5-Humanities and Arts or Social An introduction to the history of art and visual culture. Sciences, A.) The Staff be r ed 190 or 191). Need not be taken in sequence. • Four upper-division courses in the study of rel i g i o n 10D. Presence and Power in the Visual 80F. Form and Feeling in Indian Art. * fr om programs on campus such as anthrop o l o g y , his- Cultures of Asia. S Rasa is the juice of something, its essence or flavor. In the to r y, literature, and philosophy. (A current list of An introduction to the art and architecture of East ar ts of India, the theory of rasa unites all media. Using rasa courses on campus that focus on the study of rel i g i o n Asia, including China, India, Southeast Asia, and theory to examine Indian visual culture, this course looks is maintained by the His t o r y of Art and Vis u a l Japan. In order to achieve a fuller understanding of the at painting, sculpture, film, performance, and literature. Cul t u r e Dep a r tment Off i c e . ) arts of these countries a historical, cultural, and reli- (General Education Code(s): T5-Humanities and Arts or Social Sciences, A, E.) K. Thangavelu • Students must include at least two seminars in their gious context is provided. (General Education Code(s): pr ogram; at least one should be taken in the His t o r y IH, A.) K. Thangavelu 80G. Religion and Visual Culture in China. F of Art and Visual Cul t u r e Dep a r tment in the senior 10E. Africa, Oceania, and the Americas. W Introduction to the study of religious currents and prac- year specifically to fulfill the senior compreh e n s i v e A comparative study of the arts of selected cultures tices in China and their visual expression. In addition to req u i re m e n t . which developed outside the spheres of influence of the “religious art,” topics include such pivotal matters as body major Eur opean and Asian civilizations. Emphasis is on concepts and practices, representations of the natural the function of the arts in these disparate geographic world, and logics of the built environment. (General Ed- Double Maj o r s regions. Students cannot receive credit for this course ucation Code(s): T5-Humanities and Arts or Social Sci- His t o r y of art and visual culture may be studied as part and course 100E. (General Education Code(s): H, A, ences, A, E.) R. Birnbaum of a double major. A student must fulfill all of the E.) E. Cameron, C. Dean, S. Kamehiro req u i r ements for both majors. 80K. Constructing Home, 1900–1960. * 10F. The Nude in the Western Tradition. F Examines ways in which architects in Europe and U.S. The human body without clothing in European and created not only modern houses but also blueprints for Minor Req u i re m e n t s Eur opean-American art and visual culture from ancient modern living. Focuses on issues of gender, domesticity, Nine courses, as follows : Greece to the present day. Among the themes to be ad- public versus private sphere, and mass housing versus sin- dressed: gender, youth and age, sexuality and sexual gle-family home. (General Education Code(s): T5-Hu- • lo wer-division: three courses (10D, 10E, and either preference, fecundity and potency, erotic art and manities and Arts or Social Sciences, A.) The Staff 10F or 10G); pornography, primitivism and the naked body of the 80L. Saints and Sites in Medieval Visual • upper-division: six courses planned in consultation non-European. (General Education Code(s): IH, A.) Culture. * with a faculty adviser (one history of art and visual D. Hunter What makes a body holy? How were the saints of Chris- cu l t u r e 80-series course may be substituted for one 10G. Europe.* tianity created? What prompted travel across hundreds of upper-division course). An introduction to the European tradition in visual miles to venerated sites throughout Europe and the culture, from antiquity to the present, but not in Mediterranean? How did the commercial trade in relics Transfer Stu d e n t s chronological order. All media, including the fine arts, develop, and why was it sanctioned? (General Education architecture, film, video, and installation and per- A student may transfer up to five art history courses Code(s): T5-Humanities and Arts or Social Sciences, A.) formance work are incorporated. Presents the major vi- The Staff tow a r d the major, only two of which may be upper divi- sual regimes of representation while it probes the sion. Upper-division transfer credit must be approved by the student’s faculty adviser. Transfer students are invited

*Not offered in 2004–05 260 PROGRAMS AND COURSES

80M. Indigenous American Visual Culture. * Upper-Division Courses continent. Topics include Hindu temples; Jain art; Selected aspects of art and arch i t e c t u r e of the first peoples Buddhist sacred narratives and cosmology; royal elite of the Americas, north, central, and south, from ca. 2000 100A. Methods in History of Art and Visual and popular patronage; and functions of icons. En- B.C.E. to present. Societies to be considered may include Culture. W rollment restricted to sophomores, juniors, and seniors. Anasazi, Aztec, Inca, Northwest Coast, Maya, Navajo, Introduction to major issues of method and critique in En rollment limited to 80. (General Ed u c a t i o n Plains, and others. (General Education Code(s): T5-Hu- study of art and visual culture. Focuses on understanding Code(s): A, E.) K. Thangavelu, The Staff manities and Arts or Social Sciences, A, E.) C. Dean disciplinary and critical modes of scholarly inquiry in the 106B. Building the California Dream. * 80N. Indian Art: Image and Ideology. W visual arts, including role of historical research. Empha- From colonial architecture of Spanish missions to Examination of the ways social, religious, and political pa- si z es intensive reading, discussion, and writing. (For m e r l y Daniel Libeskind’s Jewish Cultural Center; Case Stu d y tronage have affected the production and reception of art Readings in Visual Cul t u re . ). Prer equisite(s): satisfaction of Houses to Watts Tower; and Hearst Castle to Disney- in the Indian subcontinent. The course is designed as a se- Subject A and Composition req u i r ements. Enr ollment re- land, students examine arch i t e c t u r e, landscapes, cities, ries of case studies from different periods of Indian history. stricted to sophomore, junior, and senior history of art and and spaces of California. (General Education Code(s): (General Education Code(s): T5-Humanities and Arts or visual culture majors. Enrollment limited to 18. (General A.) The Staff Education Code(s): W,A.) J. Hay, C. Soussloff Social Sciences, A, E.) The Staff 106D. Architecture as Visual Culture. * 80P. Visual Culture of Contemporary Japan. * 100E. Introduction to Visual Culture: Africa, Focusing on designers who have challenged the boundaries of architecture through the incorporation An interdi s c i p l i n a r y survey of Japanese popular culture ex- Oceania, and the Americas. W of and experimentation with diverse media, including amining the ways in which popular cultural artifacts par- A comparative study of the arts of selected cultures which drawing, photography, film, and new media, this ticipate in the making and breaking of such social developed outside the spheres of influence of the major European and Asian civilizations. Emphasis on the func- course examines architecture as a critical paradigm for categories as class, gender, and ethnicity. (General Educa- visual culture. (General Education Code(s): A.) tion Code(s): T5 - H umanities and Arts or Social Sciences, tion of the arts in these disparate geographic regions. Stu- The Staff A, E.) S. Kamehiro dents cannot rec e i v e credit for this course and course 10E. Designed for selected students who need upper-division 80Q. Digital Technologies and Visual credit to complete certain majors; contact the History of 107. Topics in African Visual Culture. Culture. * Art and Visual Culture Office for information. (General 107A. Central Africa. W Introduction to digital media from a theoretical and his- Education Code(s): A, E.) E. Cameron, C. Dean, Examination of visual cultures of Central Africa within torical perspective. From early computation to innova- S. Kamehiro a historical sequence from the Sanga archaeological ex- tions in contemporary Internet art, focuses on the cavations to contemporary easel painting. Prerequi- relation of digital technologies to vision, visual culture, 105. Topics in Art History. site(s): course 10E suggested. Enrollment restricted to and concepts of re p resentation. (General Ed u c a t i o n 105E. Ritual in Asian Religious Art. * sophomores, juniors and seniors (recommended). En- Code(s): T5-Humanities and Arts or Social Sciences, A.) Examination of interaction between image and ritual rollment limited to 90. (General Education Code(s): The Staff in Asian religious art. Case studies from different his- A, E.) E. Cameron torical periods and geographical locations (e.g., China, 80S. Western Culture and the Human Visual 107B. West Africa. * Tibet, Japan, Indonesia, India). Examples include Explores visual cultures of West Africa through time Imagination. * mandalas, ritual bron z es, tankas, sacred caves, temples, Survey of critical themes and theoretical topics central to (Nok to present). Attention paid to relationships be- tea ceremonies, and calligraphy. (General Education tween peoples and impact of European/Arab presence historical situations and visual character of Western cul- Code(s): A, E.) K. Thangavelu ture from Early Modern period to present. Addresses ison visual cultures. Prerequisite(s): course 10E recom- sues of particular concern to the visual tradition in Euro p e 105H. Paris: “Capital of the Nineteenth mended. (General Education Code(s): A, E.) and the U.S.: the beginning and end of art, visual reg i m e s Century”. * E. Cameron Examines the places, spaces, practices, and representa- of looking and seeing, the idea of the artist, the art mar- 110. Topics in Pre-Hispanic Visual Culture. ket, media and technologies, the role of museums and tions of Paris in the nineteenth century. Tracing the other exhibition practices. (General Education Code(s): changing face(s) of Paris by way of its literary and vi- 110A. Mexico. * T 5 - Humanities and Arts or Social Sciences, A.) sual rep r esentations by considering the experiences and The art and architecture of selected pre-Hispanic cul- C. Soussloff constructions of the modern city. Enrollment limited tures from the gulf coast, central, western, and south- to 90. (General Education Code(s): A.) The Staff ern Mexico including the Olmec, Zapotec, Toltec, 80T. Art of the Body in Oceania. S 105K. The Body in Crisis: Three Fin de Mixtec, Mexica (Aztec), and others. (Also offered as Explores “art of the body,” defined broadly, from various Latin American and Latino Studies 110A. Students p e r s p e c t i ves. Examines colonial re p resentations of Siècles. * Examines changing representations of the body in ar t cannot receive credit for both courses.) Offered in al- Oceanic bodies, self-rep r esentation through bodily adorn- ternate academic years. (General Education Code(s): ment and display (including tattoo, scarification, body at the turn of the nineteenth, twentieth, and twenty- first centuries in Eur ope and Nor th America. Topics in- A . ) painting, ornament, and dress), and bodily metaphors in C. Dean Oceanic visual cultures. (Formerly Art of the Body in the clude body as political metaphor and as a site for the Pacific Islands. ). (General Education Code(s): T5-Hu- construction of racial, ethnic, and gender identities. 110B. The Andes. * manities and Arts or Social Sciences, A, E.) S. Kamehiro (General Education Code(s): A.) The Staff The art of selected pre- H ispanic cultures of Colombia, 105P. Visual Cultures of the Pacific Islands. * Ecuador, Peru, and Bolivia including the Nazca, 80V. Modern Art: An Introduction. * Interdisciplinary course examines visual cultures of Moche, Chimu, and Inca. (Also offered as Latin Amer- Examination of major artists and artistic movements in Australia, Melanesia, Micronesia, and Polynesia from ican and Latino Studies 110B. Students cannot rec e i v e Europe and North America from 1900–1960. Works the archaeological past through contemporary periods. credit for both courses.) (General Education Code(s): from the domain of fine arts considered in conjunction (General Education Code(s): A, E.) S. Kamehiro A.) C. Dean with social, political, and philosophical events, which mediate and inform this work. Also looks beyond the limited 105U. The Ugly in Western Visual Culture. * 114. Buddhist Visual Worlds. F scope of the fine arts canon to the larger visual culture(s) Significant attention has been given to the beautiful; Introduction to the study of Buddhist visual traditions, that inform and disrupt its boundaries. (General Educa- little thought is given to the ugly. Course addresses from their beginnings to the present day. Case studies ex- tion Code(s): T5 - H umanities and Arts or Social Sciences, some of the aesthetic theories regarding the ugly and amined with careful attention to historical, social and cul- A.) The Staff examines how the ugly has been applied in artistic tural contexts; particular emphasis on the relation of visual practices. (General Education Code(s): A.) The Staff traditions to Buddhist practices. Enrollment restricted to 99. Tutorial. F,W,S sophomore, junior, and senior students. (General Educa- Sup e r vised study for undergraduates. Students submit pe- 106. Topics in Visual Culture. tion Code(s): A.) R. Birnbaum tition to sponsoring agency. The Staff 106A. Religious Traditions in Indian Art. F Examines ways in which religious traditions are embedded in (or embodied within) art of the Indian sub- HISTORY OF ART AND VISUAL CULTURE 261

115. Italian Renaissance: Representation and the nineteenth through the twenty-first century. Explore 140. Surrealism to Postmodernism, Paris–New Institutions. F social and political meanings of art and what art reveals York. W Lives of Italian Renaissance people from birth to death, about our nation’s values and beliefs, in particular, gender From Paris to New York, World War II to Vietnam, con- examining the nature and roles of the institutions which and race. (General Education Code(s): A.) The Staff sumerism to conceptualism, an introduction to visual arts defined human existence in this period. Uses visual arts and theories of representation produced in the U.S. and both illustratively and to study how institutions fashioned 127. Campus Planning and Architecture. * Western Europe between 1930 and 1990, with attention their images through art and architecture. (Formerly Campus planning and architecture from earliest begin- to the social and political role of the art market, criticism, course 80I.). (General Education Code(s): A.) The Staff nings in the Middle Ages at Oxford, Cambridge, and and censorship. (General Education Code(s): A.) Winchester to the most recent university campuses, with J. González 120. The Arts in Japanese History. particular emphasis on UCSC and other 1960s plans. 120A. Early Japanese Temples. * Frosh should contact instructor if interested in enrolling. 140A. The Power of Images in the Roman Enr ollment restricted to sophomores, juniors, and seniors. The construction and images, and the liturgical, polit- World. * Frosh should contact instructor if interested in enrolling. ical, and social functions of the principal Japanese tem- Exploration of major visual media of the Roman Repub- Enrollment limited to 90. (General Education Code(s): ples surviving from the formative period of Japanese lic and Empire focusing on political and social ideology A.) V. Jansen history, from approximately 500 to 1100 C.E. These that examines the context of artistic products. Examines temples are all prime historical and social sites in mod- public monuments, domestic architecture, funerary vo- 129. Themes in the Study of Medieval Visual cabulary, and plebeian images as examples of the imagery ern Japan. Most of them are mainly Buddhist, but the Culture. * religious context of the course will be the general one of Roman culture. (General Education Code(s): A.) The Many issues associated with contemporary artistic pro- Staff of Japan during this period, including Shinto. Enroll- duction and visual culture originated in the Middle Ages. ment limited to 35. (General Education Code(s): A.) Themes to be considered: role of secular art; women as 141. The Last Ten Years. * J. Hay artists and patrons; aesthetic attitudes; relationship be- Issues in recent visual art theory and practice are explored 121. The Arts in Chinese History. tw een cultures in holy war, crusade, and pilgrimage. (Gen - in light of contemporary exhibitions and publications. eral Education Code(s): A.) V. Jansen The course identifies themes and new media that have 121A. Early Chinese History. * emerged or risen to prominence in museums and galleries Neolithic to the first extended age of imperial China 131. Media History and Theory. * over the past decade, nationally and internationally. (Gen - (the Han Dynasty, 206 B.C.–220 A.D.). Themes, such An introductory examination of the writing about the eral Education Code(s): A.) J. González as ritual and technology in the language of form, issue of “medium” and media theory in visual culture. within a cultural and historical framework concluding Technologies, discourses, and practices from all periods 147. Technologies of Visual Culture Since in the age when rep r esentation of ever yday life first be- that use the comparison of media as a major approach to 1950: Art, Media, and the Computer. * came prominent. (General Education Code(s): A.) understanding the problems of the visual are highlighted. An interdi s c i p l i n a r y study of the histories and critiques of J. Hay New media, film, television, video, traditional arts are also technology as they relate to visual culture. Ideas about treated. Prerequisite(s): course 10G, or any of the follow- modernist architecture, suburbia, television, alternative 121C. Later Chinese History. * ing courses from Film and Digital Media: 20A, 20B, 20C video, sci-fi, pop, minimalism, conceptual art, and per- The arts of China, from the second century A.D. to the or 120. Enr ollment restricted to sophomores, juniors, and formance art in connection with computer culture. (Gen - twentieth century. Architecture, sculpture, ceramics, seniors. (General Education Code(s): A.) C. Soussloff eral Education Code(s): A.) The Staff calligraphy, and painting, setting these in contexts of social structure, political, and cultural values. Enroll- 136. German Art, 1905–1945. W 149A. Histories of Photography. * ment limited to 45. (General Education Code(s): A, Expressionism, agitprop, the Bauhaus, New Objectivity, Int r oduction to the histories of photography and the crit- E.) J. Hay attacks on modernism, National Socialist realism. Paint- ical debates around different photographic genres such as 121D. Twentieth-Century Chinese Art. * ing, sculpture, graphic art, and some arch i t e c t u r e and film, medical photography, art photography, and political pho- studied in the context of political events from the eve of Chinese art during the socially and politically tumul- to g r a p h y . Students will develop a critical language in orde r World War I to the end of World War II. (General Edu- tuous twentieth century, a period when artists were to analyze photographs while considering the importance cation Code(s): A.) D. Hunter challenged by an increased awareness of world art and of social and institutional contexts. (General Education Code(s): A.) J. González the need to adapt to politically-motivated artistic con- 137. Impressionism to Pop Art: Art in Modern straints. General narrative history, leading artists, deci- Culture. * 150. Advanced Studies in Pre-Hispanic Visual s i ve moments, and poignant questions. (Ge n e r a l Critical reading of modernism as a high art tradition. Em- Culture. Education Code(s): A, E.) The Staff phasis on context: culture of capitalism, shift in power 150A. The Maya. * from Europe to the U.S., role of gender and race, and the 124. Contemporary Architecture, 1968– The art and architecture of the Maya of southern aesthetic as either apolitical refuge or site of disruption and Present. * Mesoamerica from the first century C.E. to ca. 1500. critique. Third in a sequence of three courses on French Examination of practitioners, projects, issues, and theories Prerequisite(s): course 10E or 100E or 110A. Enroll- art and its historical context; see courses 176 and 177. in contemporary architecture from 1968 to the present. ment limited to 40. (General Education Code(s): A.) (General Education Code(s): A.) The Staff Topics include pop culture and architecture, deconstruc- C. Dean tivist architecture, and questions of place and identity in 138. Modern Architecture, 1880–1968. W recent architecture. Enrollment limited to 90. (General 151. Topics in Colonial/Post-Colonial Visual Developments in nineteenth- and twentieth-century ar- Culture. Education Code(s): A.) The Staff chitecture, focusing on issues of modernity, technology, and industrialization, new building types, competitions, 151A. The Native in Colonial Spanish 125. The Languages of Medieval Visual America. * Culture, c. 300–1500. * and urban growth as well as on major movements, buildings, and architects. (General Education Code(s): A.) Th e Indigenous contributions to colonial Spanish Ameri- The visual culture of the Eur opean Middle Ages with em- Staff can visual culture including architecture, manuscripts, phasis on why certain formal languages were used and sculpture, painting, textiles, featherwork, and metal- how they functioned in their societies. One course from 139. The Art and Architecture of Islam. * lurgy. Focus on colonial Mexico, the Andes, and Cali- the 10 or 80 series or a course in medieval culture is rec- Study of Islam as a religious and political entity and analy- fornia. (Also offered as Latin Americn & Latino ommended as preparation. Prerequisite(s): satisfaction of sis of how the Islamic world has defined itself in the rea l m Studies 151A. Students cannot receive credit for both the Subject A and Composition req u i r ements for writing- of cultural production. Presentation of a variety of Isl a m i c courses.) Enrollment limited to 35. (General Educa- intensive sections. Enrollment restricted to sophomores, artistic media from different historical periods and geo- tion Code(s): A, E.) C. Dean juniors and seniors. (General Education Code(s): W or C graphic areas provides a general overview of artistic pro- for designated sections, A.) V. Jansen duction in diverse Islamic lands. (General Education 153. History of the Book. W Code(s): A, E.) The Staff History of book production and use in the West from an- 126. America IN Art. W tiquity to modern times. Dev elopment from roll to codex Introduction to American visual arts: architecture, paint- and from script to print. Emphasis on the relationship being, photography, sculpture, and performance art, from tween text and image. Class conducted in Special Collec-

*Not offered in 2004–05 262 PROGRAMS AND COURSES

tions, McHenry. Exhibition as class project. Enrollment course or a course in ancient or medieval culture is rec - to figures such as Caravaggio, Carracci, Bernini, and Al- limited to 25. (General Education Code(s): A.) ommended as preparation. Enrollment limited to 35. gardi, and places such as Bologna, Florence, Rome, E. Remak-Honnef (General Education Code(s): A.) V. Jansen Genoa, and Naples. Problems considered include the rise of the academies and connoisseurship, art theory, patron- 154. Environments and Religion in China. 164. Early Medieval and Romanesque age, and definitions of style. Enrollment limited to 35. 154A. Sacred Geography of China. * Architecture. * May be repeated for credit. (General Education Code(s): An examination of the close relationship of religious Meaning and form of building in western European soci- A.) C. Soussloff traditions and the natural world in China, and its ex- ety, 1000–1130, within monastic, imperial, ducal, and pression in visual representation. Particular emphasis urban environments. Course 80A or one quarter of the 170. The Image of the Artist in History and on the ways in which competing groups sought to de- course 10-series or a course in medieval studies is recom- Fiction. * fine or re-envision an understanding of the terrain. En- mended as preparation. Prerequisite(s): satisfaction of the Examination of the representation of the visual artist in rollment restricted to sophomores, juniors, and seniors. Subject A and Composition requirements for writing-in- historical writing and contemporary fiction and film. In- En rollment limited to 35. (General Ed u c a t i o n tensive sections. Enrollment restricted to sophomores, vestigation of the models, structure, and language of the Code(s): A.) R. Birnbaum juniors, and seniors; other interested students should con- biography of the artist. Enrollment restricted to juniors tact instructor. Enrollment limited to 35. (General Edu- and seniors; other students should contact instruc t o r . En- 154B. Architecture and Religion in China. * cation Code(s): W or C for designated sections, A.) rollment limited to 35. (General Education Code(s): A.) An examination of the built environment—houses and The Staff C. Soussloff palaces, shrines and temples, walls and gates, monuments and tombs, village and city plans—in relation to 165. Gothic Architecture. 171. Methods and Historiography: Aesthetics cosmological views and religious traditions. Special 165A. Cathedral Gothic. * and Historicism. * focus on the Chinese Buddhist monastery. Enro l l m e n t Theory, form, structure, and social conflict in the Examination of the representation of the visual artist and restricted to sophomores, juniors, and seniors. Enroll- building of cathedrals and large churches in western art in German historical and philosophical writing from ment limited to 35. (General Education Code(s): A.) Eur opean urban society, 1140-1300, with emphasis on 1790 to World War II. Focus on critical readings of texts R. Birnbaum northern France. Course 80A or one course from the for the purpose of analyzing and contextualizing them, 10-series or a course in medieval studies is recom- both historically and theoretically. Enrollment limited to 155. Constructing Lives in China: Biographies 35. (General Education Code(s): A.) C. Soussloff and Portraits. * mended as preparation. Enr ollment restricted to soph- Consideration of biographies and portraits in China as om o r es, juniors, and seniors. Enr ollment limited to 35. 172. Jewish Identity in Visual Representation. representations of human types and individuals, and the (General Education Code(s): A.) V. Jansen W use of these representations as models for constructing 165B. Gothic Beyond. * An exploration of the theoretical and practical or experi- lives. Attention to historical and social contexts, early Parish, friar, and special-purpose churches, chapels, ential applications of Jewish identity in European visual times to present. Special focus on Chinese Buddhist tra- synagogues, and colleges within episcopal, roy a l , representation. Brief background on pre-emancipation ditions. A previous course that focuses on traditional noble, burgher, merchant, and artisan societies textual and cultural issues followed by study of the Jewish China or Buddhist studies strongly recommended. En- throughout western Europe, c.1150-1500, with par- subject and Jewish subjectivities in modernity. Formerly rollment limited to 35. (General Education Code(s): A, ticular emphasis on Late Gothic structures. Course course 190L. Enr ollment restricted to juniors and seniors. E.) R. Birnbaum 80A or one course from the 10-series or a course in me- Enrollment limited to 18. Formerly course 190L. (Gen- dieval studies is recommended as preparation. Enroll- eral Education Code(s): A, E.) C. Soussloff 159. Thematic Topics in Chinese Art. ment restricted to sophomores, juniors, and seniors. 173. Culture and Society in Early Modern 159B. Chinese Landscape Painting. * En rollment limited to 35. (General Ed u c a t i o n Europe. * Examines the history and significance of the subjects Code(s): A.) V. Jansen Visual culture and representation explored through close most prominent in Chinese painting during the past study of texts, images, and institutions that register the one thousand years, focusing on the cultural factors 166C. Visual Culture in the New Middle Ages. * fundamental theoretical and societal changes from the late that made landspace a fundamental value in the Chi- Middle Ages through the seventeenth century. Readings in nese tradition and the methods whereby painters cre- Scholarship since the 1970s has reframed issues and even the ver y character of the Middle Ages in exciting ways. By literature, drama, visual art, religion, science, philosophy, ated pictorial equivalents. Enrollment limited to 35. and politics. Enrollment limited to 40. May be repeated (General Education Code(s): A.) J. Hay studying representative works from both recent and traditional perspectives, we shall probe what constitutes “me - for credit. (General Education Code(s): A.) C. Soussloff 160. Storytelling in Asian Art. W di e va l ” and deconstruct earlier interpretations. Enro l l m e n t 174B. Architecture as Collaboration: Shaping Combination of theoretical perspectives on narrative from restricted to sophomores, juniors, and seniors. Enro l l m e n t Modern Environments, 1910–1940. * literary criticism, rhetoric, folklore, and film theory with limited to 35. May be repeated for credit. (General Edu- Critical examination of collaboration in projects and writ- art historical focus on images (cave temples, stone reliefs cation Code(s): A.) The Staff ings by selected architects. This course will consider dis- on stupas, scrolls, dance-drama, etc.) from India, Pak i s t a n , junctions between actual practices and re t ro s p e c t i ve China, Japan, Cambodia, and Indonesia. Enr ollment lim- 167. Colonial and Postcolonial Cities: Morocco and Algeria. * histories; questions of gender, sexuality, and creative ited to 35. (General Education Code(s): A, E.) processes; and relationships between architecture and the K. Thangavelu Through examination of architecture, urban planning, and images of cities in photography and film, considers visual arts. Enr ollment limited to 35. (General Edu c a t i o n 161. Japanese Arts and Crafts. * the changing forms, rep r esentations, transformations, and Code(s): A.) The Staff Examines premodern and modern developments in the experiences of cities in Morocco and Algeria during colo- 175. Feminism and Aesthetics. * production, dissemination, and use of Japanese arts and nial and postcolonial periods. Enrollment limited to 35. Addresses the feminist critique of art history and visual crafts. Includes a unit focusing on the tea ceremony as a (General Education Code(s): A.) The Staff culture; queries the viability of a feminist sensibility or key site for shaping craft aesthetics. Enrollment restricted 168. High Renaissance. * politics in visual re p resentation and reception. Ap- to sophomores, juniors, and seniors. Enrollment limited proaches these topics through the problem of the repre- to 35. (General Education Code(s): A, E.) The Staff An investigation of the High Renaissance as a period and stylistic concept, using the major artists and monuments sentation of the “woman arti s t ” and the feminine/feminist 163. Early Medieval Visual Culture. of the period 1480–1525 to discuss issues of theory, his- voice in cultural institutions and discourse. Enrollment tory, and art. Artists considered include Leonardo da limited to 35. (General Education Code(s): A.) 163A. The Mediterranean. F Vinci, Michelangelo, and Raphael. Enrollment restricted C. Soussloff Visual culture from the late Roman Emp i r e to the early to sophomores, juniors, and seniors. Enrollment limited 176. Spectacular Power: Versailles, 1660–1989. * Byzantine Empire. Imperial triumphal monuments, to 35. (General Education Code(s): A.) C. Soussloff Roman, early Christian, and Jewish catacombs, fres- The palace and grounds of Versailles as a rep r esentation of coes, manuscripts, and mosaics. Enrollment restricted 169. Studies in Seventeenth-Century Italian the French state since the time of Louis XIV. Arch i t e c t u re , to sophomores, juniors, and seniors; other students Art. * garden design, fountains, and fortifications; painting, should contact instructor. One quarter of a 10-series Italian painting and sculpture of the seventeenth century sculpture, and court ceremony. The links between abso- in cultural and historical contexts, with special attention lutism and the making of the “classic” French style are ex- HISTORY OF ART AND VISUAL CULTURE 263

plored. First in a sequence of three courses on French art 189. Special Topics in Art History. 190. Seminars in Visual Culture. and its historical context; see courses 177 and 137. En- 189A. European Graphic Arts and Print 190A. Theories in Architecture. * rollment limited to 35. (General Education Code(s): A.) Media. * How do we construct architecture in words? Which D. Hunter Study of graphic media in their practical, theoretical, discourses do we use, and what do they tell us about 177. French Painting, 1780–1855. W and historical contexts, including their institutional how we understand architecture? How are technology The art of David, Gros, Ingres, Gericault, Delacroix, the and technological aspects. Content varies to include and the techniques of architectural representation un- Barbizon School, and Courbet studied in relation to the some of all of the following areas of graphic media— derstood? Enr ollment restricted to juniors and seniors. changing status of the art and the political events from drawings, prints (woodcuts, engravings, etchings, lith- En rollment limited to 17. (General Ed u c a t i o n 1789 to 1848. Second in a series of three courses on ographs, silkscreens), technologies of the book, and Code(s): A.) The Staff French art and its historical context. See courses 176 and digitalized images. Media are discussed in their social 190B. The Virgin of Guadalupe: Images and 137. Enrollment limited to 35. (General Education and cultural contexts and in relationship to other visual Symbolism in Spain, Mexico, and the U.S. * Code(s): A.) The Staff material. Giv es an introduction to specific areas in and Focus on the histories of miraculous images of La Vir - various aspects of graphic media. Enr ollment limited to gen de Guadalupe de Extremadura (Spain) and La Vir - 180. The Camera and the Body. * 35. (General Education Code(s): A.) The Staff Through the study of historical and contemporary visual gen de Guadalupe de Te p e y a c ( Mexico). T h e texts (from ethnography and portraiture to advertising 189N. Impressionism. * foundations and growth of the cult of the Mexican and erotica), this course explores how photographic im- Focusing on work of artists Monet, Degas, Morisot, Guadalupe during the colonial period is examined ages of the body, while masquerading as “natural,” “self- Cassatt, Caillebotte, and others, course themes include along with the multivalent symbolism of her image. evident,” or “scientific,” participate in highly coded sign development of a Parisian avant-garde, representing Considers contemporary “ap p e a r a n c e s ” of the Virgin of systems that influence who looks at whom, how, when, modernity, new art exhibition strategies, issues of gen- Guadalupe, from the miraculous images on a tree in and why. Enrollment limited to 35. (General Education der in/and representation, and rise of landscape paint- central California and the compositions of Chicano Code(s): A.) J. González ing. Pre requisite(s): course 137 re c o m m e n d e d . artists, to mass-produced kitsch. This course can be En rollment limited to 35. (General Ed u c a t i o n taken for senior exit credit only be permission of the in- 181. Environments, Installations, and Sites. * Code(s): A.) The Staff structor. This course can be taken for senior exit credit A study of conceptual and formal issues that have in- 189O. Mediterranean Cities in the only be permission of the instructor. Enrollment re- formed the production of temporary, site-specific art Nineteenth and Twentieth Centuries. * stricted to juniors and seniors. Enrollment limited to works since 1960. Works that seek to transform the role A study of architecture and urban landscapes in cities 18. (General Education Code(s): A, E.) C. Dean of the audience, to escape or remake museum and gallery including Casablanca, Barcelona, Algiers, Marseille, 190C. Subalternatives: Representing spaces, to introduce environmental concerns, or to situate Athens, and Istanbul. Considers myths and realities of Others. * art in “the land” or in “the street” serve as a focus. Enroll- Mediterranean identity in architecture through draw- Explores how visual representation (in fine art, popu- ment limited to 35. (General Education Code(s): A.) ings and buildings, photography and film during colo- lar art, film, and television) encodes difference in se- J. González nial and postcolonial periods. Enrollment limited to lected cultural and historical contexts. Considers 182. Chicano/Chicana Art: 1970–Present. W 35. (General Education Code(s): A.) The St a f f , (post)colonial image-making both as a strategy of dom- Taking the terms “Chicano” and “Chicana” as a critical S. Crane ination as well as resistance. This course can be taken framework, addresses cultural and conceptual themes in 189Q. Eighteenth-Century European for senior exit credit only by permission of the in- visual art production since 1970. Questions concerning Aesthetics. * structor. Enrollment restricted to juniors and seniors. aesthetics, identity, gender, and activism in painting, pho- Org a n i z ed thematically to provide a historical and crit- En rollment limited to 22. (General Ed u c a t i o n tography, murals, and installation art explored. (General ical treatment of eighteenth-century European aes- Code(s): A, E.) C. Dean Education Code(s): A, E.) J. González thetic theory, art writing, art production, collection, 190D. The World of the Lotus Sutra. W and exhibition practices. Topics include the status of Close study of the principal text of East Asian Bud- 185. Topics in African Art. artists, the sublime and the beautiful, antiquarianism, dhism as a self-enclosed vision of reality, with careful 185A. Royal Arts in West Africa. * and the Grand Tour. Enrollment limited to 35. (Gen- consideration of the forms and functions of the world Examination of the visual culture of selected West eral Education Code(s): A.) The Staff of visual and aural representation that it has inspired. African kingdoms, historical and contemporary. En- 189U. The Visual Culture of Catastrophe. * Prerequisite(s): course 114. Enrollment limited to 17. rollment restricted to sophomores, juniors, and seniors. Analysis of the various aesthetic and rhetorical re- (General Education Code(s): A.) R. Birnbaum En rollment limited to 35. (General Ed u c a t i o n sponses to catastrophe. The content of the course 190F. Mountains and Religion in China. * Code(s): A, E.) E. Cameron largely focuses on cinematic representations of the Topical approach to the visual culture of mountains in 185B. Gender. * Holocaust and Hiroshima; it is these specific cata- Chinese history—encompassing both imaginative con- In Africa, relationships exist between gender and visual st r ophic events which have supposedly generated a cri- structions and physical realities—especially in relation cu l t u r e. Course examines where categories come from , sis in representation itself. Enrollment limited to 35. to religious practices. Considers examples and contexts differences in men’s and women’s visual cultures, and (General Education Code(s): A, E.) The Staff in relation to such topics as pilgrimage, local and state ho w visual cultures teach, rei n f o r ce, and negotiate gen- 189V. Venetian Renaissance Art and religion, and individual or group ret r eat and rec l u s i o n . der definitions. When are male/female boundaries Architecture. * Int e rv i e w only: a previous course on Chinese history or crossed, and why? Enrollment limited to 35. (General Examines the painting, sculpture, and architecture of cu l t u r e (in such departments as history of art and visual Education Code(s): A, E.) E. Cameron Renaissance Venice. Systems of patronage, the social culture, history, literature, or anthropology) or per- functions of art, and the particular institutions of mission of instructor; instructor determines if prereq- 187A. Textile Traditions of Oceania. W uisite is met. Enrollment restricted to juniors and Investigates how textiles contribute to cultural fabric of Venice are the main focus. Enrollment limited to 35. (General Education Code(s): A.) The Staff seniors. Enr ollment limited to 17. (General Edu c a t i o n Oceania. Explores women’s roles in socioeconomic ex- Code(s): A.) R. Birnbaum changes and cultural production; gender issues regarding 189W. Performance Anxiety in Seventeenth- production and function of Oceanic textiles; and history Century Dutch Painting: Portraits, Still 190G. Word and Image in Chinese of processes, functions, and aesthetics. Prer equisite(s): sat- Lifes, and Other Genres. * Culture. * isfaction of Subject A and Composition requirements. The acts of posing and painting, called portraits, stud- The Chinese tradition, from the earliest material evi- Prior coursework related to Oceania recommended. En- ied as aesthetic performances within a system of genres dence to the most recent, has persistently emphasized rollment restricted to juniors and seniors or by permission and as representational strategies that respond to pe- a close relationship between written language and pic- of instructor. Enrollment limited to 25. (General Educa- culiar instabilities—social, political, and economic—of torial image. This concern has appeared equally in ar- tion Code(s): W, A, E.) S. Kamehiro the Dutch Republic during the Eighty Years’War. En- tifactual and theoretical form. Its best know n rollment limited to 35. (General Education Code(s): representation is in the association of calligraphy with A.) H. Berger painting. Course examines the evolution and meaning of that association. A knowledge of the Chinese lan-

*Not offered in 2004–05 264 PROGRAMS AND COURSES

guage is not necessary. Enrollment restricted to soph- Enrollment restricted to juniors and seniors. Enroll- lems of relating meanings of visual art to the society in om o r es, juniors, and seniors. Enr ollment limited to 18. ment limited to 17. (General Education Code(s): A, which it was made. Enrollment restricted to juniors (General Education Code(s): A.) J. Hay E.) S. Kamehiro and seniors. Enrollment limited to 18. (General Edu- 190H. Representing Cultural Narratives: 190P. Death and Patriotism: The Case of the cation Code(s): A.) The Staff Japanese Handscrolls. * French Revolution. * 191. Seminars in Art History. Narrative handscrolls were one of the most character- What are the relations between the mortal body and istic and vivid productions of Japanese visual culture politics in times of crisis? What purposes can death, or 191A. Ingres (1780–1867): Artist and Icon. * for over a thousand years. They were used to represent the threat of death, serve? Examines representations of Examination of French artist Jea n - A uguste Dom i n i q u e and re-represent almost every aspect of institutional executions, assassinations, and funerals during the Ingres throughout path of his seventy-year career and and social history. Examines their cultural categories French Revolution, with an emphasis on the Terror. in recent scholarly writings. Considers both Ingres’s and historical development. This course can be taken En rollment limited to 18. (General Ed u c a t i o n artistic production and multiple incarnations of “In- for senior exit credit only by permission of the in- Code(s): A.) D. Hunter gres” as icon in art history. Enrollment limited to 18. (General Education Code(s): A.) The Staff structor. This course can be taken for senior exit credit 190Q. Portraiture: Europe and America, only by permission of the instructor. Enrollment re- 1400–1990. W 191C. Iconoclasm. W stricted to juniors and seniors. Enrollment limited to Western portraiture and self-portraiture at certain key What happens when, to control an object, it is de- 18. (General Education Code(s): A.) J. Hay moments (early modern Italy, sixteenth-century Ger- stroyed? Examines destruction of art as a way of end- 190J. Built Environments of Medieval many, seventeenth-century Holland, France from the ing the object’s life cycle, as a device of social Cities. F reign of Louis XIV to the Revolution, contemporary tension/change, and as a colonial and post-colonial Roads, bridges, walls, market squares, civic buildings, U.S.) are explored by reading twentieth-century inter- mechanism of religious/political control. (Formerly hospitals, houses, churches, and districts in the eco- pretations and some primary sources. This course can Iconoclasm in Africa. ). Prerequisite(s): course 10E, or nomic, social, and political environments of the me- be taken for senior exit credit only by permission of the permission of instruc t o r . Enr ollment restricted to soph- dieval urban fabric. Recommended for students with instructor. Enrollment limited to 18. (General Educa- om o r es, juniors, and seniors. Enr ollment limited to 18. background in medieval, urban, or architectural stud- tion Code(s): A.) The Staff (General Education Code(s): A, E.) E. Cameron ies. Course can be taken for senior exit credit only by 190R. Voudou Art. * 191D. Spectacle, Ceremony, and Display in permission of the instructor. Enrollment restricted to The arts of Dahomean vodun and Haitian voudou ex- Medieval Pilgrimage and Contemporary juniors and seniors. Enr ollment limited to 17. (Gen e r a l amined from a series of perspectives: as African beliefs Tourism. * Education Code(s): A.) V. Jansen and diasporic retentions, as manifestations of contem- Medieval pilgrimage and contemporary tourism stud- 190K. Representations and Society in the porary convictions and practices, as subversion of/or ied as social, cultural and economic phenomena with Middle Ages: The Genealogy of the resistance to colonial authorities, as Hollywood com- analogous structures. Examines some of the most sig- Modern. * modifications. This course can be taken for senior exit nificant medieval pilgrimage sites (Rome, Jerusalem, Physical images and monuments from the twelfth cr edit only by permission of the instruc t o r . Enro l l m e n t Santiago de Compostela) through contemporary liter- through fifteenth centuries treated in their sociopolit- restricted to sophomores, juniors, and seniors. Enroll- ature on tourism. Enrollment limited to 18. (General ical contexts examined from the perspective of issues ment limited to 18. (General Education Code(s): A, Education Code(s): A.) The Staff important to late twentieth-century American society E.) The Staff 191E. Prints and Print Culture in Europe: through critical readings of texts. Student topics may 190S. Semiotics and Visual Culture. W 1400–1900. * focus on other places and times than the European How can visual culture be understood as the produc- Examines issues surrounding the technology and uses Middle Ages. This course can be taken for senior exit tion, circulation, and recirculation of signs? This of printed images from early Renaissance through the cr edit only by permission of the instruc t o r . Enro l l m e n t course offers a history of semiotics and its method- end of the Early Modern period. Topics include polit- restricted to juniors and seniors. Enr ollment limited to ological application in the analysis of images in popu- ical, religious, and satirical uses of prints as well as the 18. (General Education Code(s): A.) V. Jansen lar culture and within the discipline of art history. Th i s rep r esentation of women in prints. Enr ollment limited 190M. History and Visual Culture. * course can be taken for senior exit credit only by per- to 18. (General Education Code(s): A.) The Staff The literature on art and visual culture in the Euro p e a n mission of the instruc t o r . Enr ollment restricted to jun- 191F. Play and Ritual in African Visual tradition and the critiques that have emerged in post- ior and senior students. Enrollment limited to 18. Cultures. * modern theory, particularly as these pertain to the term (General Education Code(s): A.) J. González Compares how play and ritual construct worlds and and concept “history.” Enr ollment restricted to juniors 190T. Feminist Theory and Art regulate visual cultures—from dolls to “ritual” objects and seniors. Enrollment limited to 18. (General Edu- Production. * and performances. Attention given to areas where play cation Code(s): A.) C. Soussloff A close reading of works of art and theoretical texts by and ritual overlap and the visual cultures that result. 190N. The Philosophy of Art. * feminists working from 1970 to the present. The Enr ollment restricted to sophomores, juniors, and sen- This course will examine the ways in which the work course encourages debate around the past, present, and iors. Enrollment limited to 17. (General Education of art appears in philosophical writings in the Euro- future relevance of feminist theories to visual cultural Code(s): A, E.) E. Cameron pean tradition from Greek times to the present. The studies, paying particular attention to issues of cultural 191G. New Texts for Old Greek Pots. * readings will be chosen for the ways in which the ide- and ethnic difference. Enr ollment limited to 18. (Gen - Discussion and research focused on recent criticism ological and theoretical aspects of art are addressed by eral Education Code(s): A.) J. González and new approaches to study of Greek painted pottery. philosophy. Enrollment restricted to junior and senior 190U. Representations of Women in Indian In addition to fundamental aspects of vase painting, history of art and visual culture, art, literature, history, Art. F gender, politics, re-presenting the body, the heroic tra- philosophy, history of consciousness, and politics ma- Deals with rep r esentations of the female divinity in In- dition, and mythology are examined. Enrollment re- jors. Can be taken for senior exit credit only by per- dian religious imagery, and of women in secular and stricted to sophomores, juniors, and seniors. mission of instructor. Enrollment limited to 18. courtly paintings. Also examines roles women play in En rollment limited to 17. (General Ed u c a t i o n (General Education Code(s): A.) C. Soussloff the production of art in the Indian subcontinent. En- Code(s): A.) The Staff 190O. Art and Culture Contact in rollment restricted to sophomores, juniors, and seniors. 191H. Chan Texts and Images. * Oceania. * En rollment limited to 17. (General Ed u c a t i o n Examines selected issues in history of Chan (Zen) Bud - Examines impact of culture contact on Oceanic and Code(s): A, E.) K. Thangavelu dhist traditions in China from medieval times to the Euro-American visual cultures in context of “discov- 190W. The Social History of Art. * present day. Concepts, methods, and visual expression ery,” colonialism, and “postcolonialism.” Topics in- The history, aims, and limitations of the more radical of Chan practice situated through study of texts and vi- clude eighteenth-century visual culture, colonial social history of art: art historians of the 1930s; the war sual materials. Prer equisite(s): course 114 or permission identities, primitivism, syncretism, impact of Chris- and post-war period; radical art history of the 1970s of instructor. Enrollment limited to 17. (General Ed- tianity, contemporary art/market, media, tourism, and 1980s in Britain and the U.S.; the problems of ide- ucation Code(s): A.) R. Birnbaum transnationalism, and globalization. Prerequisite(s): ology and its various permutations; the myriad prob- prior course work related to Oceania recommended. HISTORY OF CONSCIOUSNESS 265

191I. The Individual and Tradition in 198F. Independent Field Study NEF E RT I TAD I A R , Associate Professor of His t o r y of Chinese Painting of the Seventeenth (2 credits). F,W,S Co n s c i o u s n e s s Century. * Independent field study away from the campus. Students Th i r d Wor ld feminisms, postcolonial theory, critical theories of Embracing the last great transition between imperial submit petition to sponsoring agency. The Staff race and racism, literar y and social theory, cultural studies of dynasties in China, the seventeenth-century was a pe- the Asia Pacific reg i o n riod of extraordinary creativity in Chinese painting. 199. Tutorial. F,W,S Individual study in areas approved by sponsoring instruc - VIC TO R BURG I N , Professor Emeritus of His t o r y of Both the proponents of traditional values and the seek- Co n s c i o u s n e s s ers after viable individualism wer e equally vigorous and tors. Students submit petition to sponsoring agency. The in ve n t i v e. Much of their work still has a strong and im- Staff HAYD E N WHI T E , Uni v ersity Professor Emeritus of mediate appeal to the eyes and minds of today. Ex- His t o r y of Consciousness plores both the working of this period and the nature Graduate Courses of its continuing appeal. Enr ollment restricted to soph- Extended Dep a r tment Fac u l t y om o r es, juniors, and seniors. Enr ollment limited to 17. 294. Teaching-Related Independent JOH N BROWN CHI L D S , Professor of Soc i o l o g y (General Education Code(s): A.) J. Hay Study. F,W,S Ethnic conflict and transcommunal cooperation, sociology of 191J. Constructing Memory and Place in Directed graduate research and writing coordinated with kn o wledge, African American and Nat i v e Ame r i c a n Postwar Architecture. * the teaching of undergraduates. Students submit petition in t e ra c t i o n s to sponsoring agency. May be repeated for credit. The How have architects engaged memory and place in ar- MIC H A E L H. COWAN , Professor of American Studies chitectural projects and built landscapes since World Staff American cultural theory and history, history of Ame r i c a n War II? Examines memorializing, memory, and erasure 297. Independent Study. F,W,S studies, symbolic expression in American life, urban cultural of place in reconstruction of cities, creation of memo- Independent study or res e a r ch for graduate students. Stu - studies, American literar y studies, studies in the institutional cu l t u r e of higher education rials, and design of buildings. Enrollment restricted to dents submit petition to sponsoring agency. May be re- sophomores, juniors, and seniors. Enrollment limited peated for credit. The Staff GIN A DEN T , Assistant Professor of Wom e n ’s Studies to 17. (General Education Code(s): A.) The Staff Africana studies, popular culture and social prob l e m s , 191K. Theories of Postmodernism and the feminist legal theory, postcolonial and critical area studies Visual Arts. * SHE L L Y ERR I N G TO N , Professor of Anthrop o l o g y Discourse of postmodernism and the critical view of History of Globalization of folk art, visual and social semiotics, modernism that has emerged with it. Considers struc- ph o t o g ra p h y , film, the Int e r net and digital media, Southeast turalism, poststructuralism, semiotics, and phenome- Asia, and Latin Ame r i c a nology along with three types of postmodernist Co n s c i o u s n e s s CAR L A FRE C C E R O, Distinguished Professor of di s c o u r s e — p o s t s t r ucturalist, neo-Mar xist, and art crit- French Literature and Wom e n ’s Stu d i e s ical. Enrollment restricted to juniors and seniors. En- 218 Oakes College Renaissance studies, French and Italian language and rollment limited to 17. (General Education Code(s): (831) 459-2757 li t e ra t u r e, early modern Eur opean history and literat u re , A.) The Staff ht t p : / / h u m w w w. u c s c . e d u / h i s t c o n / Hi s C o n . h t m l postcolonial theories and literat u r e, contemporar y feminist 191M. Manet, Painter of “Modern Life.” * theories and politics, queer theory, pre- and early modern Focuses upon French artist, Édouard Ma n e t Faculty and Professional Int e re s t s studies, contemporar y fiction by women of color in the U.S., (1832–1883) and his role in the history of the “mod- identity politics as political forma t i o n s ern” in representation. Oriented toward recent schol- JAM E S T. CLI F F O R D , Distinguished Professor of HER M A N S. GRA Y, Professor of Soc i o l o g y ar s h i p , seminar provides an examination of Man e t ’s life His t o r y of Consciousness Cul t u r al studies, media and television studies, black cultural and work and analyzes artistic historical constructions His t o r y of anthrop o l o g y, trav el, and exoticism; tran s n a t i o n a l po l i t i c s of his modernity. Enrollment restricted to juniors and cu l t u r al studies, museum studies, indigenous studies SUS A N HAR D I N G , Professor of Anthrop o l o g y seniors. Enr ollment limited to 17. (General Edu c a t i o n ANG E L A Y. DAVI S , Professor of His t o r y of Cul t u r e, politics, narrat i v e, gender, local/global studies, Code(s): A.) The Staff Consciousness and Wom e n ’s Stu d i e s et h n o g r aphic writing, fundamentalism, Christianity, state- 191P. Art and Identity in the Pacific: Feminism, African American studies, critical theory, popular making, aging, America, and Spa i n Creating and Challenging Ethnic and music culture and social consciousness, philosophy of punishment (women’s jails and prisons) DAVI D C. HOY, Distinguished Professor of National Identities. F Philosophy; UC Presidential Chair Theoretical discussions and Pacific Basin case studies TER E S A DE LAUR E T I S , Professor of His t o r y of Co n t e m p o ra r y French and Ger man philosophy on 1) definitions of cultural, ethnic, and national iden- Co n s c i o u s n e s s tities; 2) relationship between art, museums, and con- Semiotics, psychoanalysis, feminism, film theory, literar y EAR L JACK S O N JR., Associate Professor of Literature Japanese intellectual history, medieval Japanese literat u re , struction of historical and cultural narratives; 3) ways th e o r y, queer studies “tradition” defined in art practices and used by groups mo d e r n Japanese literat u r e, Japanese cinema, semiotics, BAR B A R A L. EPS T E I N , Professor of His t o r y of ps y choanalysis, Kor ean cinema, Kor ean language and culture, to assert an identity in their present. Participants first Co n s c i o u s n e s s Buddhist philosophy, and film theory de v elop a theoretical framewo r k and voc a b u l a r y for an- Social movements and theories of social movements, 20th- ROB E R T L. MEI S T E R , Professor of Pol i t i c s alyzing artistic production in a variety of cultures. ce n t u r y U.S. politics and culture, Mar xism and rel a t e d Political and moral philosophy, law and social theory, Marx i a n Through specific case studies, will explore how art, ar- theories of social change chitecture, and museums actively contribute to define th e o r y, institutional analysis, antidiscrimination law DON N A J. HAR A WAY, Professor of His t o r y of and challenge ethnic and national identities. Enroll- HEL E N E MOG L E N , Professor of Literature and ment restricted to sophomores, juniors, and seniors. Consciousness and Wom e n ’s Stu d i e s Wom e n ’s Studies; UC Presidential Chair Feminist theory, cultural and historical studies of science and En rollment limited to 17. (General Ed u c a t i o n The English novel; feminist, cultural, and psych o a n a l y t i c te c h n o l o g y, relation of life and human sciences, and human- Code(s): A, E.) S. Kamehiro th e o r y; Direc t o r , Institute for Adv anced Feminist Res e a rc h animal rel a t i o n s 195. Senior Thesis. F,W,S TRI LO K I NATH PAN D E Y, Professor of Anthrop o l o g y GAR Y L. LEA S E , Professor of His t o r y of Consciousness Nat i v e peoples of Nor th America, cultures of India, political Students submit petition to sponsoring agency. May be re- Th e o r y and origins of religion, history of religions (Hel l e n i s t i c an t h ro p o l o g y, anthropological theories and comparisons peated for credit. The Staff mysteries, Christian origins, 19th- and 20th-century 198. Independent Field Study. F,W,S Germ a n y , Ger man Judaism), religion and political orde r s AND R E W SZAS Z , Associate Professor of Soc i o l o g y Env i r onmental sociology, political sociology, theory Independent field study away from the campus. Students DAVI D S. MAR R I O TT, Associate Professor of His t o r y submit petition to sponsoring agency. The Staff of Consciousness RIC H A R D TER D I M A N , Professor of Literature Lit e ra r y theory, psychoanalysis, black cultural theory and Nineteenth- and 20th-century French and Euro p e a n philosophies of race, literar y and visual cultures of modernism li t e ra t u r e and culture, literar y and cultural theory, co n t e m p o ra r y critical theory, cultural globalization

*Not offered in 2004–05 266 PROGRAMS AND COURSES

ANN A TSI N G , Professor of Anthrop o l o g y Req u i re m e n t s ap p r opriate and available. Graduate Rec o r d Exa m i n a t i o n Cul t u r e and politics, feminist theory and gender in the U.S., sc o r es are req u i r ed as is a writing sample of no more than social landscapes and tropical forest ethnoecologies, ethnicity, Students are req u i r ed to enroll in a minimum of two 10 pages. Admission is for fall quarter only. local power and relations to the state in Indonesia, Southeast courses per quarter until advancement to candidacy (nor- It is important to note that in light of California’s Asia, and the U.S. mally achieved no later than the fourth year), after which elimination of affirmative action as an admissions criteri- they need enroll in only one course per quarter to qualify JUD Y YUN G , Professor Emerita of American Stu d i e s on, the history of consciousness department reaffirms its for full-time enrol l m e n t . commitment to the principles of affirmative action. PATR I C I A ZAVE L L A, Professor of Latin American and Incoming students are req u i r ed to take a minimum of These principles mean a commitment to diver s i t y , equal Latino Stu d i e s fi v e history of consciousness graduate seminars during op p o rt u n i t y , and outreach to underrep r esented commu- The relationship between women’s work and domestic labor, the first two years. In the first yea r , students are req u i re d nities. Furt h e r , this commitment underlines our under- po vert y , family, sexuality and social networks, feminist studies, to take the introd u c t o r y seminar, course 203, App ro a c h e s standing that the ver y fabric and quality of our scholar- et h n o g r aphic res e a r ch methods, and transnational migrat i o n to His t o r y of Consciousness. The remainder of the courses ship depends on the rep r esentation and interplay of of Mexicana/o workers and U.S. capital taken to fulfill university enrollment req u i r ements may di v erse experience and perspectives. So defined, affirma- include not only history of consciousness seminars, but ti v e action is reflected in ever y aspect of the history of Prog r am Des c r i p t i o n also independent study with specific faculty or graduate consciousness program, including scholarship, teaching, seminars offered in other departm e n t s . His t o r y of consciousness is an interdi s c i p l i n a r y graduate admissions, hiring, and the process of departmental gov- Additional req u i r ements for the Ph.D. var y with indi- er n a n c e . pr ogram centered in the humanities, with links to the vidual disciplinary and interdi s c i p l i n a r y needs and are social sciences, physical and biological sciences, and arts . determined in consultation with rel e v ant faculty and the It is concerned with forms of human expression and chair of the program. Lower-Division Courses social action as they are manifested in specific historical, Adv ancement to candidacy depends on the general cultural, and political contexts. The program stresses flex- quality of a student’s work; demonstration of prof i c i e n c y 80A. Culture and Ideology in the Twentieth ibility and originality. Int e r est is focused on prob l e m s in a foreign language rel e v ant to the student’s area of Century. * rather than disciplines. Although students are prep a r ed to wo r k, either by passing a written exam administered by A survey of the principle ideological issues of the twenti- teach in particular fields, the emphasis is on questions the department or successfully completing a language eth century—attitudes toward sex, race, class, work, vio- that span a number of different approa c h e s . course approved by the department; success in the quali- lence, and knowledge—viewed from the perspective of Ov er more than 30 years of existence, the history of fying exam; and proposal of an acceptable thesis topic. st r ucturalist and semiological theories of culture. (Gen e r a l consciousness program has won increasing recognition as The qualifying exam, normally taken during the third Education Code(s): T4-Humanities and Arts.) A. Davis a leader of interdi s c i p l i n a r y scholarship. Program gradu- year of enrollment, is centered on a qualifying essay that 80B. Constructions of the Exotic. * ates are prolific scholars at prominent universities, and demonstrates the candidate’s ability to do extended, dis- Analyzes ethnographic and auto-ethnographic represen- di s s e r tations have been published by major publishing se rt a t i o n - l e v el res e a r ch and analysis rel e v ant to the pro- tations of non-Western peoples. Films, video, ethnogra- houses and academic presses. Graduates currently find posed thesis topic and dissertation plan. The exam focus- phies, novels, and journalism are considered, paying academic employment in a wide range of disciplines, es on the student’s res e a r ch project and on the fields of attention to specific histories of colonial and postcolonial including literature, women’s studies, science studies, scholarship it pres u p p o s e s . contact which influence images of “culture” and “iden- an t h ro p o l o g y , sociology, American studies, cultural stud- After advancement to candidacy, req u i r ed by the end tity.” (General Education Code(s): T4-Humanities and ies, ethnic studies, communications, the study of rel i g i o n , of the fourth yea r , students concentrate on the writing of Arts.) J. Clifford and philosophy. In addition, history of consciousness the dissertation. The current normative time to degree graduates can be found as filmmakers, museum limit of seven years means that a student usually has at 80C. Science and Politics: Historical res e a r chers, free-lance writers, postdoctoral res e a rc h e r s , least three years after advancement to candidacy for com- Perspectives. * and academic administrators. pletion of the disserta t i o n . Drawing from nineteenth- and twentieth-century con- Since the curriculum concentrates on methodological Students also have the option of doing advanced work troversies, exploration of the relations of knowledge and and theoretical issues and is concerned with the integra- in a traditional discipline and receiving a paren t h e t i c a l power in science with special attention to complexities of tion of disciplines, candidates for admission are expected de g r ee notation of this specialization. In such cases, stu- race, sex, and class. Major topics: science and war, indus- to have a rel a t i v ely clear idea of the project they wish to dents must satisfy the appropriate departm e n t ’s criteria. trial biology, scientific constructions and human nature, pursue. Experience of advanced work in one or more Cur r ently such degree notations may be negotiated with and the history of radical science movements. (General fields is pref e r r ed, but not req u i re d . American studies, anthrop o l o g y , literature, sociology, and Education Code(s): T5-Humanities and Arts or Social Although history of consciousness does not have for- wo m e n ’s studies. Students are expected to complete at Sciences.) D. Haraway mal tracks, it does emphasize a variety of topics and least one year of supervised teaching as part of the degree ap p r oaches in its seminars and res e a r ch pursuits. req u i re m e n t s . 80E. Myth and Religion. F Reflecting a serious concern for social, historical, and cul- A study of the nature of religion and myth as well as their tural theories, these areas of res e a r ch can be most suc- interrelationship; the beginnings and functions of myth, cinctly identified as studies at the intersection of race, App l i c a t i o n s its major themes in various cultures, its relationship to sac- se x u a l i t y , and gender; global capitalism and cultural Admissions information and the links to complete an on- rifice and ritual, and its role in selected religions and cul- pr ocess; psychoanalytic and semiotic theories of the line application or download an application form are tu r es throughout the world. Off e r ed in alternate academic image; science and technology studies; theories and histo- av ailable at ht t p : / / w w w. g ra d d i v. u c s c . e d u . years. (General Education Code(s): T4-Humanities and ries of religion; and social movements. Seminars are reg u - Information on sources of support is included in the Arts.) The Staff larly offered in these and other areas of ongoing faculty application materials, which must be postmarked by 80F. Women of Color: Gender and res e a rc h . December 1, 2003. Your completed application must be His t o r y of consciousness has strong cooperative rel a - Sexualities. * accompanied by a nonrefundable $60 check, draft, or Int r oduction to critical thinking about race, class, gender, tions with associated faculty from other campus pro- money order payable to UC Regents. Fee waivers are grams, scholars who offer seminars and participate in and sexuality. Exploring questions of identity and be- av ailable for cases of hards h i p . Funds for waivers are ver y longing in relation to topics such as politics of butch- advising, qualifying exams, and thesis committees for the limited (international applicants are not eligible), but if de p a r tment. Within the limits of seminar size and faculty femme in communities of color, this interdisciplinary you feel you qualify for a waiver , you should obtain a course focuses on collaboration and conflict between time, cros s - d i s c i p l i n a r y work in graduate courses offered Request for Graduate Application Fee Wai v er form from in other departments is encouraged. The formal list of women of color with group presentations and professor- the Division of Graduate Studies to submit with you r graduate student co-teaching. (General Ed u c a t i o n associated faculty is a nonexhaustive indication of advis- application for admission. ing possibilities beyond the prog r a m ’s core faculty. Code(s): T5-Humanities and Arts or Social Sciences, E.) Applications are invited from students with back- A. Davis, N. Tadiar Campus res e a r ch organizations, such as the UCSC gr ounds and interests in the humanities and social sci- Center for Cultural Studies, the Institute for Hum a n i t i e s ences and are especially encouraged from individuals with 80J. Social Movements in the U.S. W Res e a r ch, the Institute of Adv anced Feminist Res e a rc h , a clear idea of the project they wish to undertake. Stro n g Traces the history of social movements in the late nine- and the Chicano/Latino Res e a r ch Center, also provi d e pre f e r ence is given to applicants working in areas for teenth- and twentieth-century U.S., including populism, venues for collaborative work. which the faculty res o u r ces in history of consciousness are labor, socialism, Communism, the New Left, civil rights, HISTORY OF CONSCIOUSNESS 267

feminism. Looks at the relationship between cultures of 123. Culture in Crisis: Weimar Germany. * 204B. Introduction to Cultural Studies. * protest and mainstream popular and political cultures. From the disintegration of nineteenth-century Europe in Writing intensive course based on readings in course (General Education Code(s): T5-Humanities and Arts or World War I, Weimar Germany attempted the first sys- 204A. Prer equisite(s): course 204A. Enr ollment res t r i c t e d Social Sciences.) B. Epstein tematic and inclusive creation of a twentieth-century cul- to graduate students. Enr ollment limited to 20. J. Clifford ture: film, literature, theater, architecture, ideology, and 80K. Travel and Tourism in the Modern history were changed forever. How and why are the ques- 207. Theory of the Text. * World. * tions. (Also offered as History 113. Students cannot re- An introduction to contemporary theories of textual in- Exp l o r es diverse forms of contemporary travel, drawing on ceive credit for both courses.) Enrollment restricted to te r p r etation: anthropological, linguistic, historical, literary, literary travel writing, ethnography, photography, film, juniors and seniors. G. Lease semiotic, and philosophical. Consideration of different video, journalism, and on sociological and political analy- kinds of texts and ways of reading them: from dream re- ses of tourism. Western and non-Western elite and lower- 125. Filipino History and Literature: Identity ports, folktales, and myths, through musical scores, mon- class, male and female experiences are contrasted. (Gen e r a l and Struggles. * uments, rituals, games, and codes, to poems, novels, and Education Code(s): T5-Humanities and Arts or Social Study of history and literature of the Philippines from the political tracts. Enr ollment restricted to graduate students. Sciences.) J. Clifford late nineteenth century to the present, focusing on issues Enrollment limited to 15. May be repeated for credit. T. of national and cultural identity and various struggles for de Lauretis 80L. Will the Real Jesus Please Stand Up?. * empowerment and self-determination among Filipino Christianity claims but one Jesus at its foundation; the communities in both the Philippines and the U.S. En- 208A. Radical Critiques of Penality. * sources, however, reveal many Jesuses. Is there a “real” rollment restricted to juniors and seniors. Enr ollment lim- Examines recent theories of imprisonment, focusing on Jesus among the memories of the earliest Jesusites, or ited to 20. (General Education Code(s): E.) N. Tadiar the philosophical and criminological literature associated among the Jesus-types of Late Antiquity? Or only contra- with scholarly and activist movements arguing for prison dictory choices? (General Education Code(s): T4-Hu- 126. Film Fantasies. * abolition. In considering the disarticulation of crime and manities and Arts.) G. Lease A focused study of cinema as a social technology for the punishment, race, class, and gender serve as principal an- pr oduction of public and private fantasies: how films con- alytical categories. Enrollment restricted to graduate stu- 80O. Hitler, National Socialism, and tribute to shaping the image a culture has of itself and how dents. Enrollment limited to 15. A. Davis Religion. * film viewing may influence individual fantasies, values, A critical evaluation of Hitler as a religious leader and his and identities. Enrollment restricted to juniors and sen- 208B. Radical Critiques of Penality. * National Socialism as both a religious movement and an iors. Enrollment limited to 80. T. de Lauretis Writing intensive course based on readings in course example of twen t i e t h - c e n t u r y political theology: a study of 208A. Prer equisite(s): course 208A. Enr ollment res t r i c t e d the relationship between religion and politics. (General 127. Studies in African American Modernism. * to graduate students. Enrollment limited to 15. A. Davis Education Code(s): T5-Humanities and Arts or Social Study of African American modernist literary history, in- Sciences.) G. Lease cluding canon formation, period formation, and the prac- 209A. Women of Color: Feminist Theories and tice of literary genres. Enr ollment restricted to juniors and Practices. F 80Q. Science as Culture and Practice. S seniors. Enrollment limited to 25. (General Education Examination of feminist consciousness in the indigenous Using tools from the analysis of social history, visual and Code(s): E.) D. Marriott and diasporic cultural histories of women of color. Analy- material culture, narrative, and laboratory and field prac- sis of “feminist moments” in these histories and their epis- tices, introduces students to modern science, technology, 130. Contemporary Southeast Asian Cultures temological implications for the construction of feminist and medicine studies. Examples come especially from and Politics. * theories that take into account intersections of gender, twentieth- and twenty-first-century life and human and Study of selected works of contemporary Indonesian, Fil- et h n i c i t y , class, and sexual orientation. Discussion of pos- information sciences. May be repeated for credit. (Gen e r a l ipino, and Thai literature and film in relation to political, sible paradigmatic shifts in feminist theory. Enr ollment re- Education Code(s): T5-Humanities and Arts or Social social, and economic changes in post-WW II period. stricted to graduate students. Enrollment limited to 15. Sciences.) D. Haraway Considers questions of nationalism and national culture, A. Davis alternative modernities, social justice, globalization, and 80Y. Asia-Pacific Cultural Studies. * id e n t i t y . Enr ollment restricted to juniors and seniors. En- 209B. Women of Color: Feminist Theories and Introduction to cultural studies with a specific focus on rollment limited to 25. N. Tadiar Practices. the Asia Pacific as an emerging region for analysis. Inves- Writing intensive course based on readings in course tigates the viability of the category of the Asia Pacific for 199. Tutorial. F,W,S 209A. Prer equisite(s): course 209A. Enr ollment res t r i c t e d thinking about cultural identities and social struggle. A program of individual study arranged between an un- to graduate students. Enrollment limited to 15. The Staff (General Education Code(s): T5-Humanities and Arts or dergraduate student and a faculty member. Students sub- Social Sciences, E.) N. Tadiar mit petition to sponsoring agency. May be repeated for 210A. Cultural and Historical Studies of Race credit. The Staff and Ethnicity. * Explores the historical construction of racial and ethnic Upper-Division Courses categories in the Americas, especially the U.S., in interac- Graduate Courses tion with gender, sexuality, class, and nationality. Int e n d e d 101. Bismarck. * to introduce current work by UCSC faculty and Bay Area A detailed study of Bis m a r ck (1815-1898): his life, caree r , 203. App r oaches to His t o r y of Consciousness. F scholars and to stimulate graduate student research proj- legacy, and times, including the development of post- An introduction to history of consciousness req u i r ed of all ects, the course is organized by intensive reading around Napoleonic Eur ope and a unified Ger m a n y . Emphasis will incoming students. The seminar concentrates on theory, key questions, followed by presentations by invited schol- be on Bis m a rc k ’s writings and the biographies of Gall, En- methods, and research techniques. Major interpretive ap- ars. Emphasizes research resources and methodologies. gelberg, and Pflanze. Knowledge of German is not re- pr oaches drawn from cultural and political analysis are dis- Enrollment restricted to graduate students. Enrollment quired but would prove beneficial. Enrollment restricted cussed in their application to specific problems in the limited to 15. The Staff to juniors and seniors. Enr ollment limited to 25. G. Lease history of consciousness. Prerequisite(s): first-year standing in the program. See the department office for more in- 210B. Cultural and Historical Studies of Race 118. Jewish Social Movements. * formation. The Staff and Ethnicity. * Jewish social movements of the late nineteenth and twen- Writing intensive course based on readings in course tieth centuries, in Europe (Eastern and Western) and the 204A. Introduction to Cultural Studies. F 210A. Prer equisite(s): course 210A. Enr ollment res t r i c t e d U.S.: the confrontation between Hasidism and Hskahah, Classic texts from the British cultural studies tradition. to graduate students. Enrollment limited to 15. The Staff tensions between socialism and Zionism, between reli- Traces later developments in No rth America, Latin giosity and secularism, the mutual influences among these America, Australia, and elsewhere. Asks how class analy- 212. Feminist Theory and the Law. F tendencies. Enrollment restricted to juniors and seniors. sis has been complicated by work on race, ethnicity, gen- Interrogation of the relationship between law and its in- Enrollment limited to 20. (General Education Code(s): de r , sexuality, and postcoloniality. Enr ollment restricted to stantiating gendered categories, supported by feminist, E.) B. Epstein graduate students. Enrollment limited to 20. May be re- queer, Marxist, critical race, and postcolonial theories. peated for credit. J. Clifford Topics include hypostasization of legal categories, the contest between domestic and international human rights frameworks, overlapping civil and communal codes, cul-

*Not offered in 2004–05 268 PROGRAMS AND COURSES

tural explanations in the law, the law as text and archive, mologies, nationalism, gender and sexuality, cultural rep- among discourses of “race,” nationhood, gender, and eco- testimony and legal subjectivity. (Also offered as Wom e n ’s resentations of neo-colonialism and imperialism, subal- nomic exploitation on a world scale; relations between Studies 212. Students cannot receive credit for both ternity, history and historical transformation, and global culture, ideology, and political economy in the context of courses.) Enrollment restricted to graduate students. En- relations of dominations. Enrollment restricted to gradu- global capitalism. Course 230B continues with further rollment limited to 15. G. Dent ate students. Enrollment limited to 15. N. Tadiar readings on selected topics from 230A, with some intensive writing. Enrollment restricted to graduate students. 213A. Representation. * 218B. Postcolonial Theory. * Enrollment limited to 15. May be repeated for credit. An introduction to contemporary theories including semi- Writing intensive course based on readings in course N. Tadiar otics, psychoanalysis, poststructuralism, and the feminist 218A. Prer equisite(s): course 218A. Enr ollment res t r i c t e d critique of representation. Emphasis on questions of dif- to graduate students. Enr ollment limited to 15. N. Tad i a r 230B. Racism and Imperialism. * fe r ence and the construction of the subject in culture. En- Writing intensive course based on readings in course rollment restricted to graduate students. Enrollment 219A. Psychoanalysis and Cultural Criticism. * 230A. Prer equisite: course 230A. Enr ollment restricted to limited to 15. May be repeated for credit. T. de Lauretis Readings in Freudian psychoanalytic theory from Freud graduate students. Enrollment limited to 15. May be re- and his contemporaries to the present, with emphasis on peated for credit. N. Tadiar 213B. Representation. * concepts (such as the unconscious, sexuality, fantasy, nar- Writing intensive course based on readings in course cissism) that have informed recent cultural criticism 231A. Children of Modernity. * 213A. Prer equisite(s): course 213A. Enr ollment res t r i c t e d around questions of social identity, subjectivity, margin- Study of theories and conceptions of children and child- to graduate students. Enrollment limited to 15. May be ality, and power. Enrollment restricted to graduate stu- hood and their relations to epistemological and social repeated for credit. T. de Lauretis dents. Enrollment limited to 15. T. de Lauretis st ru c t u r es of modernity; investigation of relations betwee n notions of the infantile, the primitive, the feminine in 214A. Studies in History, Religion, and Myth. * 219B. Psychoanalysis and Cultural Criticism. * conceptualizations of development, difference, sexuality, Selected events, figures, and ideas from histories of reli- Writing intensive course based on readings in course su b j e c t i v i t y , and power . Enr ollment restricted to graduate gions: their sources, production, and functions. Emp h a s i s 219A. Prer equisite(s): course 219A. Enr ollment res t r i c t e d students. Enrollment limited to 15. N. Tadiar on nineteenth- and twen t i e t h - c e n t u r y theories of rel i g i o n , to graduate students. Enr ollment limited to 15. T. de Lau - the problems of origin and institution, and the relation- retis 231B. Children of Modernity. * ship between particular histories and their mythologies. Writing intensive course based on readings in course Enrollment restricted to graduate standing. Enrollment 220A. Globalization and Cultural Process. * 231A. Prer equisite(s): course 231A. Enr ollment res t r i c t e d limited to 15. May be repeated for credit. G. Lease Discusses theories of globalization and its cultural effects. to graduate students. Enr ollment limited to 15. N. Tad i a r How are cultural forms destroyed, imposed, approp r i a t e d , 214B. Studies in History, Religion, and Myth. * hybridized, translated, invented, and reinvented at local, 232A. Third World Feminisms and Writing intensive course based on readings in course national, regional, and transnational levels? Historical and Globalization. * 214A. Prer equisite(s): course 214A. Enr ollment res t r i c t e d ethnographic focus on tourist encounters, museums, na- Studies third world feminist theories and struggles and to graduate standing. Enrollment limited to 15. May be tivisms, film/media performances, etc. Enr ollment limited their relations to globalization; topics include nationalism, repeated for credit. G. Lease to 20. May be repeated for credit. J. Clifford development, transnational practices, identity politics, human rights, especially the ways in which Third World 215A. Critical Theory in the Marxist 220B. Globalization and Cultural Process. * feminisms respond and contribute to political, economic, Tradition. * Writing intensive course based on readings in course social, and cultural transformations. En rollment re- An introduction to classic texts of the Frankfurt School, 220A. Prer equisite(s): course 220A. Enr ollment limited to stricted to graduate students. Enrollment limited to 15. focusing on works by Adorno, Horkheimer, Benjamin, 20. May be repeated for credit. J. Clifford N. Tadiar and Marcuse. Explores their uses and critiques of Marx- ism, emphasizing questions of the relation between phi- 222A. Theories of Late Capitalism, 233A. Theories of Modernity and losophy and history, theory and praxis, aesthetics and Nationalism, and the Politics of Identity. * Postmodernity. * politics, and identifying issues relevant to contemporary Looks at the theoretical literature on what is variously Study of social and cultural theories of modernity and debates around race, class, and gender. Enrollment recalled late capitalism/postindustrialism/postfordism, and postmodernity; analysis of various conceptualizations of stricted to graduate students. Enrollment limited to 15. in that context considers the rise of nationalism and iden- the modern and the postmodern and their relation to pro- May be repeated for credit. A. Davis tity politics in the latter part of the twentieth century. Th e duction, history, aesthetics, cultural identity, social strug- primary focus is on the U.S. and Western Europe, but gle; texts from a variety of disciplines (literature, sociology, 215B. Critical Theory in the Marxist questions of the globalization of capital and the transfor- philosophy). Enrollment restricted to graduate students. Tradition. * mation of relations between “the West” and “the Third Enrollment limited to 15. N. Tadiar Writing intensive course based on readings in course World” are also considered. Written work for the course 215A. Prer equisite(s): course 215A . Enr ollment res t r i c t e d consists of weekly short papers. Enrollment restricted to 233B. Theories of Modernity and to graduate students. Enrollment limited to 15. May be graduate students. Enrollment limited to 15. B. Epstein Postmodernity. * repeated for credit. A. Davis Writing intensive course based on readings in course 222B. Theories of Late Capitalism, 233A. Prer equisite(s): course 233A. Enr ollment res t r i c t e d 217A. Seminar: Topics in Feminist Theory. S Nationalism, and the Politics of Identity. * to graduate students. Enr ollment limited to 15. N. Tad i a r Studies in the theory and history of feminist conscious- Writing intensive course based on readings in course ness; analysis of the main areas of a specifically feminist in- 222A. Prer equisite(s): course 222A. Enr ollment res t r i c t e d 234A. Social Movements in the Twentieth- t e rest; determination of the theoretical bases for a to graduate students. Enr ollment limited to 15. B. Eps t e i n Century U.S. W distinctively feminist perspective on the principal prob- The history of major social movements in the twentieth- lems of the life and human sciences; examination of rela- 223. Recent European Philosophy. * century U.S., including populism, labor, socialism and tions of class, race, and gender in feminist theory and Seminar on recent developments in Eur opean philosophy, communism, civil rights, the women’s movement, the practice. Enrollment restricted to graduate students. En- with particular attention to German theorists such as Ni- anti-nuclear movement. Various theoretical perspectives rollment limited to 15. May be repeated for credit. The etzsche, Heidegger, Gadamer, Horkheimer, Adorno, or on the rise and fall of social movements. Enrollment re- Staff Habermas. Theorists such as Sartre, Merleau-Ponty, Der- stricted to graduate students. Enrollment limited to 15. rida, Foucault, Bourdieu, Levinas, Laclau, or Vattimo may Offered in alternate academic years. May be repeated for 217B. Seminar: Topics in Feminist Theory. * be read as well. (Also offered as Philosophy 223. Students credit. B. Epstein Writing intensive course based on readings in course cannot receive credit for both courses.) Enrollment re- 217A. Prer equisite(s): course 217A. Enr ollment res t r i c t e d stricted to graduate students. Enrollment limited to 15. 234B. Social Movements in the Twentieth- to graduate students. Enrollment limited to 15. May be Offered in alternate academic years. May be repeated for Century U.S. S repeated for credit. The Staff credit. D. Hoy Writing intensive course based on readings in course 234A. Prer equisite(s): course 234A. Enr ollment res t r i c t e d 218A. Postcolonial Theory. * 230A. Racism and Imperialism. * to graduate students. Enrollment limited to 15. May be Study of selected topics in postcolonial theory, including Study of the role of “ra c e ” and racism in theories and prac- repeated for credit. B. Epstein decolonizing critiques of Western knowledges and episte- tices of modern imperialism. Investigates intersections HISTORY OF CONSCIOUSNESS 269

235A. Theory of Religion. * 250B. Foundations in Science Studies. * tasies, cultural memory, and identity. Prerequisite(s): The difficulty of defining religion (universal essence vs. Writing intensive course based on readings in course course 260A. Enrollment restricted to graduate students. local/individual experience), of specifying its categorical 250A. Prer equisite(s): course 250A. Enr ollment res t r i c t e d Enrollment limited to 15. T. de Lauretis boundaries, and of generating a theory based on more tra- to graduate students. En rollment limited to 15. ditional disciplines (anthropomorphism, societal, psych i c , D. Haraway 260C. Film and the Visible. * transcendent, cognitive/ritual, historical/cultural/politi- Writing intensive course based on readings in courses cal). Enrollment restricted to graduate students. Enroll- 251. Readings in Science Studies. * 260A and 260B. Prerequisite(s): course 260A or 260B. ment limited to 15. G. Lease Focus is on recent literature in social, cultural, and his- Enrollment restricted to graduate students. Enrollment torical studies of science, medicine, and technology. This limited to 15. T. de Lauretis 235B. Theory of Religion. * seminar familiarizes students with current scholarly de- Writing intensive course based on readings in course bates, res e a r ch networks, national traditions, international 264. The Idea of Africa. * 235A. Prer equisite(s): course 235A. Enr ollment res t r i c t e d ex changes, conference proceedings, interdi s c i p l i n a r y proj - Examines the position of Africa in cultural studies and the to graduate students. Enrollment limited to 15. G. Lease ects, and publication sites. Enrollment restricted to grad- simultaneous processes of over- and under-representation uate students. Enr ollment limited to 15. May be rep e a t e d of the continent that mark enunciations of the global and 240. Basic Principles of University-Level for credit. D. Haraway the local. Themes include defining diaspora, the West as Pedagogy (1 credit). F philosophy, and Africa in the global economy. (Also of- Provides training for graduate students in university-level 252. Poststructuralism. * fered as Women’s Studies 264. Students cannot receive pedagogy in general. Under the supervision of the de- French poststructuralism, with particular attention to the cr edit for both courses.) Enr ollment restricted to graduate partment chair, coordinated by a graduate student with main philosophical texts of Jacques Derrida and Michel students. Enrollment limited to 15. G. Dent substantial experience as a teaching assistant. Enrollment Foucault. Other rep re s e n t a t i v e theorists as well as critics of restricted to graduate students. May be repeated for cred i t . poststructuralism are studied as time permits. (Also of- 291. Advising (2 credits). F,W,S J. Clifford fe r ed as Philosophy 252. Students cannot rec e i v e credit for Independent study formalizing the advisee-adviser rela- both courses.) Enr ollment restricted to graduate students. ti o n s h i p . Regular meetings to plan, assess and monitor ac- 241A. Twentieth-Century Marxism. * Enrollment limited to 15. May be repeated for credit.D. ademic prog r ess, and to evaluate course work as necessary. The development of Marxist social theory in the twenti- Hoy May be used to develop general bibliography of back- eth century, including western European, United States, ground reading and trajectory of study in preparation for Latin American and other Th i r d World theorists; feminist 253A. Topics in Cultural Analysis. S the qualifying examination. The Staff and anarchist challenges to Marxism. Enrollment re- Adv anced graduate seminar in which students do res e a rc h stricted to graduate students. Enrollment limited to 15. on focused topics. Each quarter centered on single the- 292. Practicum in Composition. * B. Epstein matic area. Students read works of culture-theory and ex- A practicum in the genres of scholarly writing, for gradu- em p l a r y studies illustrating methodologies, problems, and ate students working on the composition of their qualify- 241B. Twentieth-Century Marxism. * current controversies. Prerequisite(s): minimum of sec- ing essay or doctoral dissertation. Enrollment limited to Writing intensive course based on readings in course ond-year status in the history of consciousness program; 15. D. Haraway, J. Clifford, T. de Lauretis 241A. Prer equisite(s): course 241A. Enr ollment res t r i c t e d instructor evaluates student’s ability to participate. En- to graduate students. Enr ollment limited to 15. B. Eps t e i n 293. Field Study. F,W,S rollment restricted to graduate students. Prerequisite(s): Research carried out in field settings, based on a project 242A. Studies in Fanonism. * minimum of second-year status in the history of con- ap p r oved by the responsible faculty. The student must file Study of the work and influence of Frantz Fanon from a sciousness program; instructor evaluates student’s ability a prospectus with the department office before undertak- range of viewpoints: existential, phenomenological, psy- to participate. Enr ollment restricted to graduate students. ing the research and a final report of activities upon re- choanalytic, and political; a variety of genres: film, litera- Enrollment limited to 15. J. Clifford turn. May be repeated for credit. The Staff ture, case history, and critique; and a set of institutional 256A. Theories of the Visual. W histories: clinical, cultural, and intellectual. Enr ollment re- 294. Teaching-Related Independent Study. Study of psychoanalytic theories of the visual including F,W,S stricted to graduate students. Enrollment limited to 15. the emergence of psychoanalysis and cinema as parallel D. Marriott Directed graduate research and writing coordinated with discourses and the mobilization of key psychoanalytic the teaching of undergraduates. Students submit petition 242B. Studies in Fanonism. * concepts—scopophilia, voyeurism, fetishism—in to sponsoring agency. The Staff Writing intensive course based on readings in course Freudian and Lacanian understandings of the gaze so cen- 242A. Prer equisite: course 242A. Enr ollment restricted to tral to film and photographic theory. Enrollment re- 295. Directed Reading. F,W,S graduate students. Enr ollment limited to 15. D. Mar r i o t t stricted to graduate students. D. Marriott Systematic working through a prearranged bibliography which is filed as a final report at the end of the quarter 243A. Nationalism, Anti-Semitism, and Jewish 256B. Theories of the Visual. S with the signature of the instructor. Students submit pe- Resistance in World War II. * Writing intensive course based on readings in course tition to sponsoring agency. The Staff Jewish resistance to Nazism during World War II, in East- 256A. Prer equisite: course 256A. Enr ollment restricted to ern Eur ope, and its historical context. Includes the pre- w a r graduate students. Enr ollment limited to 15. D. Mar r i o t t 296. Special Student Seminar. F,W,S A seminar study group for graduate students focusing each rise in nationalism and anti-Semitism in Poland and 260A. Film and the Visible. F Lithuania, Jewish integration in the Soviet Union, and the quarter on various problems in the history of conscious- Study of selected topics in film theory, including the con- ness. A statement and evaluation of the work done in the consequences for wartime resistance. (Also offered as His - st r uction of vision and spectatorship; the relations of look, tory 243A. Students cannot receive credit for both course will be provided each quarter by the students who image, and narrative; the formative effects of classic, ex- have participated in the course for that quarter, and re- courses.) Enrollment restricted to seniors and graduate perimental, and independent cinema in contemporary vi- students. Enrollment limited to 15. B. Epstein viewed by the responsible faculty. May be repeated for sual culture; the feminist critique of representation; the credit. The Staff 250A. Foundations in Science Studies. S role of cinema in the production of public and private fan- Critical inquiry into topics in the history, sociology, an- tasies, cultural memory, and identity. Enrollment re- 297. Independent Study. F,W,S thropology, and philosophy of science and technology. stricted to graduate students. Enrollment limited to 15. Independent study and res e a r ch under faculty supervi s i o n . Organized around the position that science is its practice, T. de Lauretis Students submit petition to sponsoring agency. The Staff the seminar explores practices of representation, science 260B. Film and the Visible. W 298. Doctoral Colloquium. * studies and cultural studies, local/global tensions and net- Study of selected topics in film theory, including the con- Under the supervision of a History of Consciousness fac- works, and the science question in feminism and an- st r uction of vision and spectatorship; the relations of look, ulty member, students finishing their dissertation meet tiracism. Enrollment restricted to graduate students. image, and narrative; the formative effects of classic, ex- weekly or bi-weekly to read and discuss selected draft Enrollment limited to 15. D. Haraway perimental, and independent cinema in contemporary vi- chapters, design difficulties and composition problems. sual culture; the feminist critique of representation; the May be repeated for credit. The Staff role of cinema in the production of public and private fan-

*Not offered in 2004–05 270 PROGRAMS AND COURSES

299. Thesis Research. F,W,S MAR I A (TON I A ) PRE N C I P E 2. Instruction in the Italian Language. W Prerequisite(s): advancement to candidacy. May be re- Business Italian, translation, Italian culture and civilization Aural comprehension, speaking, reading, writing, and lab- peated for credit. The Staff oratory. Check the quarterly Schedule of Classes for exact Prog ra m s quarter(s) of offering. Students interested in this course who have not taken the prer equisite should meet with the Students interested in acquiring proficiency in Italian can instructor prior to the first class meeting. Prerequisite(s): en r oll in language courses from beginning to advan c e d course 1; or placement by examination. The Staff Hu m a n i t i e s le v els. In addition, students may select from among the fo l l o wing programs: a major or minor in language studies 3. Instruction in the Italian Language. S (page 275), a major in literature with an emphasis in Aural comprehension, speaking, reading, writing, and lab- 15 Cowell College Commons Italian literature (page 292), a major in global economics oratory. Check the quarterly Schedule of Classes for exact (831) 459-2696 (page 177), or a major in Italian studies (page 271). quarter(s) of offering. Students interested in this course ht t p : / / h u m w w w. u c s c . e d u The sequence of lower-division courses 1–6 is aimed who have not taken the prer equisite should meet with the at enabling students to gain proficiency in aural compre- instructor prior to the first class meeting. Prerequisite(s): hension, speaking, reading, and writing skills. Another course 2; or placement by examination. The Staff Faculty and Professional Int e re s t s sequence of lower-division courses, equivalent to levels 1, 2, and 3, is courses 1A and 1B, offering intensive Ita l i a n 4. Intermediate Italian. F Prof e s s o r language instruction. Classes are taught in Italian from Short stories, articles, films, and newsclips are used as the basis for studying intermediate-level conversation and JEROME NEU the beginning level. composition. Laboratory assignments involve use of the Philosophy of mind, philosophy of law, psychoanalytic theory, emotions and culture World Wide Web, conversations with native speakers, Campus Language Laboratories and films and video clips. Students interested in this course Students interested in pursuing individual or regular Placement Exa m s who have not taken the prer equisite at UCSC should meet with the instruc t o r , preferably prior to the first class meet- majors or minors through the Division of Humanities Information on these topics can be found on page 275, ing, and take the placement examination. Prerequisite(s): may contact a faculty member associated with any of the under Language Prog r a m . following departments, committees, programs, majors, course 1B or 3, or placement by examination. Enro l l m e n t limited to 25. (General Education Code(s): IH.) The Sta f f and individual majors listed in this catalog: American Study Abro a d studies, classical studies, communication and rhetoric, 5. Intermediate Italian. W East Asian studies, ethnic studies, German studies, his- The UC Education Abr oad Program (EAP) sponsors Reading of Italian short stories and a play are used as basis tory, historical studies, history of consciousness, Italian pr ograms of study for one year in Bologna, Padua, and for further study and refinement of oral and written skills studies, Jewish studies, journalism, Language Program, Trento and semester programs in Milano and Ven i c e . at the intermediate level. Particular emphasis is placed on language studies, linguistics, literature, philosophy, reli- Students applying to the year-long study centers in Ita l y oral/written discussion of abstract ideas and topics, and on gious studies, Russian studies, South and Southeast must have completed through Italian 6 before the period the study of different language registers/contexts. Labora- Asian studies, women’s studies, and Writing Program. of study begins. Gen e r a l l y , students apply in their sopho- to r y work is regularly assigned. Students interested in this mo r e year for a junior year abroad. As an exce p t i o n , course who have not taken the prerequisite at UCSC some students apply in their junior year for a senior yea r should meet with the instructor, preferably prior to the Information Systems ab r oad; such students must sometimes spend an addi- first class meeting and take the placement exam. Prereq- Ma n a g e m e n t tional quarter at UCSC in order to satisfy all req u i r e- uisite(s): course 4 or placement by examination. Enroll- ments for the major. Students may also spend a quarte r ment limited to 25. (General Education Code(s): IH.) or a semester in Siena, Ita l y . Courses taken abroad can, The Staff See Engineering, page 223. with approval of an adviser, be applied to major req u i r e- ments. For more information on the program, see UC 6. Intermediate–Advanced Italian. S Education Abr oad Program (page 40). For information Reading of first novel in the language and weekly viewing on credit applied to a major, contact the approp r i a t e of Italian films serve as basis for oral reports and discus- It a l i a n de p a rt m e n t . sions on various aspects of Italian culture and civilization. Weekly assignments, three essays, and a paper on topics Lower-Division Courses derived from or related to the text. Students interested in Language Prog r a m this course who have not taken the prerequisite at UCSC 239 Cowell College 1. Instruction in the Italian Language. F should meet with the instructor, preferably prior to the (831) 459-2054 first class meeting, and take the placement examination. ht t p : / / l a n g 2 . u c s c . e d u / l a n g u a g e _ p ro g ra m / i n d e x 2 . h t m l Aural comprehension, speaking, reading, writing, and laboratory. Check the quarterly Schedule of Classes for exact Prer equisite(s): course 5 or placement by examination. En- qu a r ter(s) of offering. Ele m e n t a r y sequence (1-2-3) begins rollment limited to 25. (General Education Code(s): IH.) Faculty and Professional Int e re s t s in fall quarter. The Staff The Staff 94. Group Tutorial. F,W,S Prof e s s o r 1A. Intensive Elementary Italian. W Intensive instruction in elementary Italian language em- Provides a means for a small group of students to study a MARG A R E T BROS E (L i t e r a t u re ) phasizing oral fluency.Taken in conjunction with Italian particular topic in consultation with a faculty sponsor. Italian literat u r e, 19th- and 20th-century poetry and poetics, 1B, the two courses are equivalent to levels 1-2-3. Accel- Students submit petition to sponsoring agency. Enroll- the novel, Romanticism, medieval literat u r e, gender studies, erated pace allows a rapid mastery of grammar and syntax, ment limited to 10. The Staff au t o b i o g ra p h y giving the student a basic knowledge of Italian in only two 99. Tutorial. F,W,S Associate Prof e s s o r quarters. Students who have taken Italian 2 may take 1B Students submit petition to sponsoring agency. The Staff for credit. The Staff DEA N N A SHE M E K (L i t e r a t u re ) 99F. Tutorial (2 credits). F,W,S Italian literat u r e and cultural history, Renaissance studies, 1B. Intensive Elementary Italian. S Students submit petition to sponsoring agency. The Staff ea r ly modern popular culture, narrat i v e (early modern to Sequential to course 1A, completes the equivalent in- co n t e m p o ra r y), women’s studies, literar y theory st r uction offered through Italian 1-2-3. May not be taken by students who have completed Italian 1 or Italian 3. Upper-Division Courses Le c t u re r Open to students who have successfully completed either 1A or Italian 2; for students completing course 2, course 106. Italian Culture Through Film. W GIU L I A CEN T I N E O 3 is preferable. The Staff Film is used as a medium through which images of Ita l i a n s Italian culture and civilization; history of Italian language; and their culture are disseminated, perpetuated, and crys - Italian linguistics, syntax, and semantics; language pedagogy ta l l i z ed. Whether these rep r esentations offer historical per- JAPANESE 271

sp e c t i v es or stereotypes, they are important documents for Affiliated Fac u l t y Faculty and Professional Int e re s t s the study of Italian culture, society, history, and politics. While analyzing films by and about Italians, we develop CAR L A FRE C C E R O, Professor of Literature and Associate Prof e s s o r an informed opinion on relevant issues in Italian studies. Wom e n ’s Studies (Kres g e ) The course is taught in English with an enhancement sec- EAR L JACK S O N JR. (L i t e r a t u re ) MAR Y-K AY GAM E L , Professor of Literature (Cowel l ) tion in Italian. The enhancement section meets once a Japanese intellectual history, medieval Japanese literat u re , week and is designed to give students who are already fa- VIRG I N I A JAN S E N , Professor of His t o r y of Art and mo d e r n Japanese literat u r e, Japanese cinema, semiotics, miliar with the language the opportunity to discuss the Visual Cul t u r e (Cowel l ) ps y choanalysis, Kor ean cinema, Kor ean language and culture, Buddhist philosophy, and film theory films in Italian and to rea d / v i e w additional material in the CHA R L E S HED R I C K , Professor of His t o r y (Cowel l ) language. Students cannot receive credit for this course Le c t u re r and Language Program 80D. Prerequisite(s): course 4. MARG O HEN D R I C K S , Associate Professor of May be repeated for credit. The Staff Li t e r a t u r e (Cowel l ) SAK A E FUJ I T A For eign language methodology, dram a / t h e a t e r / i m p r ovi s a t i o n GAR Y MIL E S , Eme r i t u s 194. Group Tutorial. F,W,S use in language learning, language and identity, forei g n Provides a means for a small group of students to study a TYRU S MIL L E R , Associate Professor of Literature language literac y , literacy through literat u r e particular topic in consultation with a faculty sponsor. (C o wel l ) CHI YO K O ISH I B A S H I Students submit petition to sponsoring agency. Enroll- ELE O N O R A PAS O TTI , Assistant Professor of Pol i t i c s Mod e r n Japanese literat u r e and film ment limited to 10. The Staff JAM E S WIL S O N , Le c t u r er in Writing (Cowel l ) 199. Tutorial. F,W,S Prog ra m s Students submit petition to sponsoring agency. The Staff Prog r am Des c r i p t i o n Students interested in acquiring proficiency in Jap a n e s e can enroll in language courses from beginning to 199F. Tutorial (2 credits). F,W,S Students interested in an interdi s c i p l i n a r y approach to Students submit petition to sponsoring agency. The Staff ad v anced levels. In addition, students may select from Italian culture, literature, history, and art history may among the following programs: a major or minor in lan- ◆◆ ◆ pursue a major or minor in Italian studies. The guide- guage studies (page 275), an East Asian studies minor lines for the completion of the major may be obtained (page 173), or a major in global economics (page 177). fr om a member of the core program faculty. Th e r e are The sequence of lower-division courses 1–6 is aimed Additional Courses of Int e re s t nu m e r ous opportunities for study in Italy through the at enabling students to gain proficiency in aural compre- Not all courses listed are offered in 2004–05. Check the UC Education Abr oad Program (EAP), either for a yea r hension, speaking, reading, and writing skills. Ins t ru c t i o n qu a r terly Schedule of Classes for this yea r ’s offerings. For (Bologna, Milan, Pad o va, Trento, Venice) or for an inten- takes place mostly in Japanese from the second half of complete descriptions see listings under His t o r y, page si v e quarter or semester in Siena. The Italian studies pro- the first quarte r . 251. Str ongly recommended prior to upper-division gram is administered by the Literature Dep a rt m e n t . Italian literature courses: Italian 5 or equival e n t . Campus Language Laboratories and His t o r y Major Req u i re m e n t s Placement Exa m s 20A, Classical Wor ld: Greece Each student must complete the lower-division language 20B, Classical Wor ld: Rom e sequence (Italian 1–6). Students are req u i r ed to take a Information on these topics can be found on page 275, 30A-B-C, Mod e r n Eur opean His t o r y total of 10 courses, including a core unit of five courses under Language Prog r a m . 120A, La t e - Me d i e v al Ita l y , c. 1200–1400 to be taken at UCSC only: three Italian literature cours- 120B, Renaissance Ita l y , c. 1400–1600 es, one course in Italian history, and one course in Ita l i a n Study Abro a d ar t history. Fiv e courses may be approved elective courses. A number of Italian literature courses are offered by the The UC Education Abr oad Program (EAP) has informa- One course on Dante is req u i r ed. Up to two of the 10 tion on study in Japan. Th e r e are EAP centers in Li t e r a t u r e Dep a r tment, including the following courses: req u i r ed courses may be lower division; up to two may Italian Literature 102, Int r oduction to Italian Lit e ra t u re ; Yokohama, Tsu r u, Kyoto, Tok y o, Sendai, Tsukuba, and focus on Italy in a Eur opean or global context. A mini- Tohoku. Courses taken abroad can, with approval of an and Pre- and Early Modern Studies 183, Dan t e ’s Div i n e mum of five courses must be taught principally in Ita l i a n Co m e d y . ad v i s e r , be applied to major req u i r ements. For more or through Italian language texts read in the original. Up information on the program, see UC Education Abro a d to five courses may be approved as elective credit from Program (page 40). For information on credit applied to UC EAP’s year-long study abroad in Ita l y . All students a major, contact the appropriate departm e n t . must complete a senior seminar course focused on Ita l i a n li t e r a t u r e, history, or art history. Italian Studies Lower-Division Courses

Dep a r tment of Literature Minor Req u i re m e n t s 1. Elementary Japanese. F Kr esge College Each student must complete the lower-division language Goal is to learn all the basic grammar, hiragana, katakana, (831) 459-4778 sequence (Italian 1–6). Students must complete a five- and 100 kanji, and to attain elementary proficiency in ht t p : / / h u m w w w. u c s c . e d u / Li t / i n d e x . h t m l course core unit of three Italian literature courses, one speaking. Ele m e n t a r y sequence (1-2-3) begins in fall quar- course in Italian history, and one course in Italian art his- ter only. The Staff to r y. A course on Dante is req u i r ed for the minor. Th re e Co r e Prog r am Fac u l t y of the five upper-division core courses must be completed 2. Elementary Japanese. W at UCSC; three must be taught principally in Italian. A Goal is to learn all the basic grammar, hiragana, katakana, MARG A R E T BROS E , Professor of Literature (Cowel l ) maximum of two courses may be transferred from EAP. and 100 kanji, and to attain elementary proficiency in GIU L I A CEN T I N E O , Le c t u r er in Italian (Cowel l ) speaking. Prerequisite(s): course 1; or placement by examination. Students interested in this course who have not TON I A DE CHI C C H I O , Le c t u r er in Italian (Cowel l ) taken the prerequisite should meet with the instructor CYN T H I A POL E C R I TT I , Associate Professor of prior to the first class meeting. The Staff His t o r y (Ste ve n s o n ) Ja p a n e s e 3. Elementary Japanese. S DEA N N A SHE M E K , Associate Professor of Literature Goal is to learn all the basic grammar, hiragana, katakana, (C o wel l ) Language Prog r a m and 100 kanji, and to attain elementary proficiency in CATH E R I N E SOU S S LO F F , Professor of His t o r y of Art 239 Cowell College speaking. Prerequisite(s): course 2; or placement by ex- and Visual Cul t u r e (Por ter and Cowel l ) (831) 459-2054 amination. Students interested in this course who have not ht t p : / / l a n g 2 . u c s c . e d u / l a n g u a g e _ p ro g ra m / i n d e x 2 . h t m l taken the prerequisite should meet with the instructor prior to the first class meeting. The Staff 272 PROGRAMS AND COURSES

4. Intermediate Japanese. F 199F. Tutorial (2 credits). F,W,S Jewish topics but without such plans, a minor in Jewi s h Goal is to attain skill in reading Japanese texts, using Students submit petition to sponsoring agency. The Staff studies offers intellectual enrichment and a focus within grammatical and analytical ability gained during courses the student’s chosen field. 1-2-3. Includes compositions and extensive kanji learning. ◆◆ ◆ The Jewish studies minor is designed to complement Intermediate sequence (4-5-6) begins in fall quarter. Pre- existing majors in the arts, humanities, physical and bio- requisite(s): course 3; or placement by examination. Stu- Additional Courses of Int e re s t logical sciences, and social sciences. It is conceived as an dents interested in this course who have not taken the in t e rd i s c i p l i n a r y program, and students are urged to plan prerequisite should meet with the instructor prior to the Check the Schedule of Classes for 2004–05 courses. their program with a faculty adviser. Th e r e are significant first class meeting. (General Education Code(s): IH.) His t o r y 159A, Ancient Jap a n li b r a r y res o u r ces, including the Baumann End ow m e n t The Staff His t o r y 159B, Tokugawa Jap a n for Classic Jewish Texts, the Neufeld-Levin Hol o c a u s t His t o r y 159C, Mod e r n Jap a n Materials, and the Brose Fund for Visual Arts and Jewi s h 5. Intermediate Japanese. W Music 80A, Music Cul t u r es of Asi a Cul t u re . Goal is to attain skill in reading Japanese texts, using This minor offers students the opportunity to gain grammatical and analytical ability gained during courses See also East Asian Studies, page 173. knowledge and skills in a variety of contexts in various 1-2-3. Includes compositions and extensive kanji learning. aspects of Jewish culture—with special reference Prerequisite(s): course 4; or placement by examination. (though not limited) to modern issues. It will help stu- Students interested in this course who have not taken the dents prepare to move successfully into graduate pro- prerequisite should meet with the instructor prior to the Jewish Studies grams in a variety of disciplines—especially in the first class meeting. (General Education Code(s): IH.) humanities, social sciences, and preprofessional pro- The Staff grams; and it will provide students with a grounding in Dep a r tment of Literature 6. Intermediate Japanese. S materials fundamental to Western culture and liberal Li t e r a t u r e Dep a r tment Bui l d i n g education, of value to majors in all divisions. In empha- Goal is to attain skill in reading Japanese texts, using Kr esge College grammatical and analytical ability gained during courses sizing modern aspects, this minor connects with a range (831) 459-1225 of disciplines and programs on the UC Santa Cruz 1-2-3. Includes compositions and extensive kanji learning. ht t p : / / h u m w w w. u c s c . e d u / j e w i s h s t u d i e s / i n d e x . h t m l Prerequisite(s): course 5; or placement by examination. campus that explore the meanings of modernity; at the Students interested in this course who have not taken the same time, this minor will help students to develop prerequisite should meet with the instructor prior to the Prog r am Fac u l t y analytical tools, strategic versatility, and critical literacy. first class meeting. (General Education Code(s): IH.)Th e The Jewish studies minor is administered by the Staff BETT I N A APT H E K E R , Professor of Wom e n ’s Stu d i e s Literature Department. MUR R A Y BAUM G A RT E N , Professor of English and 50. Preadvanced Japanese. F Co m p a r a t i v e Literature Req u i r ements for the Min o r Intensive work in Japanese grammar to strengthen grammatical correctness and excellence of expression. A com- RAOU L BIR N B AU M , Professor of His t o r y of Art and • Th r ee lower-division courses; two may be Heb r ew lan- prehensive textbook and drill book cover a wide range of Visual Cul t u r e guage courses. Heb r ew 1–3 are strongly rec o m m e n d e d styles and topics. Course is prerequisite to upper-division MARG A R E T BROS E , Professor of Literature as is Literature 80A, Biblical Nar ra t i ve s . Students can Japanese language courses. Prerequisite(s): course 6. Stu- petition to have upper-division courses substituted for dents interested in this course who have not taken the pre- BAR B A R A EPS T E I N , Professor of His t o r y of the lower-division req u i re m e n t s . requisite should meet with the instruc t o r , preferably prior Co n s c i o u s n e s s • Two courses from the upper-division sequence in lit- to the first class meeting. Enr ollment limited to 20. (Gen - STAN L E Y FLATTÉ , Eme r i t u s eral Education Code(s): IH.) The Staff er a t u r e, Modern Literary Studies 144, Mod e r n Jew i s h LAUR E L FOX, Professor of Bio l o g y Cul t u re s 94. Group Tutorial. F,W,S ROB E R T GOF F , Associate Professor of Phi l o s o p h y Provides a means for a small group of students to study a • Two additional upper-division courses particular topic in consultation with a faculty sponsor. GIL D A S HAM E L , Lecturer in Fren c h Students, especially those who plan to continue their studies in graduate school, may wish to gain prof i c i e n c y Students submit petition to sponsoring agency. Enroll- PET E R KEN E Z , Professor of His t o r y ment limited to 10. The Staff in Yiddish, German, or Spanish, depending on their area GAR Y LEA S E , Professor of His t o r y of Consciousness of interest. Students who participate in a UC Edu c a t i o n 99. Tutorial. F,W,S Abr oad Program (EAP) study year in Jer usalem may peti- Students submit petition to sponsoring agency. The Staff MAR C MAN G E L , Professor of Engineering (App l i e d Mathematics and Sta t i s t i c s ) tion to apply up to three courses from EAP towa r ds the mi n o r . Petition forms are available in the Literature 99F. Tutorial (2 credits). F,W,S LOI S A NYGA A R D , Associate Professor of Literature Dep a r tment Off i c e . Students submit petition to sponsoring agency. The Staff TAM M I ROS S M A N -B EN J A M I N , Lecturer in Heb r ew Fall 2004 Upper-Division Courses DAN I E L SEL D E N , Associate Professor of Literature •Hebrew 1, Instruction in the Hebrew Language PAUL SKE N A Z Y , Professor of Literature and •Hebrew 4, Intermediate Hebrew 104. Advanced Japanese. W American Stu d i e s •Hebrew 80, Introduction to Biblical Hebrew Readings on cultural/historical issues in contemporary • HIS 46, Introduction to Modern Jewish History Japanese short stories, essays, and poems. Focus on devel- CATH E R I N E SOU S S LO F F , Professor of His t o r y of Art and Visual Cul t u r e •Modern Literary Studies 144D, Jewish Writers and oping skills to write coherent essays and discuss them in a the American City group situation. May be repeated for credit with consent BRUC E THO M P S O N , Lecturer in His t o r y of instructor. Students interested in this course who have not taken the prerequisite should meet with the instruc- Winter 2005 tor prior to the first class meeting. Prerequisite(s): course Prog r am Des c r i p t i o n •History of Art and Visual Culture 190L, 6 or 50. The Staff The minor in Jewish studies introduces students to the Jewish Identity in Visual Representation study of modern Jewish cultures and to the range of dis- •Hebrew 2, Instruction in the Hebrew Language 194. Group Tutorial. F,W,S ciplines that bear upon the field while supporting stu- •Hebrew 5, Intermediate Hebrew Provides a means for a small group of students to study a de n t s ’ work in their own majors. This introduction to •History of Consciousness 80J, Social Movements in particular topic in consultation with a faculty sponsor. Jewish studies is helpful for students who plan to do the U.S. Students submit petition to sponsoring agency. Enroll- graduate work in Jewish studies, whether through reg u l a r •History 32, Spain 632–1500 ment limited to 10. The Staff disciplines or in Jewish studies programs and also for stu- •History 80W, The Holocaust: The Destruction of 199. Tutorial. F,W,S dents who plan to attend rabbinical schools or find work European Jewry Students submit petition to sponsoring agency. The Staff with Jewish communities. For others with an interest in KRESGE COLLEGE 273

•History 165, Conflicts of Interests: War, Holocaust Course Req u i re m e n t s 30D. The Writing Life (2 credits). * and Industry in the Lodz Ghetto A study of the challenges and rewards of writing career • Literature 80L, The Holocaust: The Destruction of • Writing 64, Newswriting Work s h o p . All students must students might pursue professionally (from technology to European Jewry take this course (or its equivalent) before they are travel, screenwriting to grant writing, journalism and lit- •Modern Literary Studies 144B, Modernity as Jewish ap p r oved for the minor. erary careers). Enrollment restricted to college members. Enrollment limited to 18. F. Fatemi Challenge and Catastrophe: Jewish American •Fiv e upper-division courses in writing. At least three Experience must be from the following: Writing 165, 166 (one 42. Student-Directed Seminar (no credit). •Modern Literary Studies 144I, Jews in Italy: Writing or more courses in the series), and 167. The rem a i n - F,W,S and Witnessing the Holocaust ing two courses may include any upper-division cre- Seminar taught by upper-division Kresge students under •Porter 39, Jewish Personal Narrative on Film at i v e writing course (see Literature, page 294), Kresge faculty supervision. (See course 192.) Students American Studies 105, Community Studies 144, submit petition to sponsoring agency. The Staff Spring 2005 Env i r onmental Studies 156 (for environmental stud- •Hebrew 3, Instruction in the Hebrew Language ies majors), Film and Digital Media 150, and Wri t i n g 80. Power and Representation (Kresge Core •Hebrew 6, Intermediate Hebrew 101 (if not used as media criticism), 102, 103, 104, Course). F •History 137, Modern Jewish Intellectual History 107, 108, 109, 110A, 120, 161, 163, 169, and 195. Examination of key moments at middle and end of 20th century. Focuses on Hiroshima and dawn of atomic age; •History 196K, Topics in Medieval History • One course in media criticism (ordinarily Wri t i n g social movements of late 1950s, 1960s, and early 1970s, • German Literature 120, Fear of the Foreign: 167, but Sociology 116, Community Studies 80L, including civil rights, Vietnam War, women’s movement, Xenophobia in German Literature and Culture Writing 70, and 128 are accepted) and gay and lesbian movement. Each instructor has spe- • Modern Literary Studies 144E, Hebrew Poetry • One quarter of internship cial two-week period to examine related topics that ref l e c t • Modern Literary Studies 144F, Israeli Literature the overall focus of core. The last part of course deals with • Pre- and Early Modern Literary Studies 127, Jewish • A senior thesis or portf o l i o economic downturn of 1990s. Besides section meetings, Mystical Texts se v eral nights all students come together to watch core- r e- • Pre- and Early Modern Literary Studies 201, Studies lated films or listen to lectures. (Formerly Cultural Inter - in Antiquity sections. ). Enrollment limited to 24. (General Education •Music 80I, Music of Modern Israel Code(s): T5 - H umanities and Arts or Social Sciences.) Th e Kresge College Staff Sample Student Prog r a m 80B. Teatro Chicano/a. * Year 1: Heb r ew 1-2-3, Ins t r uction in the Heb r ew College Off i c e Introduction to Teatro Chicano/a with examination of Language; Li t e r a t u r e 80A, Biblical Nar ra t i ve s (831) 459-2071 ho w cultural diversity plays a role in theater. Th r ough lec- Year 2: Heb r ew 4-5-6, Int e r mediate Heb re w ; Li t e r a t u r e ht t p : / / w w w 2 . u c s c . e d u / k re s g e tures, films, and workshop exercises, reflects upon the 80 L / Hi s t o r y 80W, The Holocaust: The Des t ru c t i o n For college description and list of faculty, see page 84. process of Teatro Chicano. Students write their own acts, of Eur opean Jew r y improvise, and perform in class. Taught in winter quarter Year 3: two Modern Literary Studies 144 courses or as Theater Arts 80M; students cannot receive credit for EAP courses; if EAP, take LTMO 144 courses in Lower-Division Courses both classes. Enrollment restricted to college members. second year. Enrollment limited to 25. (General Education Code(s): 12A. Service Learning (3 credits). W T4-Humanities and Arts, A, E.) R. Apodaca Year 4: upper-division courses in literature and history Students will find an independent field placement with the instructor’s assistance, work in the placement, meet 80H. Power and Representation (Kresge weekly, read appropriate texts, keep a journal, and write a Honors Core Course). final reflection on the experience. Enr ollment restricted to Students develop research skills, analyze readings, and Jo u r n a l i s m college members. Enrollment limited to 15. May be rewrite essays reg a r ding late twen t i e t h - c e n t u r y U.S. culture. peated for credit. R. Bunch Prer equisite(s): honors essay applications rev i e wed by staff. Enrollment restricted to first-year students. Enrollment Writing Prog r a m 12B. Service Learning (2 credits). S limited to 24. (General Education Code(s): T5-Humani- 166 Kresge College Students will begin or continue to work in the independ- ties and Arts or Social Sciences.) The Staff (831) 459-2431 ent field placement they started the previous quarte r , meet ht t p : / / h u m w w w. u c s c . e d u / w r i t i n g / i n d e x . h t m l weekly, read appropriate texts, keep a journal, and write a 80T. Power and Representation (Kresge Core final reflection on the experience. Enr ollment restricted to Course for Transfer Students). F The Writing Program accepts students each quarter into college members. Enrollment limited to 15. May be re- Designed primarily for incoming transfer students. Ex- the minor in journalism. The minor consists of a series of peated for credit. R. Bunch amination of key moments at middle and end of 20th courses and internships that emphasize not just craft but century. Focuses on Hiroshima and dawn of atomic age; critical analysis. The program immerses the student in 20C. The Journal as a Learning Tool social movements of late 1950s, 1960s, and early 1970s, studies of the rhetoric of nonfiction writing and of the (3 credits). * including civil rights, Vietnam War, women’s movement, significance of public discourse. It is designed to coordi - A seminar style course introducing techniques for using a and gay and lesbian movement. Each instructor has spe- nate with a student’s major in any field of study in which journal to rec o r d, understand, and analyze information; to cial two-week period to examine related topics that ref l e c t the practice of writing for newspaper and magazine publi- generate and explore ideas; and to enhance attentiveness, the overall focus of core. The last part of course deals with cation might complement normal course work. thoughtfulness, and enjoyment. Useful for strengthening economic downturn of 1990s. Besides section meetings, A full description of the minor, an explanation of independent learning strategies as well as academic study se v eral nights all students come together to watch core- r e- application proc e d u r es, and a petition for admission into skills. Prer equisite(s): Writing 1 or fulfillment of the C related films or listen to lectures. (Formerly Cultural Inter - the program may be obtained at the Writing Prog r a m qu i r ement. Enr ollment restricted to college members. En- se c t i o n s . ). Prer equisite(s): satisfaction of the Subject A and Office (Kresge 166). Petitions are rev i e wed during the rollment limited to 15. The Staff Composition requirements. Enrollment limited to 24. second week of each quarter; selection is based on course 30C. The Writing Life (3 credits). F (General Education Code(s): T5-Humanities and Arts or wo r k and writing samples. Int e r ested students are Studies challenges and rewa r ds of a writing career students Social Sciences, W.) The Staff encouraged to get more details about the minor from the might pursue professionally (from technology to travel, faculty: Tim Fitzmaurice (Crown), Leslie Lopez (Kres g e ) , 99. Tutorial. F,W,S screenwriting to grant writing, journalism to literary ca- A program of directed study arranged between a fresh- Paul Skenazy (College Eight), and Roz Spa f f o r d (College reers). Enrollment restricted to college members. Enroll- Eight). Admission to the minor is suspended at pres e n t . person or sophomore student and a Kresge faculty mem- ment limited to 18. May be repeated for credit. F. Fatemi ber. Students submit petition to sponsoring agency. The Staff

*Not offered in 2004–05 274 PROGRAMS AND COURSES

99F. Independent Study (2 credits). F,W,S GIL D A S HAM E L CHI YO K O ISH I B A S H I A program of directed study arranged between a student Latin, Greek, Hebrew; Bible; history of Judaism and Mod e r n Japanese literat u r e and film Christianity; French and a Kresge faculty member. Class time is less propor- La t i n tional to credit given. Students submit petition to spon- GRE T A HUTC H I S O N soring agency. The Staff Foreign language pedagogy, second language acquisition, KAR E N BAS S I (L i t e r a t u re ) medieval French literature, and nineteenth-century Greek and Latin literat u r es, Greek drama, Hellenistic poetics, literature and art feminist interpretation, literar y and cultural theory, pre- and Upper-Division Courses ea r ly modern studies HERV É LE MAN S E C 192. Directed Student Teaching. F,W,S French phonetics and phonology, 20th-century Fren c h MAR Y-K AY GAM E L (L i t e r a t u re ) Teaching of a lower-division seminar under Kresge faculty civilization, the no u v eau rom a n , French opera Perf o r mance studies, ancient Med i t e r r anean perfo rm a n c e , supervision. (See course 42.) Prerequisite(s): upper-divi- Greek and Latin literat u r e, film, feminist approaches to DAVI D A. ORLA N D O sion standing in Kresge, a proposal supported by a Kres g e li t e ra t u r e and perfo rm a n c e For eign language pedagogy; second-language acquisition; faculty member willing to supervise, and college approval . French proletarian writers of the 1920s and 1930s; Fren c h GIL D A S HAM E L The Staff civilization, especially the Renaissance, Rev olution, Bel l e Latin, Greek, Hebrew; Bible; history of Judaism and Christianity; French 193. Field Study. F,W,S Epoque, and interwar periods Sup e r vised off-campus study conducted under the imme- Germ a n CHA R L E S W. HED R I C K JR. (Hi s t o ry ) diate and direct guidance of a Kresge faculty supervi s o r . To Greek social, cultural, and intellectual history; Greek rel i g i o n ; be used primarily by upper-division students doing part- WALT E R CAM P B E L L Greek historiography; Greek arch a e o l o g y Language teaching, 18th- and 19th-century Germ a n time, off-campus study. Prerequiste(s): approval of stu- OH N YN C H li t e ra t u r e, history of Germ a n J P. L (L i t e r a t u re ) dent’s adviser and the college. May be repeated for credit. Greek and Latin literat u r es; Plato and Aristotle; Luc re t i u s , The Staff JUD I T H HAR R I S -F RI S K Virgil, and Pet r onius; ancient education Ger man language and cultural studies; Ger man literat u r e 194. Group Tutorial. F,W,S and intellectual history, 1750-present; turn- o f - t h e - c e n t u r y DAN I E L SEL D E N (L i t e r a t u re ) Af r oasiatic languages and literat u r es, Greek and Latin, A program of independent study arranged between a Vienna and Weimar Ger man; Ger man issues of national Hellenistic culture, the classical tradition, history of criticism, group of students and a Kresge faculty member. Students identity and multicultural i s m li t e ra r y theory submit petition to sponsoring agency. The Staff Gree k Port u g u e s e 195. Senior Thesis. F,W,S KAR E N BAS S I (L i t e r a t u re ) Senior thesis or project for student doing individual major Greek and Latin literat u r es, Greek drama, Hellenistic poetics, ANA MAR I A SEA R A Por tuguese language and Lus o - B razilian studies, literat u r e of pr ogram. May be repeated twice for credit. Prere q u i s i t e ( s ) : feminist interpretation, literar y and cultural theory, pre- and the Por tuguese-speaking world, applied linguistics and second- permission of sponsoring committee and college approval . ea r ly modern studies The Staff language acquisition MAR Y-K AY GAM E L (L i t e r a t u re ) 198. Independent Field Study. F,W,S Perf o r mance studies, ancient Med i t e r r anean perfo rm a n c e , Rus s i a n Provides for college-sponsored individual study programs Greek and Latin literat u r e, film, feminist approaches to WIL L I A M NIC K E L L off campus, for which Kresge faculty supervision is not in li t e ra t u r e and perfo rm a n c e Leo Tol s t o y, Russian cultural history, 1920s–1930s Sovi e t person (e.g., supervision is by correspondence.) Prerequi- GIL D A S HAM E L Russia, Rus s i a n / S o viet film, Russian language and pedagogy site(s): approval of the student’s faculty sponsor and col- Latin, Greek, Hebrew; Bible; history of Judaism and Spanish and Spanish for Spanish Spe a k e r s lege approval. The Staff Christianity; French BRE N D A BARC E L Ó 199. Tutorial. F,W,S CHA R L E S W. HED R I C K JR. (Hi s t o ry ) Latin American culture, bilingual studies, Rom a n c e A program of individual study arranged between an Greek social, cultural, and intellectual history; Greek rel i g i o n ; languages, Spa n i s h / E nglish and Eng l i s h / S panish tran s l a t i o n , upper-division student and a Kresge faculty member. Stu - Greek historiography; Greek arch a e o l o g y Hispanic linguistics dents submit petition to sponsoring agency. The Staff JOH N P. LYN C H (L i t e r a t u re ) CAR LO S CAL I E R N O Greek and Latin literat u r es; Plato and Aristotle; Luc re t i u s , Latin American culture, history, literat u r e, cinema, music, Virgil, and Pet r onius; ancient education ar t, economics, and politics DAN I E L SEL D E N (L i t e r a t u re ) VER Ó N I C A FEL I U Language Program Af r oasiatic languages and literat u r es, Greek and Latin, Latin American literat u r e of 20th century and colonial Hellenistic culture, the classical tradition, history of criticism, period, cultural studies, studies on testimony, popular culture li t e ra r y theory 239 Cowell College and perfo rm a n c e (831) 459-2054 Heb re w MAR Í A VIC TO R I A GON Z Á L E Z -P AGA N I ht t p : / / l a n g 2 . u c s c . e d u / l a n g u a g e _ p ro g ra m / i n d e x 2 . h t m l TAM M I ROS S M A N -B EN J A M I N Language teaching methodology; Spanish syntax; computer- Heb r ew language and culture, biblical Heb r ew syntax and assisted foreign language learning; Latin American cultural Faculty and Professional Int e re s t s semantics, the Heb r ew Bible, Jewish thought, studies, especially women’s contributions ps y cholinguistics, second-language acquisition and MAR Í A MOR R I S Ch i n e s e bi l i n g u a l i s m Language learning styles and strategies, culture and technology in language trai n i n g DAVI D KEE N A N Ita l i a n Chinese language, fiction, and history GIU L I A CEN T I N E O MAR TA NAVAR R O Latin American literat u r e, Mexican/Chicano culture, JACQU E L I N E KU Italian culture and civilization; history of Italian language; Chinese language pedagogy, modern Chinese drama, dram a Italian linguistics, syntax, and semantics; language pedagogy Latina/Chicana issues as pedagogical tool MAR I A (TON I A ) PRE N C I P E ARI E L A. PÉR E Z Fren c h Business Italian, translation, Italian culture and civilization Language acquisition and teaching methodology, computer- assisted language learning, teaching language for prof i c i e n c y , ANGELA ELSEY Jap a n e s e or al proficiency assessment; Latin American current affairs Francophonie, especially Nor th American (Louisiana, Quebec, the Caribbean); French dialectology and SAK A E FUJ I T A FRA N K A. (PACO ) RAM Í R E Z Second-language acquisition, bilingual education, Siglo de so c i o l i n g u i s t i c s For eign language methodology, dram a / t h e a t e r / i m p r ovi s a t i o n use in language learning, language and identity, forei g n Oro Th e a t e r , Peninsular medieval literat u r e, Spa n i s h - language literac y , literacy through literat u r e language film and theater for linguistic and cultural ac q u i s i t i o n LANGUAGE STUDIES 275

ALVAR O ROM E R O-M ARC O grams in Siena, Ita l y , Japan (global economics taught in Req u i r ements for the Maj o r Spanish literat u r e of the 19th and 20th centuries; film, English), and Costa Rica (tropical biology taught in cu l t u r al studies English); semester programs in Austria, Chile, Costa Early Declaration Rica, France, Ger m a n y , Ita l y , or Mexico; and the yea r - It is important that pros p e c t i v e students declare the major Prog r am Des c r i p t i o n long UC Education Abr oad Program, with centers in as early as possible so that they can complete the ad- Brazil, Chile, China, Costa Rica, France, Ger m a n y , vanced language, linguistics, and context req u i re m e n t s Understanding how language works is a crucial part of Israel, Ita l y , Japan, Mexico, Russia, Spain, and Tai w a n . co m p r ehending human consciousness and communica- within an allowable period of enrollment. Alternativel y , tion. Language is an intellectual tool basic to all disci- students can opt for the general linguistics major with a plines. And in today’s communities, multicultural and Lower-Division Courses pa r ticular language focus (see Linguistics, page 287). global, learning a second language is not a ref i n e m e n t Students who wish to include an EAP experience in but a necessity—the key to understanding and commu- 80D. Italian Culture Through Cinema. W their course of study will have to coordinate their choice nicating with others near and far. The goal of the Film is used as a medium through which images of Ita l i a n s of year abroad with the scheduling of UCSC courses. Language Program at UCSC is to allow students to and their culture are disseminated, perpetuated, and crys - Transfer students who have not made significant prog re s s ac h i e v e a substantial level of proficiency in languages ta l l i z ed. Whether these rep r esentations offer historical per- with the language req u i r ements before entering UCSC other than English. Since such proficiency always sp e c t i v es or stereotypes, they are important documents for may find it difficult to include an EAP year before com- includes cultural as well as linguistic comprehension, the the study of Italian culture, society, history, and politics. pletion of graduation req u i re m e n t s . pr ogram req u i r es investigating the complex rel a t i o n s h i p While analyzing films by and about Italians, we develop be t w een language and culture. an informed opinion on relevant issues in Italian culture Course Req u i re m e n t s The Language Program offers rigorous language train- and society. The course, to be taught in English, is organ- To graduate, all language studies majors must satisfy ing by professional language instructors. Most courses are ized thematically. Students cannot receive credit for this course req u i r ements in language study, linguistics, and taught in the target language from the ver y beginning. In course and Italian 106. May be repeated for credit. (Gen- cultural context. They must also fulfill the senior exit re- 2004–05, languages offered are Arabic, Chinese, Fren c h , eral Education Code(s): T4-Humanities and Arts.) The qu i re m e n t . Staff German, Greek, Heb r ew, Hindi, Italian, Japanese, Latin, Language study req u i r ement. Majors in Chinese and Jap a n - Por tuguese, Russian, Spanish, and Spanish for Spa n i s h ese must achieve a level equivalent to nine quarters of lan- sp e a k e r s . guage study. Majors in French, German, modern Heb r ew, Students with previous language preparation who wish Italian, Russian, and Spanish must achieve a level equiva- to continue in that language take a placement examina- Language Studies lent to six quarters in the language of concentration and tion to determine the course level appropriate for them. take the equivalent of courses 1, 2, and 3 in a second lan- Each language’s placement examination format is guage. Note that language courses 4, 5, or 6 fulfill one of described in the quarterly Schedule of Classes, along with Linguistics Dep a rt m e n t the introduction to humanities (IH) general education re- the time, date, and location of the examination. 241 Ste v enson College qu i re m e n t s . Language learning at UCSC is supported by a var i e t y (831) 459-4988 Linguistics req u i re m e n t . Sev en courses as follows : of technologies. Th e r e is a campus language laboratory in ht t p : / / l i n g . u c s c . e d u the Media and Ele c t r onic Res o u r ce Center (MERC) at Li n g u i s t i c s McHe n r y Library; the library also houses an abundance Faculty and Professional Int e re s t s • 20, Int r oduction to Lin g u i s t i c s of print and audiovisual material in the languages taught See Dep a r tment of Linguistics and Language Prog r a m . • 101, Pho n o l o g y I at UCSC, including music rec o r dings and videos. • 52, Syntax I; or 55, Syntactic Stru c t u re s Television programs are rec e i v ed from countries arou n d • 53, Semantics I the world. In addition, the Computing Laboratory at Prog r am Des c r i p t i o n • 140, Language Change (h i s t o ry ) Co well College has the capacity to process texts in non- Language studies is an interdi s c i p l i n a r y major sponsored • a course in language struc t u r e from the Linguistics Roman alphabets. Faculty in the Language Program are by the Linguistics Dep a r tment. It is designed to equip 180-series which is rel e v ant to the major language. incorporating new technologies into their teaching on an students with a thorough competence in one or more See the undergraduate handbook for language studies ongoing basis, including computer software, CD-ROM s , fo r eign languages and, at the same time, provide students for further information; Internet res o u r ces, and web pages. with an understanding of the general nature of human In addition to language courses, the program offers • one elective course in linguistic study. This may be language—its struc t u r e and use. It is a demanding pro- any of courses 80C, 80D, or 80V; any upper-division upper-division courses exploring history, sociology, litera- gram that req u i r es (1) acquisition of demonstrable com- tu r e, art, film, and other manifestations of culture. Man y course in linguistics; or an approved course in linguis- petence in a language other than English, (2) a thorou g h tic study from another department. Consult the list of these course are taught in the target language. gr ounding in linguistics, and (3) completion of a series of Students who wish to concentrate on language study of prea p p r oved electives in the undergraduate hand- cultural context courses related to the language. bo o k for language studies. ha v e the choice of various majors. Students can major in Cur re n t l y , majors may choose a concentration in language studies (below), which combines courses in lan- Chinese, French, German, modern Heb r ew, Ita l i a n , Cul t u r al context req u i re m e n t . Fiv e courses in the cultural guage proficiency and culture with general and applied Japanese, Russian, or Spanish. Int e r ested students should context of the major language are req u i r ed and may be se- linguistics. The Literature Dep a r tment (page 290) offers contact the Linguistics Dep a r tment Office early in their lected from a variety of disciplines including literature, courses in French, German, Spanish, Latin American, college career to obtain essential information about hi s t o r y, politics, and art. The undergraduate handbook and Italian literature. The Literature Dep a r tment encour- req u i r ements. Students are also encouraged to obtain a for language studies details the available and req u i re d ages all students to study a second language and req u i re s cu r r ent copy of the undergraduate handbook for lan- context courses for each major concentration. One quar- two upper-division courses in a non-English literature for guage studies (from the department office), which con- te r ’s work through individual study can fulfill a context the intensive literature major. The His t o r y Dep a rt m e n t tains detailed information about the major. req u i re m e n t . encourages students of Asian, Latin American, Euro p e a n , A junior year abroad through the UC Edu c a t i o n Senior exit req u i re m e n t . The senior exit req u i r ement con- and classical history to study a second language and pro- Abr oad Program (EAP) in a country appropriate to the sists of a take-home exam on general linguistics and the vides a variety of opportunities to make use of language major language is recommended. A senior year abroad is st ru c t u r e of the major language. Alternativel y , students skills in their studies. Latin American and Latino Stu d i e s ap p r oved only when all of the language prof i c i e n c y doing especially strong course work in the major may (page 276) focuses on the Hispanic culture of the req u i r ement has been satisfied and when it is clear that pr opose to satisfy the senior exit req u i r ement by doing a Americas and req u i r es all majors to read, speak, and write any remaining courses can be satisfactorily completed senior thesis or project. The proposal for a senior thesis or Spanish or Por tuguese. Other area studies majors invol v - ab r oad. Courses taken abroad may be used to satisfy pr oject must be submitted for approval to the designated ing language study include classical studies, Ger m a n major req u i r ements only if approved by the language adviser at least two quarters prior to the quarter of gradu- studies, Italian studies, East Asian studies (Chinese studies director or a designated adviser. ation. emphasis), and global economics. The senior thesis is an original investigation of the Study abroad is an important component of language major language in some rel e v ant way, such as the linguis- study at UCSC. Language students have various oppor- tic struc t u r e or history of the language or its historical, tunities for studying abroad, including one-quarter pro- 276 PROGRAMS AND COURSES

literary, cultural, sociological, ethnographic, or political 99. Tutorial. F,W,S context. Students submit petition to sponsoring agency. The Staff A senior project consists of either a linguistic research La t i n project or a translation project. Linguistic research proj- 99F. Tutorial (2 credits). F,W,S ects might analyze some aspect of the phonology or Students submit petition to sponsoring agency. The Staff Language Prog r a m syntax of the major language, analyze and compare 239 Cowell College dialects, or study new word formations found in the (831) 459-2054 current press, among other possibilities. ht t p : / / l a n g 2 . u c s c . e d u / l a n g u a g e _ p ro g ra m / i n d e x 2 . h t m l In general, doing a translation project requires some Latin American and training in translation theory. This might be acquired through Education Abroad Program study or, if possi- Faculty and Professional Int e re s t s Latino Studies ble, through independent study. A translation project requires a translation of a selected work in the major Prof e s s o r language and, in the case of French, German, Italian, Casa Latina, lower level, Merrill College and Spanish, also an introduction written in the lan- MAR Y-K AY GAM E L , PROF E S S O R (Classics and (831) 459-4284 guage of the translated text. The translation course is in Co m p a r a t i v e Literature) ht t p : / / w w w. l a l s . u c s c . e d u addition to the other requirements of the major. Perf o r mance studies, ancient Med i t e r r anean perfo rm a n c e , Greek and Latin literat u r e, film, feminist approaches to li t e ra t u r e and perfo rm a n c e Faculty and Professional Int e re s t s Language Studies Major Pla n n e r s CHA R L E S W. HED R I C K JR. (Hi s t o ry ) The following are two recommended academic plans for Greek social, cultural, and intellectual history; Greek rel i g i o n ; Core Faculty language studies majors. Plan One is a guideline for stu- Greek historiography; Greek arch a e o l o g y dents who are planning to study abroad for a yea r . Pla n GAB R I E L A ARR E D O N D O , Assistant Professor in Latin Two is for students who are not planning to study JOHN P. LYNCH (Literature) American and Latino Stu d i e s U.S. social and cultural history; Chicana/o history; critical ab r oad. In addition, students will have general education Greek and Latin literatures; Plato and Aristotle; Lucretius, Virgil, and Petronius; ancient education race and ethnicity theories; im/migration history; Latina/os in req u i r ements to fulfill. Students are strongly advised to the U.S.; Chicana feminisms; "borde r lands" studies, contact the Linguistics Dep a r tment Office for assistance Associate Prof e s s o r pa rt i c u l a r ly intersections with gender, race, and reg i o n a l with individualized academic planning. var i a t i o n . KAREN BASSI (Literature) Greek and Latin literatures, Greek drama, Hellenistic JOH N G. BOR R E G O , Professor of Latin American poetics, feminist interpretation, literary and cultural theory, and Latino Stu d i e s Plan One pre- and early modern studies Global political economy, national development, urban and Yea r Fa l l Win t e r Sp r i n g regional planning, community organizing, social change, DANIEL SELDEN (Literature) ethnic minorities, Mexico and the Southwes t 1s t Lang (1st qrtr ) Lang (2nd qrtr ) Lang (3rd qrtr ) Afroasiatic languages and literatures, Greek and Latin, (f r s h ) college core Ling 20 Hellenistic culture, the classical tradition, history of GUI L L E R M O DELG A D O , Lecturer in Latin American criticism, literary theory and Latino Stu d i e s 2n d Lang (4th qrtr ) Lang (5th qrtr ) Lang (6th qrtr ) Latin America; comparat i v e indigeniety; indigenous prop e rt y (s o p h ) Ling 101 Ling 52 or Ling 55 Le c t u re r rights; religion, magic, and ritual; ecologies and peasantries; 3r d Education Abroad year (three upper-div language studies Que c h u a / A ndean linguistics, mining; alterna t i ve / e l e c t ro n i c (j r ) context course req u i re m e n t s ) GIL D A S HAM E L jo u r nalism; anthrop o l o g y in the developing world ; Latin, Greek, Hebrew; Bible; history of Judaism and in t e r ethnicity; urbanization; social movements; culture theory 4t h 2nd Lang (1st qrtr ) 2nd Lang (2nd qrtr ) 2nd Lang (3rd qrtr ) Christianity; French (s r ) Ling elective Ling 53 context course JON AT H A N FOX, Professor of Latin American and context course Ling 180-series Ling 140 Latino Stu d i e s Plan Two Program Description Latin American and Latino politics, including issues of de m o c r atization, povert y , the environment, social movem e n t s , Yea r Fa l l Win t e r Sp r i n g The Language Program offers instruction in elementary Latin. It consists of a two-course sequence that begins in and public interest grou p s 1s t Lang (1st qrtr ) Lang (2nd qrtr ) Lang (3rd qrtr ) the fall quarter only. Students interested in Latin litera- (f r s h ) co r e Ling 20 ROS A LIN D A FRE G O S O , Prof e s s o r , Latin American tu r e should see the course listings under Literature, page and Latino Stu d i e s 294. Those interested in classical studies should see the Cul t u r al studies, transnational feminist theories, Chicana/o 2n d Lang (4th qrtr ) Lang (5th qrtr ) Lang (6th qrtr ) pr ogram description on page 153. (s o p h ) Ling 101 Ling 52 or Ling 55 and Latina/o cinema 3r d context course context course context course WALT E R L. GOL D F R A N K , Professor of Latin (j r ) Ling 53 Ling 140 Campus Language Laboratories and American and Latino Studies and Soc i o l o g y 4t h 2nd Lang (1st qrtr ) 2nd Lang (2nd qrtr ) 2nd Lang (3rd qrtr ) Placement Exams Social change, historical sociology, world systems, modern (s r ) Ling elective Ling 180-series context course Mex i c o , Chile, social movements and rev olution, devel o p m e n t Information on these topics can be found on page 274, theories, policies and outcomes context course under Language Program. SUS A N N E JON A S , Lecturer in Latin American and Latino Stu d i e s Req u i r ements for the Min o r Lower-Division Courses Co m p a ra t i v e Latin American politics, contemporar y Cen t ra l The minor req u i r es completion of two years (six quar- America, Latin American immigration and Latino ters) of language study (or demonstration of an equiva- 1. Elementary Latin. F communities in the U.S., Cen t r al American binational lent level of ability), three context courses, and five cours- Instruction in Latin grammar, together with readings in organizing, U.S.-Latin American cros s - b o r der issues, U.S. es in linguistics: (20, 55 or 52, 101, 140, and an appro- various authors, designed to prepare for the study of clas- fo r eign policy in Latin America, the Left in Latin Ame r i c a , priate course from the 180 language struc t u r e series). sical literature. The sequence begins in the fall quarter co m p a ra t i v e peace processes in Cen t r al America and only. The Staff wo r ldwide, contemporar y Caribbean politics, political economy of development and underde ve l o p m e n t 2. Elementary Latin. W Instruction in Latin grammar, together with readings in MAN U E L PAS TO R JR., Professor of Latin American various authors, designed to prepare for the study of clas- and Latino Stu d i e s sical literature. Prerequisite(s): course 1. The Staff Urban pover ty and regional development, Latinos in the urban U.S., macroeconomic stabilization in Latin Ame r i c a ; distribution, democrac y , and growth in the developing world ; Cuban economic ref o r m; Mexican economic ref o r m LATIN AMERICAN AND LATINO STUDIES 277

PATR I C I A ZAVE L L A, Professor of Latin American and ROB E R TO A. SÁN C H E Z -R OD R I G U E Z , As s o c i a t e LUC I N D A PEA S E -A LVAR E Z , Associate Professor of Latino Stu d i e s Professor of Env i r onmental Stu d i e s Edu c a t i o n The relationship between women’s work and domestic labor, Urban ecology, environment and development in Latin Language and literacy development, language-minority po vert y , family, sexuality and social networks, feminist studies, America, urban and regional development, human education, bilingualism, informal learni n g et h n o g r aphic res e a r ch methods, and transnational migrat i o n dimensions of global environmental change, border studies of Mexicana/o workers and U.S. capital MIC H A E L ROTK I N , Le c t u r er in Community Stu d i e s JOH N M. SCH E C H T E R , Professor of Mus i c Mar xist theory, capitalist system, community organizing, Eth n o m u s i c o l o g y; music theory; South American trad i t i o n a l el e c t o r al politics, media, gover nment prog r ams, community Participating Faculty and contemporar y musics; Quechua music-culture; music and po wer struc t u r e, institutional analysis, and affirma t i v e action ON I A LVAR E Z ritual; organology; Str avinsky; Fou n d e r - D i re c t o r , UCSC S E. A , Professor of Pol i t i c s DAVI D G. SWE E T , Eme r i t u s Latin American politics, the politics of gender, comparat i v e Latin American Ensembles political development, feminist theory, social movem e n t s , KIP TEL L É Z , Associate Professor of Edu c a t i o n HEL E N SHA PI R O, Associate Professor of Soc i o l o g y Prep a r ation of teachers for linguistic and cultural diver s i t y , de m o c r atization, contemporar y democratic theory, civil society Political economy, Latin American economic history and second language learning, studies of the school curriculum, de v elopment (with an emphasis on Brazil), industrial policy, JUL I A N N E BUR TON -C AR VAJ A L , Professor of Literature educational assessment Twentieth- and 21st-century Latin(o) American visual the auto industry, the state and transnational corporat i o n s media, parti c u l a r ly film; melodrama as a transnational form; LARRY TRUJILLO, Lecturer in Community Studies CART E R WIL S O N , Eme r i t u s gender and authorship; history, cultures, and rep re s e n t a t i o n s Chicana/o studies, ethnic studies, grassroots community of Cal i f o r nia, parti c u l a r ly the Cen t r al Coast organizations, prison-industrial complex, student Affiliated Faculty development, Chicano music PED R O G. CAS T I L L O, Associate Professor of His t o r y Chicano/a history and culture; American social and urban JORG E ALAD R O FON T , Professor of Spa n i s h KAREN TEI YAMASHITA, Associate Professor of hi s t o r y; race, class, and gender Li t e r a t u r e Literature (Creative Writing) Spanish mysticism, theory and historical developments of His t o r y and anthrop o l o g y of Japanese immigration to Braz i l , CARO LY N DEA N , Professor of His t o r y of Art and im a g e r y in the Middle Ages to the baroque period, Asian American literat u r e, modern fiction, playwriting Visual Cul t u r e Renaissance and baroque Hispanic literat u r e, Italian ideas in Cul t u r al histories of the Nat i v e Americas and colonial Latin the Spanish Renaissance, Cer vantes Ame r i c a Prog r am Des c r i p t i o n GREGORY S. GILBERT, Associate Professor of MAR I A ELE N A DIA Z , Associate Professor of His t o r y Environmental Studies The Latin American and Latino Studies (LAL S ) Colonial Caribbean and Latin America; social and cultural Disease ecology, conservation biology, tropical forest ecology, Dep a r tment prep a r es students for bilingual and bicultur- hi s t o r y; ethnohistory; slaver y, race, and gender microbial ecology al participation in a rapidly changing world. Both Latin America and U.S. Latino communities are being trans- NOR M A KLAH N , Professor of Literature STE PH E N R. GLI E S S M A N , Al f r ed E. Heller Prof e s s o r Latin American literar y and cultural studies (specialization: formed by globalization; at the same time, deep historical of Agroecology (Env i r onmental Stu d i e s ) legacies continue to be ver y present. The Latin American Mexico), Chicano/Latino literat u r e and culture from a cros s - Agro e c o l o g y, sustainable agriculture, natural history, trop i c a l and Latino Studies Dep a r tment integrates the study of bo r der perspective, popular culture and the novel, poetics and land use and development, ecology and management of politics, fiction and history, nation and narration, cultural Cal i f o r nia vegetation Chicano and Latino communities in the U.S. with analy- and feminist theories sis of the histories, politics, cultures, and societies of MAR Í A VIC TO R I A GON Z Á L E Z -P AGA N I , Le c t u r er in Latin America and the Caribbean. ALM A R. MART I N E Z , Assistant Professor of Theater Arts Spanish Language LALS courses deal with changing political, social, eco- Acting, Chicana/o theater, contemporar y Mexican and Latin Language teaching methodology; Spanish syntax; computer- nomic, and cultural realities, including immigration and American popular/political theater, theater of Ame r i c a n assisted foreign language learning; Latin American cultural transnational communities; gender, racial, and ethnic cu l t u r es, critical theory, direc t i n g studies, especially women’s contributions identities; social movements; diverse forms of cultural LOU R D E S MART Í N E Z -E CH A Z Á B A L , As s o c i a t e DAVI D E. GOO D M A N , Professor of Env i ro n m e n t a l ex p r ession; ongoing political and economic res t ru c t u r i n g Professor of Latin American Literature Stu d i e s in Latin America; and the challenges of political and eco- Latin American and Caribbean literat u r es; Afro- L a t i n Political economy of international environmental issues, nomic empowerment for Latino communities in the U.S. American literat u r es, cultures, and societies; found[n]ational global agri-food systems, technology, Nor th-South rel a t i o n s To understand these processes, we draw from interdi s c i - na r ra t i v es; Brazilian literat u r e; literat u r es of Cuba and the and sustainable development, Brazilian economy and society pl i n a r y perspectives, including the social sciences, the Cuban diaspora; critical race theory humanities, and the arts . KIR S T E N SIL VA GRUE S Z , Associate Professor of OLGA NÁJ E R A -R AM Í R E Z , Professor of Anthrop o l o g y Li t e r a t u r e In addition to academic knowledge, LALS also pro- Fol k l o r e theory, ritual, festival, dance, greater Mex i c a n Co m p a ra t i v e Americas studies, Chicano/Latino literat u re s vides opportunities for students to acquire practical, rea l - cu l t u r e, history and folklore, transnationalism, identity; and cultures, 19th-century U.S. literat u r e, poetry and world skills. Th r ough prog r a m - r elated internship and ex p re s s i v e culture, ethnomusicology, bilingual communication, tr anslation, genre theory field-study experiences, students can acquire useful, pre- ge n d e r , history, and culture of Latin America, the U.S., and pr ofessional skills in any of the following key areas: com- Mex i c o M. LIS B E T H HAA S , Associate Professor of His t o r y munity devel o p m e n t / a d vo c a c y , public policy, education, U. S . - M exico borde r lands, Chicano and Nat i v e Ame r i c a n PAUL ORTIZ, Assistant Professor of Community journalism, media, performance, and res e a rc h / w r i t i n g , hi s t o r y; visual culture in the colonial Americas; the U.S. Wes t among others. Studies and Cal i f o r nia; historical memory, theory, and historical Latin American and Latino studies courses span a African American history, U.S. social and political history, me t h o d o l o g y social documentary, oral history, subaltern studies and number of disciplines and are augmented by courses theories of resistance, U.S. South, Latino studies, social AID A HUR TAD O , Professor of Psyc h o l o g y taught by participating faculty in various departm e n t s . movements, working-class history Social identity, feminist theory, social psych o l o g y of education, The Latin American and Latino Studies Dep a rt m e n t political consciousness, survey methodology compiles a quarterly list of course offerings from acros s JUAN POB L E T E , Associate Professor of Spa n i s h campus that count towa r d the major. Li t e r a t u r e KEN N E T H KLE T Z E R , Professor of Eco n o m i c s Graduates of the LALS major have made careers in a Latin(o) American literat u r es; transnational/global cultures Int e r national economics, economic theory, economic (l i t e ra t u r e, rad i o , film); Latin(o) American cultural studies; de ve l o p m e n t wide variety of fields, including teaching, community 19 t h - c e n t u r y studies; the history of reading prac t i c e s organizing, community and government service, journal- DAN I E L T. LIN G E R , Professor of Anthropology ism and the media, environmental science, global eco- Self and identity, politics, cultural theory, cities, violence, CATH E R I N E RAM I R E Z , Assistant Professor of nomics, health care, legal services, library science, music, tr ansnational experience, Brazil, Japan American Studies publishing, and res e a r ch. Many have gone on to pursue Chicana and U.S. Latino literat u r e, culture, and history; PAUL M. LUB E C K , Professor of Soc i o l o g y ad v anced degrees in the U.S. or abroad in anthrop o l o g y , gender studies and feminist theory; visual culture and style Political sociology, political economy of devel o p m e n t , bilingual education, communications, ecology, econom- politics; cultural studies; popular and urban youth cultures ; globalization, labor and work, logics of methodology, rel i g i o n ics, geography, history, law, literature, public health, and sp e c u l a t i v e fiction, Afrofuturism, and Chicanafuturism; and social movements, Islamic society and identities, sociology—to name a few. science, technology, race, and gender; theories and methods of in f o r mation and networks American studies 278 PROGRAMS AND COURSES

Major Req u i re m e n t s Language Req u i re m e n t s Senior Compreh e n s i v e Req u i re m e n t Th r ee lower-division courses are req u i r ed for the major: All Latin American and Latino studies majors are expect- Ever y major must complete a senior exit req u i r ement in • Latin American and Latino Studies 1, Introduction ed to learn to speak, read, and write Spanish or or der to graduate. The preparation and completion of to Latin American and Latino Studies Por tuguese and to make use of these skills on a reg u l a r this req u i r ement is struc t u r ed into the senior yea r . Th e r e basis in their academic work. ar e five options to choose from : • and two lower-division electives (select from courses Majors must take at least two upper-division courses • good to excellent performance in a Latin American listed below): taught in Spanish or Por tuguese. At least one of these and Latino Studies senior seminar (194 series), includ- courses must be taught by core or participating LAL S ing a final res e a r ch paper (20–30 pages), completed Latin American and Latino Studies fa c u l t y . Bef o r e participating in study abroad programs or by the first or second quarter of the senior yea r ; 80A, Peoples and Cultures of Latin America upper-division course work in Spanish or Port u g u e s e , • an extended res e a r ch paper, 20–30 pages in length. 80B, Social Movements in Latin America students must demonstrate proficiency in the language This paper often builds on related course work and 80C, Power and Resistance in the Americas eq u i v alent to completion of Spanish 6 or 56 or Spa n i s h req u i r es approval from the rel e v ant faculty adviser 80D, Political Social Change in Mexico for Spanish Speakers 63. Students who have achieved flu- be f o r e the end of the winter quarter of the senior 80F, Latinos in the U.S.: A Comparative Perspective ency in Spanish or Por tuguese through life experience yea r . Students may take a 2- or 5-unit independent 80H, Comparative Latina/o Histories may request exemption from this req u i re m e n t . study to complete this paper; 80N, Drug Wars in the Americas • a senior thesis is generally between 40–60 pages and 80Q, Música Latina Fie l d - S tudy and Int e r nship Opp o rt u n i t i e s is the result of one or two quarters of sustained inde- 80X, Central American Culture and Society pendent res e a r ch under the supervision of the faculty All majors are strongly encouraged to undertake either a adviser; Community Studies 80A, Chicanos and Social Change field study in Latin America, the Caribbean, the Latino community in the U.S., or formal academic study abroa d • a senior project can be either a crea t i v e project or a History th r ough the Education Abr oad Program (EAP); see page community-action project. Crea t i v e projects include 34A, Introduction to the History of the Americas: 40 for more information. These paths are the best ways web site design, video, performance, slide show, photo Colonial Period to improve your language skills, explore the nature and exhibit, or other media work. A short written analysis di r ection of your own specific academic and career inter- of the student’s experience in conducting the project is 34B, Introduction to Latin American History: req u i r ed. Community-action projects often invol v e National Period ests in relation to Latin American and Latino studies, and deepen cross-cultural understanding and rel a t i o n s h i p s sustained res e a r ch and/or activity conducted in a com- Spanish Literature 60, Int r oduction to Lit e ra r y Gen re s based upon personal experience. munity organization or public interest grou p , usually stemming from an internship. A short written analysis Music Field studies are independent, community-based study pr ojects for academic credit, done under faculty sponsor- of the connection between the student’s activity and 4 A and 4B, Latin American Ensembles (three quar- res e a r ch and the project itself is req u i r ed; ters fulfill one lower-division elective) ship and arranged on an individual basis. Local opportu - nities for internships and field study in Latino communi- • the Stu d e n t - Di r ected Seminar option is available to 80F, Music in Latin American Culture: Regional unusually qualified students only. It req u i r es three Traditions ties on California’s Central Coast are numerous. Cred i t for up to three upper-division courses may be applied qu a r ters of preparation directed by a faculty adviser Other courses numbered 1–80 on Latin American tow a r ds the major from field study and study abroa d and approval by the Academic Senate Committee on and/or Latino subjects may be substituted with combined. Field study may count for two upper-division Educational Pol i c y . This option can be taken only by approval in advance from the Latin American and courses. Please contact the Latin American and Latino petition with the approval of the faculty adviser. Latino Studies Department. Studies Dep a r tment for further information reg a rd i n g Petition forms are available at the Latin American Courses with similar content taken at other institu- the field-study process, course credit, and a listing of and Latino Studies Off i c e . tions may be substituted with approval from the Latin local field-study prog r a m s . American and Latino Studies Department upon decla- Latin American and Latino Stu d i e s ration of major. Study Abro a d Without exception, Latin American and Latino Students may apply to study at foreign univer s i t i e s Major Pla n n e r s Studies 1 must be taken at UCSC. th r ough EAP. EAP offers opportunities for students to The following are two recommended academic plans for In addition, all majors must complete nine upper- study at universities in Mexico City and Mon t e r re y , un d e r taking basic preparation for the Latin American division courses, including core courses, two of which Mexico; San José, Costa Rica; Santiago, Chile; Rio De and Latino studies major. Plan One is a guideline for stu- are mandatory (no substitutions): Jan e i r o, Brazil; and Madrid, Cadiz, Córdoba, Alcalá de dents who are committed to the major early in their aca- Latin American and Latino Studies Hen a r es, Granada, and Bar celona in Spain. Sop h o m o re s , demic caree r . Plan Two is for transfer students. • 100A, Politics and Society: Concepts and Methods juniors, and seniors with two years of univer s i t y - l e ve l • 100B, Culture and Society:Transculturation Spanish may apply. In addition, through the EAP Fie l d Plan One Entering Fres h m e n Res e a r ch Program (FRP) in Mexico, during fall and Yea r Fa l l Win t e r Sp r i n g The remaining seven electives must meet the follow- spring quarters, students take classes in Mexico City and ing criteria: un d e r take a two-month res e a r ch project while gaining 1s t Span 1 Span 2 Span 3 (f r s h ) Lals 1 Lals 80-series • th r ee must be within a specific cluster that is rel a t e d first-hand experience of life in Mex i c o . The FRP offers to Latin American/Latino studies from within a sin- six sites for regional res e a r ch: Guadalajara, Mer i d a , 2n d Span 4 Span 5 Span 6 or 56 gle field (e.g., anthrop o l o g y , Brazilian studies, cultural Mon t e r re y , Mor elia, Oaxaca, and Que r é t a r o. or Spss 61 or Spss 62 or Spss 63 Sop h o m o r es, juniors, and seniors may apply. Stu d e n t s (s o p h ) Lals 100A Lals 100B studies, economics, education, environmental studies, Lals 80-series film and digital media, history, history of art and may also take an intensive Spanish language program in visual culture, literature, politics, sociology). Th e s e Mor elia, Mexico, during the summer; in Concepción, Plan Two Junior Tra n s f e r s may or may not be Latin American and Latino stud- Chile, during the fall; or in Cordoba, Spain, during the Yea r Fa l l Win t e r Sp r i n g fall or spring. Freshmen, sophomores, juniors, and sen- ies courses. 3r d Span 4 Span 5 Span 6 or 56 iors may apply. Application deadlines are generally sever a l (j r ) or Spss 61 or Spss 62 or Spss 63 • at least one must concentrate on pre-twentieth- months to a year in advance of the program, so come to century topics Lals 1 Lals 100A Lals 100B the office early to plan your study abroad program. All L a l s8 0 - s e r i e s Lals 80-series Lals upper-d i v • at least one must center on Chicano/a-Latino/a issues cr edit for EAP classes transfers back to your UCSC tran- 4t h Lals upper-d i v Lals upper-d i v Lals upper-d i v script. Financial aid applies to all but summer prog r a m s (s r ) Lals upper-d i v Lals upper-d i v Lals upper-d i v • at least two must be taught in Spanish or Port u g u e s e , and includes airfa r e and living costs. Lals 195B Lals 195C one by an LALS associated faculty LATIN AMERICAN AND LATINO STUDIES 279

Combined Maj o r s sociology and Latin American and Latino studies. dependently in the regular curriculum or in Summer Students can satisfy the compreh e n s i v e req u i r ement in Session. The combined major option, requiring fewer courses one of three ways: (1) writing a senior thesis, (2) passing Co u r s e s . Graduate course work in Latin American and than a double major, is established with the global eco- an appropriate Latin American and Latino Studies Sen i o r nomics, politics, and sociology majors. Latino studies is available both in the Latin American and Seminar (194 series), or (3) completing the sociology Latino Studies Dep a r tment and in other UCSC depart- course option of two additional sociology upper-division Latin American and Latino Studies/ ments. Graduate courses to date in the Latin American cluster III courses. If the thesis option is selected, it and Latino Studies Dep a r tment include Global Economics should be planned in consultation with an adviser from For the combined major in Latin American and Latino each department, completed under the supervision of a • 200, Bridging Latin American and Latino Studies studies/global economics, students complete a total of faculty member from either department, and read and • 210, Latina Feminisms: Theory and Practice se v en lower-division course req u i r ements for both the ap p r oved by both advisers; one adviser is sufficient if this Latin American and Latino studies and global economics faculty member belongs to both departm e n t s . • 212, Latina/o Ethnographic Practice majors. Students are assigned a faculty adviser from each • 297, Independent Studies discipline. Upper-division course req u i r ements include Minor Req u i re m e n t s Economics 100A, 100B, and 113; Latin American and • 299, Directed Reading Latino Studies 100A and 100B; and five additional elec- The minor in Latin American and Latino studies consists ti v e courses, two from economics and three from Latin of seven courses, including two lower-division courses American and Latino studies. Two of the upper-division (Latin American and Latino Studies 1 and one other Lower-Division Courses courses must be taught in Spanish (or Por tuguese) and lo wer division course) and five upper-division courses two to four (at least one quarter) must be courses of aca- (including either Latin American and Latino Stu d i e s 1. Introduction to Latin American and Latino demic work, internship, or field study abroad in a 100A or 100B and any other four upper-division courses Studies. F,W,S Spanish- or Por tuguese-speaking country. The compre- that count towa r ds the major). Knowledge of Spa n i s h Basic interdi s c i p l i n a r y introduction req u i r ed of all majors he n s i v e req u i r ement is met by the completion of a senior and/or Por tuguese is highly recommended, but not and minors. Presents basic elements for studying the Latin thesis on a topic suitable to both global economics and req u i r ed for the minor. American culture, society, economy, polity, and Latino Latin American and Latino studies, supervised by a facul- communities in the U.S. Special attention is paid to issues ty member from either department and read and Graduate Studies of race, gender, and class, to the changing situation of the ap p r oved by the student’s advisers from both departm e n t s . Americas within the world economy, and to the efforts of The Department of Latin American and Latino Studies Latin America’s peoples and Latinos in the U.S. to take Latin American and Latino Studies/Politics offers a parenthetical notation in Latin American and c o n t rol of their own destinies. (General Ed u c a t i o n For the combined major in Latin American and Latino Latino studies for Ph.D. students in anthropology, envi- Code(s): IS, E.) The Staff studies/politics, students complete three lower - d i v i s i o n ronmental studies, history, history of consciousness, literature, psychology, and sociology (additional depart- 42. Student-Directed Seminar. course req u i r ements. One of the lower-division courses Seminar taught by upper-division student under faculty must be Latin American and Latino Studies 1 (no substi- ments pending approval). This concentration in Latin American and Latino studies provides graduate students supervision. Requires three quarters of supervised prepa- tutions). For transfer students, a petition may be made to ration. (See course 192) The Staff substitute the other lower-division courses (one Latin with opportunities for interdisciplinary study with fac- American and Latino studies elective, one course from ulty from across the campus. Completion of the pro- 80A. Peoples and Cultures of Latin America. * Politics 1–79) with appropriate course work from anoth- gram will be listed on the graduate degree as a paren- Anthropological in approach, concentrates on how Latin er institution. The 10 upper-division courses include four thetical notation. The request must originate in the America’s image is constructed and studied today.Topics co r e course req u i r ements (Latin American and Latino degree-granting department. Students in other depart- include geographies, nationalities, social classes, ethnici- Studies 100A and 100B, Politics 100 and 140C), two ments wishing to pursue a parenthetical notation in ties, gender, ecologies, regions, cultural areas, folklore, rev - courses from any Politics Dep a r tment sequences (com- Latin American and Latino studies should consult with olutions, rural and urban societies. (General Education pa r a t i v e, American, international, and theory), and four the chairs of their respective Ph.D. programs and of Code(s): T3-Social Sciences, E.) G. Delgado upper-division electives. To complete the senior compre- Latin American and Latino Studies. A list, updated he n s i v e req u i r ement, students may take either a Pol i t i c s annually, of regularly offered approved graduate courses 80B. Social Movements in Latin America. * (190) or Latin American and Latino Studies (194) senior is available in the Latin American and Latino Studies Examines contemporary social movements in Latin se m i n a r . Department office. America. What is the nature of the popular response to di f f e r ent forms of social exclusion and to authoritarian po- Latin American and Latino Studies/ Requirements for the Notation litical systems? Explores a variety of popular movements, Sociology Committee Composition. The student must have a desig- their successes and setbacks, including rural and urban up- risings, native nations and their descendants, women, Students are req u i r ed to take a total of 14 courses and nated graduate adviser from among the Latin American African descendants, labor, environmental and grassroots satisfy a compreh e n s i v e req u i r ement. Th e r e are four and Latino studies core, participating, or affiliated faculty. movements. Enrollment limited to 25. (General Educa- lo wer-division course req u i r ements, two each from the This adviser will be in addition to the graduate adviser tion Code(s): T3-Social Sciences, E.) The Staff sociology and Latin American and Latino studies majors. fr om the student’s home department. The Latin Ameri- One of the lower-division LALS classes must be Latin can and Latino studies adviser must serve on the student’s 80C. Power and Resistance in the Americas: American and Latino Studies 1 (no substitutions); trans- qualifying examination committee and/or on the stu- Cross-Border Social Movements. * fer students may petition to replace the other lower - d i v i - de n t ’s dissertation committee. Focuses on politics of power and resistance regarding sion class with an appropriate course from another insti- Wri t i n g . The student must prep a r e a significant piece of major cros s - b o r der issues facing Latin Americans and Lati- tution. Students are assigned a faculty adviser from each writing in the area of Latin American and Latino studies. nos in the twenty-first century. Emp h a s i z es migration and discipline. Upper-division req u i r ements include six core This writing may take the form of a substantial seminar migrant organizing; neoliberal “free trade” and implica- courses: Latin American and Latino Studies 100A, 100B; pa p e r , master’s essay, or doctoral dissertation chapter. tions for labor; organizing by women’s, indigenous, and Sociology 103A, 103B, 105A, and 105B; and four addi- Course req u i re m e n t s . The student must take five graduate ecological movements; and for democracy and human tional elective courses, two from Sociology and two from rights. Many specific cases drawn from binational Central Latin American and Latino Studies. At least one of the courses in Latin American and Latino studies, including the req u i r ed LALS 200. The courses can be selected from American experiences. (General Education Code(s): T3- Latin American and Latino Studies upper-division cours- Social Sciences, E.) S. Jonas es must be taught in Spanish or Por tuguese, and at least among the graduate offerings of any UCSC departm e n t , one course in the sociology/Latin American and Latino as long as they are taught by core, participating, or affili- 80D. Political Change in Mexico. S studies combined major must be on Chicano/Latino ated Latin American and Latino studies faculty. Reviews broad trends in contemporary Mexican politics issues. Up to three rel e v ant courses taken through study Teaching. The student must serve as a teaching assistant against the backdrop of long-term historical, social, and ab r oad programs from which credits are transferable to in at least one Latin American and Latino studies course economic change throughout the twentieth century, ana- UCSC may be credited towa r d the major when the con- or teach a Latin American and Latino studies course in- lyzing how power is both wielded from above and created tent is deemed appropriate by the faculty advisers of both fr om below. The course covers national politics, grassroo t s movements for social change and democratization, envi-

*Not offered in 2004–05 280 PROGRAMS AND COURSES

ronmental challenges, guerrilla movements, the media, p a rticipation, gender, and migration. Pre re q u i s i t e ( s ) : perspective. Topics include both Christian as well as non- and the politics of immigration and North American in- course 1 is recommended. (General Education Code(s): Christian religious practices. Based on recent anthropo- tegration. (General Education Code(s): T3-Social Sci- E.) J. Fox logical literature, as well as new developments concerning ences, E.) J. Fox rituals related to the sacred (spiritualism, voodoo, santeria, 100B. Culture and Society: Culture in a Global magical curing, spirit possession, glossolalia, earth feeding, 80F. Latinos in the U.S.: A Comparative Context. W rituals of reciprocity). (General Education Code(s): E.) Perspective. F Focuses on transnational, regional, and local features of G. Delgado Analyzes the Latino experience in the U.S. with a special Latina/o and Latin American cultural production and focus on strategies for economic and social empower m e n t . ar tistic expression: how culture is shaped by historical, so- 121. Early California Cultures. * Stresses the multiplicity of the U.S. Latino community, cial, and political forces; how cultural and artistic practices Examines the cultural practices and expressions of four drawing comparative lessons from Cu b a n - A m e r i c a n , shape the social world; and how culture is produced in an early California populations—indigenous, Spanish, Mex - Puerto Rican, Chicano/Mexicano, and Central American interconnected and globalized economy. (Formerly Cul - ican/Californio, and immigrant Anglo-Americans—from patterns of economic participation and political mobi- tu r e and Society: Tran s c u l t u ra t i o n . ). Prer equisite(s): course 1770–1850. Focuses on surviving cultural artifacts in the lization. (General Education Code(s): T3 - S ocial Sciences, 1 or History 34, satisfaction of the Subject A and Com- Greater Monterey Bay region (primarily art and architec- E.) The Staff position req u i r ements. Enr ollment restricted to LALS ma- ture) exploring how these have been (re)interpreted over jors and combined majors with global economics and time. J. Burton-Carvajal 80H. Comparative Latina/o Histories. S politics; minors may enroll using a permission code. (Gen - Designed to survey recent works in the field of Latina and eral Education Code(s): W, E.) R. Fregoso 123A. Cinema and Social Change: Feature Latino histories, with particular emphasis on historio- Films. * graphical approaches and topics in the field. Readings are 101. Using Media. W Intensive weekly sessions contextualize, view and analyze chosen to expose a selection of the varied histories and cul- Hands-on survey of print, broadcast, audiovisual, and a dozen classical fictional films from Latin America tures of Latina/os in the U.S., and focus primarily on electronic media. Students complete and present a dozen (1960s-1990s). (General Education Code(s): E.) Mexicans, Puerto Ricans, and Cubans. (General Educa- di f f e r ent media production assignments as part of perma- J. Burton-Carvajal tion Code(s): T3-Social Sciences, E.) G. Arredondo nent portfolio. Assignments have Latino/Latin American focus. Peer critique of media projects. Prer equisite(s): con- 123B. Cinema and Social Change: 80M. Introduction to Mayan History and current enrollment in course 101L. (General Education Documentary Transformations. * Literature. * Code(s): E.) J. Burton-Carvajal Surveys the range of documentary practices designed as An introductory lecture and discussion course on litera- catalysts for and interventions in processes of social change t u re and history of Mayan people of Mexico and 101L. Using Media: Video Laboratory (2 from the 1950s to the present, with particular emphasis Guatemala in the last 500 years; concentration also on credits). on sociological and political filmmaking. (General Edu- representation of the Maya by westerners since the inva- Trains students in the fundamentals of video preparation, cation Code(s): E.) J. Burton-Carvajal sion of 1492. (General Education Code(s): T3 - S ocial Sci- production and post-production through Social Sciences ences, E.) G. Wilson Media Laboratory. Prer equisite(s): concurrent enrol l m e n t 125. Latinos in the Media. * in course 101. J. Burton-Carvajal Introduces portrayals of Latinos in the U.S. media in- 80N. Drug Wars in the Americas. W cluding magazines, film, and television. Covers the most Discusses impact of illegal drugs in societies and cultures 110A. Mexico. * recent social psychological research on media representa- of the Americas. Covers recent debates concerning legal- The art and arch i t e c t u r e of selected pre- H ispanic cultures tions and implications for identity. (Also offered as Psy- ization of drugs, illegal trafficking, state policy calling for from the gulf coast, central, western, and southern Mex- chology 158. Students cannot receive credit for both eradication, military intervention, and stands of civil so- ico including the Olmec, Zapotec, Toltec, Mixtec, Mex- courses.) Prerequisite(s): Psychology 3 or course 1. (Gen- ciety on this issue. Studies origins and history of illegal ica (Aztec), and others. (Also offered as History of eral Education Code(s): E.) A. Hurtado drugs, causes of their persistence, and evaluates recent re- A rt & Visual Cul t u r e 110A. Students cannot rec e i v e cred i t actions to proposals that affect human communities in for both courses.) Offered in alternate academic years. 126A. Global Capitalism and Community Latin America and the U.S. (General Education Code(s): (General Education Code(s): A.) The Staff Restructuring. * T3-Social Sciences, E.) G. Delgado Examines how Watsonville (U.S.) and Irapuato (Mexico) 110B. The Andes. * are being restructured by national development, North 80Q. Musica Latina. F The art of selected pre-Hispanic cultures of Colombia, American economic integration (NAFTA), and global Surveys various musical forms and styles that have devel- Ecuador, Peru, and Bolivia including the Nazca, Moche, capitalism. Explores the relentless penetration of market oped in Mexico and their influence on music today in Chimu, and Inca. (Also offered as History of Art&Visual imperatives, their impact on the communities, and com- Mexico and the U.S. Discusses concept of hybridity and Culture 110B. Students cannot receive credit for both munity response; costs/benefits of being abandoned by or grapples with it as a central issue in the evolution of Mex- courses.) (General Education Code(s): A.) The Staff being attractive to global capital; and how people are sur- ican music. Add r esses migration of music, which not only viving—scrambling to find jobs, keeping families to- contributes to its distribution but also the evolvement of 111. The U.S.-Mexican Border Region. * gether, and engaging in binational strategies for survival. the musical practices of Mexican forms, styles and genres . Global and national forces have transformed the 2,000 Prerequisite(s): permission of instructor; concurrent en- (General Education Code(s): T3-Social Sciences, E.) mile United States/Mexico border region into a site for rollment in laboratory course 126B. Enr ollment res t r i c t e d The Staff world market factories. Analyzes how this transformation to sophomores and juniors. Enrollment limited to 25. has affected workers and communities and systematically (General Education Code(s): IS, E.) J. Borrego 80X. Central American Peoples and Cultures. * rev i e ws subjective responses. (General Education Code(s): Introduces histories and cultures of Central American so- E.) J. Borrego 126B. Voices From the Watsonville cieties. Focus is on the region’s rich human mosaic—ana- Community. * lyzing literature, poetry, music, and art in a broad 112. Silicon Valley: The Contradictions. * Weekly Wednesday evening seminar in Watsonville allows historical context. (General Education Code(s): T5-Hu- Explores the Silicon Valley’s role within global capitalism; students to interact with local workers, organizers, immi- manities and Arts or Social Sciences, E.) The Staff its political, economic, social, cultural and spatial struc- gration and citizenship NGO’s, affordable housing non- tures and how they interact with the surrounding region. p rofits, entre p reneurs, large commercial deve l o p e r s , Students analyze the regional economy and its impact on Upper-Division Courses county planners, city managers, PVUSD educators, daily life. Explores contradictions, development vs. un- health activists, politicians, commercial and organic derdevelopment, and strategies for social change. Enroll- farmers, food processing owners/plant managers, and en- 100A. Politics and Society: Concepts and ment priority to Latin American and Latino studies Methods. S vironmentalists, in order to develop a deeper understand- majors. Enrollment limited to 25. (General Education ing of the past, present, and future of the community and Focuses on social science issues through the interdiscipli- Code(s): E.) J. Borrego nary analysis of power relations. Compares diverse ana- the region. Class will present findings and interact with lytical strategies, assesses contending explanations, and 120. Magic and Religion. S panel of community members on a Saturday morning builds practical research skills in the field of Latin Amer- Comprehensive seminar on the concept of the sacred, during first weekend of spring quarter. Prerequisite(s): ican and Latino Studies. Topics change yearly, but can in- dealing with the complexities of magic and religious clude environmental justice, access to education, political themes in the Americas as seen from an anthropological LATIN AMERICAN AND LATINO STUDIES 281

concurrent enrollment in course 126A. Enrollment re- standing these phenomena. The course problematizes fered as History of Art&Visual Culture 151A. Students stricted to sophomores and juniors. Enr ollment limited to “ra c e ” by asking what the readings tell us about “ra c e - m a k - cannot receive credit for both courses.) Enrollment lim- 25. (General Education Code(s): IS, E.) J. Borrego ing” and the reproduction of racial ideologies in specific ited to 35. (General Education Code(s): A, E.) The Staff historical contexts. Sim i l a r l y , “et h n i c i t y ” is treated as a his- 127. Mexico and the Movies. * torically specific social construct. (General Education 160. North American Integration: Post- Surveys a century of film production in Mexico, concen- Code(s): E.) G. Arredondo NAFTA. * trating on major works by leading directors and empha- Analyzes the multi-dimensional process of integration in sizing the two most popular forms—comedy and 143J. Global Political Economy. * Nor th America via NAFTA. Covers issues of trade and in- melodrama—in the context of constructions of national Analyzes the global, social, economic, and political forces vestment flows between Canada, the U.S., and Mexico, identity from 1931, the beginning of the sound era, to the that shape transnational, national, and regional societal including important legislative, scientific, technological, present. Knowledge of Spanish highly recommended. formations and consequently the entire environment for cultural, and political components, as well as social dislo- (General Education Code(s): E.) J. Burton-Carvajal social change. Examines the evolution of revolutionary cations and political challenges associated with NAFTA. st r uggle and its origins within and impact upon the evol v - (General Education Code(s): E.) J. Borrego 128. Latino Media in the U.S. W ing capitalist system. J. Borrego Overview of Latino mass media outlets in the U.S. and 162. U.S. Policy in Latin America. * their role in the face of increased concentration of main- 144. Chicanas/Mexican American Women in Studies U.S. policies toward Latin America (primarily st r eam media own e r s h i p . Focus on development of strate- the U.S. W since WWII), covering such topics as Cold War policy and gies and writing skills to enable grassroots and community Exp l o r es current historical and theoretical writings on the in t e r ventions, the U.S. response to the Cuban Revo l u t i o n , organizations to access print media. Bilingual approach. lived experiences of Chicanas and Mexican American the Alliance for Progress, counterinsurgency as the re- (Formerly Journalism and the Latino Community. ). (Also women in American history. Themes include domina- sponse to revolutionary movements, the crisis in U.S. offered as Writing 128. Students cannot receive credit for ti o n / r esistance politics, (re) p r esentations, contestation, so- he g e m o n y , NAFTA, and issues of U.S. policy for the post- both courses.) The Staff cial re p roduction, identity and difference. (Ge n e r a l cold war era and the twenty-first century. S. Jonas Education Code(s): E.) G. Arredondo 129. Women Filmmakers: Latin American and 165. Political Economy of Crisis and Transition Latina. * 145. Grassroots Social Change in Latin in Latin America. * Focuses on the work of a dozen major Latin American and America. * Examines the political economy of how crises are gener- Latina filmmakers from Argentina, Brazil, Venezuela, Focuses on the analysis of collective action by underrep- ated and addressed in various Latin American countries. Mexico, and the U.S., including María Luisa Bemberg, resented groups in Latin America. Concepts and issues in- Explores such topics as democratization and economic María Navaro, Matilde Landeta, Lourdes Portillo, conclude political participation and impact, gender, ethnicity performance in the region, trade liberalization and polit- centrating on films of the last two decades. (General Ed- and race, class, the environment, religion, non-govern- ical sustainability in Mexico, and the transformation of so- ucation Code(s): E.) J. Burton-Carvajal mental organizations, and social capital. Prerequisite(s): cialist Cuba. An intense and interactive seminar; students any two Latin American and Latino studies courses or per- ar e expected to participate actively in discussions and pro- 129F. Mexican Folkloric Dance (2 credits). * mission of instructor; open to graduate students. Enroll- duce policy-relevant analyses and “solutions” to current Provides instruction in the aesthetic, cultural, and histor- ment limited to 25. (General Education Code(s): E.) problems. (General Education Code(s): E.) M. Pastor ical dimensions of Mexican folkloric dance tradition. Each The Staff year a specific re p e rt o i re of dances from various regions of 166. Latino Families in Transition. * greater Mexico will be taught in preparation for public 146. Urban Crisis in Latin America. * Explores the complex nature of Latino families in the performances both on and off campus. May be repeated Multidisciplinary course on the cities of Latin America. U.S., which like other American families are undergoing for credit. The Staff Examines how cities have been constituted spatially, eco- pr ofound changes. Placing families within a historical con- nomically, and culturally from the Pre-Columbian era to text of post-60s social upheaval, such as feminism, migra- 140. Rural Mexico in Crisis. * the present. (General Education Code(s): E.) G. Delgado tion, “re c o n s t ru c t e d” or multiple-earner households, Focuses on political, social, and economic changes in rur a l examines how family members adapt, resist, and/or con- Mexico from the 1910 revolution to the Zapatista rebel- 147. Land and Peasants in Latin America. * struct alternative visions and practices of family life. Pre- lion. Emphasizes the interaction between the state, mar- Explores current trends of peasant movements in Latin requisite(s): course 1 or Community Studies 80A and kets, and rural civil society, covering agricultural policy, America. Compares them with past mobilizations and em- course 80H. Enrollment limited to 25. (General Educa- agrarian reform and counter-reform, grassroots develop- phasizes the human experience of the peasantry. Concen- tion Code(s): E.) P. Zavella ment efforts, local politics, and migration. (General Edu- trates on specific cases, theory and methods. Land issues, cation Code(s): E.) J. Fox peasant women’s experiences, rural society and the future 166L. Latino Families in Transition Lab (2 of the Latin American peasantry are discussed. Knowl e d g e credits). W 142A. Central America: Revolution, of Spanish recommended. Offered in alternate academic Lab is associated with course 166, Latino Families in Tran - Intervention, and Social Change. S years. (General Education Code(s): E.) G. Delgado sition. Students are instructed in the aesthetic and techni- Historical and contemporary ove rv i ew of the region. Mor e cal production of a short digital slide show that detailed focus on conditions generating popular and rev- 148. Workers in Latin America. * incorporates narration, music, sound effects, and still im- olutionary movements in Nicaragua, El Salvador, and Cur r ent issues related to the experience of the Latin Amer- ages. Prerequisite(s): course 166. P. Zavella Guatemala during the 1980s; U.S. policy responses; and ican and Latino working classes. Covers organized labor, peace negotiation processes. Examines prospects for Cen- resistance-literature, struggles for wages and political 167. Amazonian Societies and the tral America in the twenty-first century including migra- power, gender and labor, and labor autonomy. Offered in Environment. * tion to the U.S. (General Education Code(s): E.) S. Jonas alternate academic years. (General Education Code(s): E.) Overview of contemporary Amazonian societies and the G. Delgado environment from a historical perspective. Goes beyond 142B. The Caribbean: Revolution, the understanding of the impact of modern technology on Intervention, and Social Change. * 150. Women and Children in Latin America. * the environment to focus on the Amazon as a long-term Focuses on the political economy and recent/contempo- Examines different forces that affect the hopes, dreams, human construct. Enr ollment limited to 25. Off e r ed in al- ra r y processes of social transformation in Cuba, Haiti, Do- and promise of Latin American children. Focuses on the ternate academic years. (General Education Code(s): E.) minican Republic, Puerto Rico, and English-speaking relationship between women and children as distinct so- The Staff Caribbean countries; U.S. role in the region; Caribbean cial groups, and the different political, social, economic, migrant communities in the U.S. (General Education religious, and cultural dimensions of society. (General Ed- 168. Economic History of Latin America. * Code(s): E.) S. Jonas ucation Code(s): E.) The Staff Sheds light on Latin America’s contemporary social and economic developments by providing an appreciation of 143. Race and Ethnicity. F 151A. The Native in Colonial Spanish their historical roots. Focusing on the period from inde- Race and ethnicity have been—and continue to be—pow- America. * pendence until WWII, evaluates contesting explanations er ful forces shaping the American experience. This course Indigenous contributions to colonial Spanish American for Latin America’s rel a t i v ely poor economic perfo r m a n c e examines a range of conceptual approaches and mono- visual culture including architecture, manuscripts, sculp- and divergent policy implications. Prerequisite(s): course graphic studies grounded in the history of the U.S. The tu r e, painting, textiles, featherwo r k, and metallurgy. Foc u s 1. (General Education Code(s): E.) H. Shapiro readings provide various criteria for studying and under- on colonial Mexico, the Andes, and California. (Also of-

*Not offered in 2004–05 282 PROGRAMS AND COURSES

169. Latin American Industrialization in a global civil society and transborder feminist solidarity conflict. Taught in Spanish. Will be offered winter or Global Perspective: Past, Present, and Future. * movements in the Americas. Enrollment limited to 25. spring quarter. Prerequisite(s): competence in Spanish. Analyzes the economic, political, and social aspects of the (General Education Code(s): E.) R. Fregoso Enrollment limited to 25. The Staff industrialization process in Latin America. Evaluates import substitution policies, the changing roles of the state 179D. Mayan Society, Literature, and 194C. Trabajo y empresa en América Latina. * and foreign and domestic capital, and the impact of rec e n t Thought. * Taught in Spanish. An introduction to the conflict be- trade liberalization. Compares Latin America’s develop- Intensive investigation of major aspects of the ethnogra- tween the economic interests of the working class and the ment with that of the East Asian newly-industrialized phy and literature of Mayan people since the Spanish In- differing strategies of the several models of “de ve l o p m e n t . ” countries (NICs) and looks at the implications of global- vasion. Concentration on forms of social life and meaning An a l y z es the methods of resistance of popular movem e n t s ization. (General Education Code(s): E.) H. Shapiro of discourses such as public performance in fiestas, joking, in their confrontation with entrepreneurial and transna- and tale-telling; and on individual biographic/autobio- tional capital. Prerequisite(s): course 1 or History 35. En- 170. Latin American Indigenous Struggles. F graphic expression. Prerequisite(s): one of the following: rollment limited to 20. (General Education Code(s): E.) Focuses on the way Indians of Latin America have inter- course 80M, 100B, 142A, 147, 170, or His t o r y of Art and G. Delgado acted voluntarily and involuntarily with nonindigenous Visual Culture 150A. Enrollment limited to 25. May be cultures. Examines their perspectives, thoughts, frustra- repeated for credit. (General Education Code(s): E.) C. 194D. Hemispheric Dialogues: Bridging Latin tions, and successes. Touches on land issues and examines Wilson American and Latina/o Studies. * the way current indigenous cultures of Latin America face The rapid acceleration of Nort h - S outh flows of people, re- and adapt to social change. Focuses on the Andes, lowl a n d 180. Borders: Real and Imagined. S sources, and ideas in the Americas has triggered a re- Am a z on, and Mesoamerica. (General Education Code(s): Situates “The Border” historically and within the context thinking of both Latina/o studies and Latin American E.) G. Delgado of U.S. imperialism. Examines the formalization of polit- studies approaches. By bringing empirical materials and ical “borders,” methods of enforcement, and intra-group conceptual frameworks from Latin American studies to 173. Latin American Immigration to the U.S. F conflicts. Examines the varied experiences of colonialism bear on Latina/o studies and vice versa, this advanced re- Interdisciplinary examination of Latin American immi- and immigration between Mexicans, Puerto Ricans, Na- search seminar explores the interlocking social, cultural, gration to the U.S. Topics include history of U.S. as an tive Americans, and Cubans. Explores how the tools of economic, and political processes that connect Latin immigrant nation, economic and political context for mi- “The Border” and “Borderlands” are being used to un- America and U.S. Latina/o communities. Prerequisite(s): gration, immigration process/experience, U.S. immigra- tangle the roles of race prejudice and sexual and gender course 100A or 100B. Enrollment restricted to juniors t i o n / refugee policies, anti-immigrant backlash today, discrimination. (General Education Code(s): E.) G . and seniors. Enrollment limited to 20. (General Educa- issues facing Latino immigrant communities to the U.S., Arredondo tion Code(s): E.) The Staff bi-national communities. (General Education Code(s): E.) S. Jonas 190. Internship. F,W,S 194E. International Migration: Case Studies. S Internships with campus or community organizations Seminar designed for students who already have basic un- 175. Migration, Gender, and Health. * sponsored and evaluated by a Latin American and Latino derstanding of migration and who want to pursue topic in Through an interdisciplinary, cross-border approach, ex- studies faculty member. Students write an analytical paper gr eater depth. Giv es an understanding of various method- amines complex nature of Latino health in relation to mi- or produce another major work agreed upon by student, ological approaches to study of migration, taken from dif- gration and how women and men experience health faculty supervisor, and internship sponsor; sponsor must ferent disciplinary fields. May be used to meet Latin problems differently. Examines how health problems are also provide review of experience. Students submit peti- American and Latino studies exit req u i r ement, but is open created by economic and social conditions migrants ex- tion to sponsoring agency. The Staff to all. Prerequisite(s): course 173 or permission of in- perience and how outreach agencies can design culturally st ru c t o r . Enr ollment restricted to juniors and seniors. En- se n s i t i v e programs. Some knowledge of Spanish is rec o m - 190F. Internship (2 credits). F,W,S rollment limited to 25. (General Education Code(s): E.) mended. Prer equisite(s): course 100A. Some knowledge of Internships with campus or community organizations S. Jonas Spanish is recommended. (General Education Code(s): sponsored and evaluated by a faculty member from Latin E.) P. Zavella American and Latino studies. Students write a short (8- 194G. Chile: Social and Political Change. W page) descriptive paper or produce another work agreed Examines the special characteristics of the Chilean politi- 176. Transnational Feminism in Cinema. S upon by student and faculty supervisor. Students submit cal system from the election of Salvador Allende in 1970 Explores the project of women of color in feminist film petition to sponsoring agency. The Staff to the present. Particular emphasis is given to under- theories, film, and video. Examines the politics of repre- standing the different forces, internal as well as external, sentation in films/videos by women of color, with special 191. Latin American Studies Teaching that broke the Chilean tradition of democratic rule in attention to topics of transnationalism, collectivity, sexu- Apprenticeship. F,W,S 1973, and to the current configuration. Taught in Eng l i s h . ality, racialized gender and class formations, and social Adv anced students serve as facilitators for small discussion Enrollment limited to 20. (General Education Code(s): transformation. Applies concepts developed in film stud- groups or aid in reading of papers related to Latin Amer- E.) W. Goldfrank ies and feminist film theory to the study of women of ican Studies courses. Students are expected to read all color and cinema. Enr ollment limited to 25. (General Ed- course assignments and meet with instructors to discuss 194J. Movimientos sociales ucation Code(s): E.) R. Fregoso the teaching process. May not be counted toward major contemporáneos. W requirements. The Staff Taught in Spanish. Provides students with an opportu n i t y 177. Latinas in U.S. Cinema. * to critically analyze various national/international impacts Traces representations of Latinas in Hollywood cinema. 192. Directed Student Teaching. F,W,S of Latino/Latin American social movements. Rev i e ws per- Focuses on cinematic forms of rep r esentation (silent films Teaching under faculty supervision of a lower-division tinent social scientific literature and examines conclusions to contemporary features). Beginning with U.S. expansion course in Latin American and Latino studies, normally reached, produced, by authors. Prer equisite(s): Spanish for into the Southwest during nineteenth century and the done by majors in the final quarter of study as the senior Spanish Speakers 62. Enrollment limited to 25. (General early era of film, addresses how Latina sexualities and pr oject. (See course 42.) Students submit petition to spon- Education Code(s): E.) G. Delgado ra c i a l i z ed gender are imagined, invented, explored, coded, soring agency. The Staff and regulated in popular culture forms such as films. (For - 194K. Drogas en la historia y la cultura de las 193. Local Field Study. F,W,S Américas. S merly Latinas in Hollywood. ). Enrollment limited to 25. Supervised off-campus study in local Spanish-speaking (General Education Code(s): E.) R. Fregoso Taught in Spanish. Studies the devastating effects drugs community. Students submit petition to sponsoring have on the Americas and the subcultures they (re)pro- 178. Gender, Transnationalism, and agency. The Staff duce. Features critical readings on the impact of drugs in Globalization. * 194B. Colombia: Sociedad y politica. * the Americas. Studies the origins of substances (tobacco, Focusing on Latin America, examines ways relationship of Overview of contemporary Colombian politics and soci- coca, marijuana), and looks at how they have been used gender and feminism to contemporary theories of transna- ety in historical and institutional context, with an inter- through time before concentrating on the present. En- tionalism and globalization affect social understandings disciplinary approach to the causes and consequences of rollment limited to 25. Offered in alternate academic and formation of ideas about nation, national borders, political violence. Special focus on agrarian and ethnic years. (General Education Code(s): E.) G. Delgado boundaries, and social identities. Explores links between transnational and globalizing processes and emerging LEGAL STUDIES 283

194L. Etnicidad, medio ambiente y desarrollo. * to conduct fieldwork, and to process their fieldwork ex- lum. Students submit petition to sponsoring agency. En- Interdisciplinary analysis of the interaction between eth- perience. Covers complexities related to the experience of rollment restricted to graduate students. May be repeated nicity, tropical forests, and development policy in Latin “stepping out of” one’s own culture. Enrollment limited for credit. The Staff America. Historical, anthropological, and sociological per- to 25. J. Borrego ◆◆ ◆ spectives on natural resource rights and use, with a focus on Afro-Latin American and indigenous peoples. Taught 198. Non-Local Field Study. F,W,S in Spanish. Will be offered winter or spring quarter. Pre- Off-campus study in Latin America, the Caribbean, or Additional Courses of Int e re s t requisite(s): competence in Spanish. Enrollment limited nonlocal Spanish-speaking community in the U.S. Nat u r e An t h r opology 130B, Braz i l to 25. The Staff of proposed study/project to be discussed with sponsoring in s t r uctor(s) before undertaking field study; credit towa r d Community Studies 80A, Chicanos and Social Change 194M. Twentieth-Century Revolutions. * major (maximum of two courses) conferred upon com- Env i r onmental Studies 130A, Agro e c o l o g y and Treatment of twentieth-century Latin American revolu- pletion of all stipulated req u i r ements. Students submit pe- Sustainable Agr i c u l t u r e tions from Zapata to the Zapatistas. Focuses on the causes tition to sponsoring agency. May be repeated for credit. Film 163, Movies on the Border and consequences of revolutions rather than on their nar- The Staff His t o r y 34A, Int r oduction to the His t o r y of the Ame r i c a s : rative histories. (Also offered as Sociology 162. Students 199. Tutorial. F,W,S Colonial Period cannot receive credit for both courses.) Enrollment lim- His t o r y 34B, Int r oduction to Latin American His t o ry : ited to 25. (General Education Code(s): E.)W. Gol d f ra n k Sup e r vised directed reading; weekly or biweekly meetings with instruc t o r . Final paper or examination req u i r ed. Stu - National Period 194N. Las izquierdas en América Latina: ayer, dents submit petition to sponsoring agency. The Staff His t o r y 145, Chicana/Chicano His t o r y hoy y mañana. F His t o r y149, His t o r y of the Southwest: Colonial Period to Taught in Spanish. Focuses on legacies of Latin America's 199F. Tutorial (2 credits). F,W,S 1920 popular and revolutionary movements since the 1960s, Supervised research and writing of an expanded paper, His t o r y 170, Women in Latin Ame r i c a completed in conjunction with requisite writing for an c u r rent transformations, and twe n t y - f i r s t - c e n t u ry His t o r y 177, His t o r y of Mod e r n Cub a prospects. Major emphasis on contemporary evalua- upper-division course taken for credit in the major. Stu- dents submit petition to sponsoring agency. The Staff His t o r y of Art and Visual Cul t u r e 190B, The Virgin of tions/debates about past movements and new perspec- Guadalupe: Images and Symbolism in Spa i n , tives. Also features a section on cross-border strategies, Mex i c o , and the U.S. movements, and alliances for social justice. Enrollment Graduate Courses Music 4A and 4B, Latin American Ensemble: “ Voc e s ” limited to 25. (General Education Code(s): E.) S. Jonas an d “Taki Ñan” 200. Bridging Latin American and Latino 194P. Tale of Two Cities. W Music 80F, Music in Latin American Cul t u r e: Reg i o n a l Studies. F Trad i t i o n s A comparative study of the social, economic, cultural, po- Explores social, cultural, economic, and political changes litical, and geographical development of Los Angeles and that connect Latin America and U.S. Latina/o communi- Politics 100, Co r e Seminar in Politics Mexico City in the twentieth century. Emphasis on the di- ties. The objective of this interdisciplinary team-taught Politics 140C, Latin American Politics verse peoples, changing physical environment and var i o u s course is to bridge previously distinct res e a r ch approa c h e s Politics 150, Dem o c r atization, Cit i z enship, and Hum a n images/interpretations of these two world cities. (Also of- of Latin American and Latino studies to better understand Rights in South Ame r i c a fered as History 194H. Students cannot receive credit for pr ocesses that link peoples and ideas across borders as wel l Politics 190T, Feminism, Trans/national Cul t u ra l both courses.) Prerequisite(s): two upper-division history as help students to conceptually and methodologically Politics, and Gender Pol i c y courses and satisfaction of the Subject A and Composition identify and design new objects of study and revisit tradi- Politics 190V, Problems in Latin American Pol i t i c s requirements. Enrollment restricted to junior and senior tional approaches. Enrollment restricted to graduate stu- Spanish Literature 134G, Popular Cul t u r e in Latin Latin American and Latino studies and history majors. dents. The Staff American Nar ra t i v e Enrollment limited to 20. (General Education Code(s): W, E.) P. Castillo 210. Latina Feminisms: Theory and Practice. * A complete list of approved courses for Latin American Through an interdisciplinary approach, explores Latina and Latino Studies majors and minors is available at the 194W. Talleres de poesía. * feminist social theory and scholarly practice—especially in Latin American and Latino Studies Office, 101 Casa Develops creative writing skills through reading, discus- representation and interpretation of Latina experiences. Latina, Merrill College. sion, and a progression of hands-on group poetry writing Examining key texts at different historical junctures, sessions. Taught in Spanish. (General Education Code(s): ch a r ts how Latinas of varied ethnic, class, sexual, or racial- A.) The Staff iz ed social locations have constructed oppositional and/or Latin Literature 195A. Seminar in Research Methods and relational theories and alternative epistemologies or polit- Writing. W ical scholarly interventions and, in the process, have prob - Students wishing to pursue a course of study in Latin lit- Provides training in essential research skills, including, lematized borders, identities, cultural expressions, and er a t u r e should consult the concentration in topic definition, components of library/bibliographic and coalitions. Enrollment restricted to graduate students. national/transnational literatures under Literature, literature reviews, interview techniques, fieldwork; devel- P. Zavella page 292. opment of writing, revising, and editing skills; collective 212. Latina/o Ethnographic Practice. * discussion of projects. Str ongly recommended for students Interrogates the social construction of Latino cultures in wo r king on senior thesis, project, or expanded paper. Pre- their varied regional, national-ethnic, and gendered con- requisite(s): satisfaction of the Subject A and Composition texts. Assumes that culture is a dynamic process con- Legal Studies requirements. Strongly recommended for students work- st r ucted within a context of hierarchical relations of grou p ing on senior thesis, project, or expanded paper. (General po wer , in which Latino groups have been structurally sub- Education Code(s): W, E.) The Staff ordinated and socially oppressed. Focuses more on how 27 Merrill College (831) 459-2056 195B. Senior Project. F,W,S po wer relations create a context for the creation of specific Latino cultural expressions and processes than on unrav- le g a l s t u d i e s @ u c s c . e d u Senior thesis writing under direction of major adviser. Stu - ht t p : / / z z y x . u c s c . e d u / Po l / l e g a l . h t m l dents submit petition to sponsoring agency. The Staff eling the struc t u r es of oppression. Enr ollment restricted to graduate students. Enrollment limited to 25. P. Zavella 195C. Senior Project. F,W,S Faculty and Professional Int e re s t s Senior thesis writing under direction of major adviser. Stu - 297. Independent Study. F,W,S dents submit petition to sponsoring agency. The Staff Students submit a reading course proposal to a depart- DAN E ARCH E R , Professor of Soc i o l o g y ment faculty member who supervises independent study Violence, war and peace, cross-national and cros s - c u l t u ra l 196. Field Study Seminar. * in the field. Faculty and student jointly agree upon read- res e a r ch, verbal and nonverbal communication, crime and law Emphasizes ethnographic strategies of fieldwork. Primar- ing list. Students expected to meet regularly with faculty ily oriented to students interested in understanding the to discuss readings. This independent study must focus on daily life of societies and cultures. Prepares students both a subject not covered by current UCSC graduate curricu-

*Not offered in 2004–05 284 PROGRAMS AND COURSES

DON A L D BRE N N E I S , Professor of Anthrop o l o g y ous disciplines. For example, a student might use Pol i t i c s Linguistic anthrop o l o g y, folklore, legal anthrop o l o g y, ap p r oaches from psychology and philosophy to study the 11 2 Women and the Law et h n o m u s i c o l o g y, overseas Indians, South Asia, disputing and legal problem of punishment or draw on doctrinal cate- Law and Soc i e t y dispute management, legal language, burea u c r atic institutions gories from public and private law to study the changing Legal Stu d i e s GIN A DEN T , Assistant Professor of Wom e n ’s Stu d i e s historical role of market and nonmarket relations within 11 8 Political Ant h ro p o l o g y and His t o r y of Consciousness ongoing institutions. 12 0 A Co n g r ess, President, and the Court in Ame r i c a n Africana studies, popular culture and social prob l e m s , Legal studies is intended to appeal to students who Pol i t i c s feminist legal theory, postcolonial and critical area studies wish to take a concentration of courses on the law from a 12 0 B Society and Dem o c r acy in American Pol i t i c a l variety of disciplinary and methodological perspectives . Deve l o p m e n t PAUL FRYM E R , Associate Professor of Pol i t i c s , The major is not intended as a substitute or prep a r a t i o n Dir ector of Legal Stu d i e s 12 7 Black Politics and Fed e r al Social Pol i c y for any part of a law school curriculum but rather as a 13 3 Law of Dem o c ra c y American politics, law, race, and civil rights, parties and full field of study within the liberal arts curriculum. As elections, organizations and collective action, political history 14 2 Ant h ro p o l o g y of Law such, it is a good preparation for a variety of future activ- 14 7 A Psyc h o l o g y and Law HIRO S H I FUK U R A I , Associate Professor of Soc i o l o g y ities. Students graduating in legal studies are parti c u l a r l y 14 7 B Psyc h o l o g y and Law Law and society, jurisprudence of jury, political theory of well qualified to pursue graduate work on legal topics in 15 0 Ch i l d r en and the Law checks and balances, racial identity and inequality, law and humanities and social science disciplines or to attend 15 4 The Legal Prof e s s i o n politics in Japan and East Asia, advanced quantitative pr ofessional school in fields such as public policy, busi- statistical methods 16 9 Economic Analysis of the Law ness administration, social work, and law. 17 2 The Sociology of Law RON A L D E. GRI E S O N , Professor of Eco n o m i c s The legal studies program offers a minor as well as the 17 3 La w , Crime, and Social Jus t i c e Mic r oeconomics, urban economics, public finance, energy ma j o r . 18 0 Power , Politics, and Prot e s t economics, industrial organization, regulation, antitrust, and real estate Law and Cul t u r e Req u i r ements for the Maj o r Legal Stu d i e s TRI LO K I NATH PAN D E Y, Professor of Anthrop o l o g y As a part of the declaration of major process, students 10 7 Political Mor ality of Surv i v orship and Rec o ver y Nat i v e peoples of Nor th America, cultures of India, political choose a coherent program of study and have it approved 11 8 Political Ant h ro p o l o g y an t h ro p o l o g y, anthropological theories and comparisons by the legal studies academic adviser. An outline of the 12 0 B Society and Dem o c r acy in American Pol i t i c a l DAN I E L M. PRE S S , Professor of Env i ro n m e n t a l elements of such a program follows . Deve l o p m e n t Stu d i e s Legal Studies 10. All legal studies majors are req u i re d 13 8 Law and Lit e ra t u r e U.S. environmental politics and policy, social capital and to take course 10, Int r oduction to Legal Proc e s s . 14 2 Ant h ro p o l o g y of Law de m o c r atic theory, industrial ecology, land and species 15 5 Topics in American Legal His t o r y co n s e r vation, reg i o n a l i s m Philosophy 9, 22, or 24. All legal studies majors are re- 18 0 Power , Politics, and Prot e s t quired to take one course chosen from Philosophy 9, 22, CRA I G REI N A R M A N , Professor of Soc i o l o g y or 24. (See the Philosophy section in this catalog for Law and Political Eco n o m y Political sociology; law, crime, and social justice; drugs and course descriptions.) Legal Stu d i e s so c i e t y 12 0 C State and Capitalism in American Pol i t i c a l Although these courses are not prerequisites for most Deve l o p m e n t MIC H A E L E. URB A N , Professor of Pol i t i c s upper-division courses, the faculty strongly recommend 128 Pover ty and Public Pol i c y Russian politics, postcommunist transitions, U.S.-Rus s i a n that students complete these lower-division require- relations, political language and ideology, revo l u t i o n 12 9 Political Economy of Policy Ref o r m ments early in their program of study. 16 0 Industrial Org a n i z a t i o n DAN I E L J. WIR L S , Professor of Pol i t i c s 16 2 Legal Env i r onment of Bus i n e s s American politics, including national political institutions Co r e courses 16 9 Economic Analysis of the Law (C o n g r ess) and the President; public policy (military and Students are req u i r ed to take six core courses, three in 18 3 Women in the Eco n o m y fo r eign policy) and political history each of two of the five concentration areas below. DON A L D A. WITT M A N , Professor of Eco n o m i c s Th e o r y Ele c t i ve s Economic theory, politics, law Legal Stu d i e s Two additional courses are to be selected from the list of ◆◆◆ 10 5 A Ancient Political Th o u g h t courses above or from the followi n g : 10 5 B Ancient Political Th o u g h t Legal Stu d i e s JOH N DIZ I K E S , Eme r i t u s 10 5 C Ancient Political Th o u g h t 19 3 Field Stu d y 10 7 Political Mor ality of Su rv i vorship and Rec o ver y 19 4 Group Tut o r i a l WALT E R L. GOL D F R A N K , Professor of Soc i o l o g y 110 Law and Social Iss u e s 19 5 A - B - C Senior Th e s i s Social change, historical sociology, world systems, modern 14 4 Social and Political Phi l o s o p h y 19 9 Tut o r i a l Mex i c o , Chile, social movements and rev olution, devel o p m e n t 14 6 Philosophy of Law theories, policies and outcomes 15 1 Ide n t i t y , Sacrifice, and Law Students interested in working on original res e a r ch under the supervision of a faculty member may write a senior CRA I G W. HAN E Y, Professor of Psyc h o l o g y 15 7 So ver eignty and Law Applications of social psychological principles to legal settings, thesis. Bef o r e beginning work on the thesis, students are Public Law and Ins t i t u t i o n s req u i r ed to obtain the approval of a faculty sponsor. assessment of the psychological effects of living and working in Legal Stu d i e s institutional environments, social contextual origins of 11 1 Problems in Constitutional Law Legal Studies 196. Students satisfy the senior compre- violence, development of alterna t i v e legal and institutional he n s i v e req u i r ement by taking, in their senior yea r , either fo rm s 12 0 A Co n g r ess, President, and the Court in Ame r i c a n Pol i t i c s course 196, Senior Cap s t o n e ; one proseminar from a desig- ROB E R T L. MEI S T E R , Professor of Pol i t i c s 12 5 Civil Lib e r ties in the Age of Ter ro r i s m nated list; or an equivalent seminar approved in advan c e Political and moral philosophy, law and social theory, Marx i a n 13 1 Wat e r , Wildlife, and Nat u r al Res o u r ces Law by the legal studies academic adviser. (The list of desig- th e o r y, institutional analysis, antidiscrimination law 13 2 Cal i f o r nia Water Law and Pol i c y nated proseminars is available in the Legal Studies Pro- gram Office.) The capstone course is designed to provi d e GAR Y B. MIL E S , Eme r i t u s 13 4 Prop e r ty rights and Nat u r al Res o u r ces Law 13 6 Fed e r al Indian Law and Tribal Sovere i g n t y an interdi s c i p l i n a r y integration of themes related to the 13 7 Int e r national Env i r onmental Law and Pol i c y study of law and includes a substantial writing req u i r e- Prog r am Des c r i p t i o n 13 9 War Cri m e s ment. Students who have not already completed or been Legal studies is an interdi s c i p l i n a r y program, offered 14 9 Env i r onmental Law and Pol i c y guaranteed admission into a proseminar by the beginning under the auspices of the Politics Dep a r tment, that is 15 2 Co u r ts and Lit i g a t i o n of the quarter in which the capstone course is offered will designed for students who wish to use the methods and 15 5 Topics in American Legal His t o r y be req u i r ed to take the capstone course. pe r s p e c t i v es of various academic disciplines to study legal 15 6 Adm i n i s t ra t i v e Jur i s p ru d e n c e issues and to use the conceptual framewo r k of the law to 17 4 Int e r national Law illuminate empirical and theoretical concerns in the var i - LEGAL STUDIES 285

Req u i r ements for the Minor science, and judicial opinions. (Also offered as Politics tainees, freedom of information requests, wiretapping au- 110. Students cannot rec e i v e credit for both courses.) Th e thority, watch lists, profiling, and creation of a domestic To complete a minor in legal studies, a student must take Staff intelligence agency. The Staff Legal Studies 10 and any four upper-division legal studies core courses. 111. Problems in Constitutional Law. S 127. Black Politics and Federal Social Policy. * A study of selected problems in constitutional law Examination of changes in the political and economic sta- Lower-Division Courses through the use of various common law models (e.g., tus of black Americans in the twentieth century; particu- fr om contracts, torts, prop e rt y , etc.) for understanding the lar focus on the role of national policies since 1933 and 10. Introduction to Legal Process. F structure of claims to legal rights. Focuses on shifting the significance of racism in twentieth-century U.S. po- Selected topics, such as discrimination, privacy, and pol- boundaries between public and private law doctrine in litical development. (Also offered as Politics 127. Stu d e n t s lution, are traced through different areas of public and pri- constitutional cases. (Also offered as Politics 111. Stu d e n t s cannot receive credit for both courses.) Enrollment re- vate law, and through different levels of the legal system. cannot receive credit for both courses.) Enrollment restricted to legal studies majors during priority enrol l m e n t . Emphasizes the interaction between criteria for legal de- stricted to legal studies majors during priority enrollment (General Education Code(s): E.) M. Brown only. The Staff cisions and choices available to legal actors including or- 128. Poverty and Public Policy. W d i n a ry citizens. (General Education Code(s): IS.) 113. Gay Rights and the Law. * Studies the causes, consequences, and governmental re- The Staff Examines relevant court cases as well as local, state, and sponse to urban poverty in the U.S. Topics include how federal laws that define boundaries for legal recognition of public policy, the macroeconomy, race, gender, discrimi- Upper-Division Courses sexual orientation and personal sexuality. Exp l o r es legal as- nation, marriage, fertility, child support, and crime affect sumptions behind current and historical cases defining and are affected by urban poverty. Emphasizes class dis- 105A. Ancient Political Thought. W personal sexuality and sexual orientation and considers the cussion and res e a r ch. (Also offered as Economics 128. Stu - Ancient political ideas in context of tension between social and political impetus in each era that drove the dents cannot re c e i ve credit for both courses.) democracy and empire, emergence of the psyche, and shift courts and legislatures to make such decisions. The Staff Prer equisite(s): satisfaction of Subject A and Composition from oral to written culture. Emphasis on Athens, with req u i r ements; Economics 100A and 113 or consent of in- 118. Political Anthropology. F Jewish, Roman, and Christian interventions. Includes structor. Enrollment restricted to economics, business The ideas, in selected non-Western societies, about the na- Sophocles, Thucydides, Socrates, Plato, Aristotle, Stoics, management economics, global economics, legal studies, tu r e of power , orde r , social cohesion, and the political or- the Bible, and Augustine. (Formerly Classical Political or economics combined majors. Enr ollment limited to 35. ganization of these societies. (Also offered as Anthrop o l o g y Theory. ). (Also offered as Politics 105A. Students cannot (G eneral Education Code(s): W, E.) R. Fai r lie, L. Kletzer 138. Students cannot rec e i v e credit for both courses.) Of- receive credit for both courses.) Enrollment restricted to fe r ed in alternate academic yea r s . T. Pan d e y 131. Water, Wildlife, and Natural Resources legal studies majors during priority period. D. Mat h i o wet z Law. F 105B. Early Modern Political Thought. F 120A. Congress, President, and the Court in Int r oduction to U.S. water, wildlife, and natural res o u rc e s American Politics. F A study of the republican and liberal traditions of politi- law; policy; and management practices. Enrollment re- Study of political development, behavior, performance, and cal thought and politics. Authors studied include Machi- stricted to sophomore, junior, and senior legal studies ma- significance of central governmental institutions of the U.S. avelli, Hobbes, Locke, and Rousseau. Examination of jors during the priority period. R. Langridge While focus is on historical development of Congress and issues such as political corruption, community, authority, the presidency and relationship between the two branches, 132. California Water Law and Policy. W “scientific” politics, property, equality, and justice. (For- attention is also given to the judiciary branch and burea u - Explores the rich history and fundamental legal concepts merly offered as Modern Political Theory.). (Also offered cr a c y . (Also offered as Politics 120A. Students cannot rec e i v e s u r rounding water in California. Students identify, eva l u- as Politics 105B. Students cannot receive credit for both cr edit for both courses.) Enr ollment restricted to legal stud- ate, and debate some critical water policy questions faced courses.) Enr ollment restricted to legal studies majors dur- ies majors during priority period. Satisfies American His - by Californians today and in the future. R. Langridge ing priority period. V. Seth to r y and Institutions Req u i re m e n t . D. Wirl s 105C. Modern Political Thought. S 133. Law of Democracy. W 120B. Society and Democracy in American Dem o c r a c y ’s defining feature is the ability of the populace Studies in nineteenth- and early twen t i e t h - c e n t u r y theory, Political Development. W to choose its leaders. Exp l o r es how the law shapes and lim- centering on the themes of capitalism, labor, alienation, Examines role of social forces (e.g., race, class, and gender) its our ability to choose our elected leaders and, in turn, cu l t u r e, freedom, and morality. Authors studied include J. in development of the American democratic processes and how the law is shaped by political forces. Enrollment re- S. Mill, Marx, Nietzsche, Foucault, Hegel, and Weber. in the changing relationship between citizen and state. stricted to legal studies majors. The Staff (Formerly Recent and Contemporary Political Theory. ). Course materials address ideas, social tensions, and eco- (Also offered as Politics 105C. Students cannot receive nomic pressures bearing on social movements, interest 134. Property Rights and Natural Resources credit for both courses.) Enrollment restricted to legal groups, and political parties. (Also offered as Politics Law. S studies majors during priority period. M. Thomas 120B. Students cannot receive credit for both courses.) Seminar explores laws and policies defining property 107. After Evil: Political Morality of Enrollment restricted to legal studies majors during pri- rights to natural resources. Evaluates different property Survivorship and Recovery. * ority period. Satisfies American History and Institutions rights regimes including private, common, and state. Using case studies, examines indigenous property rights, What are the continuing relationships between victims, Requirement. M. Brown fisheries, and Fifth Amendment “takings.” Enr ollment re- perpetrators, and beneficiaries of a past that is recognized 120C. State and Capitalism in American stricted to legal studies majors. R. Langridge as evil? Focus on contrast between the competing moral Political Development. S logics of struggle and reconciliation, and various rationales Examines expansion of the American state, its relation to 136. Federal Indian Law and International for allowing beneficiaries to keep their gains in order to the development of capitalism, and changing contours of Comparative Indigenous Peoples’ Law. * bring closure to the past. Topics include post-slaver y U.S., policy intervention in economy and society. Includes reg- Indian law refers to the body of law dealing with the sta- p o s t - a p a rtheid South Africa, post-genocide Rwanda, ulation of capitalism, origins and growth of welfare state, tus of Indian tribes, their inherent powers of self-govern- post-Holocaust Germany/Israel, post-authoritarian Latin and implications of state intervention for economic and ment, their special relationship to the federal gover n m e n t , America, and post-Soviet Eastern Eur ope. Th e o r etical per- political inequalities in America. (Also offered as Politics and the actual or potential conflicts of governmental spectives drawn from law, philosophy, theology, and psy- 120C. Students cannot receive credit for both courses.) power. Explores future of Indian law in the twenty-first choanalysis. (Also offered as Politics 107. Students cannot Enrollment restricted to legal studies majors during pri- century. Addresses tribal reassertion of aboriginal sover- receive credit for both courses.) Enrollment restricted to ority period. Satisfies American History and Institutions eignty over culture and land in the context of increasing legal studies majors during priority enrollment only. Requirement. E. Bertram world recognition of indigenous rights. Enrollment re- The Staff stricted to legal studies majors during priority period. 110. Law and Social Issues. * 125. Civil Liberties in the Age of Terrorism. F (General Education Code(s): E.) The Staff Exp l o r es impact of antiterrorism policies passed since Sep - Examines the current problems in politics and law. Read- tember 11 on civil liberties, including issues relating to de- ings are drawn from legal and political philosophy, social

*Not offered in 2004–05 286 PROGRAMS AND COURSES

137. International Environmental Law and pre-psychology, legal studies, legal studies/politics, legal sidering some aspects of American constitutional thought Policy. * studies/philosophy, and legal studies/economics majors. in the founding period against the background of the International environmental law (IEL) endeavors to con- C. Haney colonial experience. Prerequisite(s): permission of in- trol pollution and depletion of natural resources within a st r uctor: selection based on the ability to do ver y advan c e d framework of sustainable development and is formally a 147B. Psychology and Law. * wo r k. Enr ollment restricted to legal studies majors during branch of public international law—a body of law crea t e d Continuing discussion of current and future rel a t i o n s h i p s priority period. Enrollment limited to 20. The Staff by nation states for nation states, to govern problems be- between law and psychology and to contrasting psycho- tween nation states. Examines landmark developments of logical realities with legal fictions. Special attention is 155A. Topics in American Legal History: The IEL since 1972 within a historical continuum to better given to the criminal justice system including the psy- Prisoner’s Voice. * understand their strengths and weaknesses. Enr ollment re- chology of policing and interrogation, plea bargaining, Explores a variety of texts, including novels, short stories, stricted to legal studies majors during priority period. Th e j u ry selection and decision making, eyewitness identifica- and poems by prisoners, as well as court cases involving Staff tion, and the psychology of imprisonment. (Also offered prison literature, as sources for reflection about the place as Psychology 147B. Students cannot receive credit for of the prisoner and the prison itself in modern American 138. Law and Literature. * both courses.) Prerequisite(s): course 147A. C. Haney society. Henry David Thoreau’s “Civil Disobedience” Explores variety of texts including novels, short stories, forcefully suggests the best way in which to view one’s so- and essays as a source for reflection about the nature of law 149. Environmental Law and Policy. S ciety is to look at it from behind prison bars. Enrollment and legal practice. Readings include such writers as Her- Surveys a wide range of topics in environmental law, in- restricted to legal studies majors during priority period. man Melville, Harper Lee, Richard Wright, Art h u r cluding population control, state and federal jurisdiction, Enrollment limited to 20. The Staff Miller, Nadine Gordimer, and James Alan McPherson, land and res o u r ces control, public land management, pol- among others. Enrollment restricted to legal studies ma- lution control, and private rights and remedies. Students 156. Administrative Jurisprudence. * jors during priority period. P. Orner read a large number of judicial cases and other legal doc- The rise of the regulatory state brings with it a host of uments. (Also offered as Env i r onmental Studies 149. Stu - questions regarding the exercise of state power and sepa- 139. War Crimes. * dents cannot re c e i ve credit for both courses.) ration of powers. Takes up some of these questions; in par- Exp l o r es complex international human rights/humanitar- Prer equisite(s): satisfaction of Subject A and Composition ticular, questions about administrative agencies and their ian law issues surrounding genocide and other mass vio- req u i r ements. Enr ollment restricted to juniors and seniors. relationship to the judiciary, the legislature and private in- lence, beginning with the Nuremberg trials following Enrollment limited to 60. (General Education Code(s): dividuals and groups. Enrollment restricted to legal stud- World War II up to recent atrocities in Rwanda, Bosnia, W.) D. Kelso ies majors during priority period. The Staff and elsewhere. Covers basic legal framework of human rights law, examines specific situations on a case by case 150. Children and the Law. S 157. Sovereignty and Law. * basis, and discusses what options the international com- Explores the legal rights of children. Topics may include Explores some themes in legal and political theory, espe- munity, the nations themselves, and individuals have in juvenile justice, gang offenses, free speech and Internet cially on the relationship of theories of justice, law, and the wake of such catastrophes. Enrollment restricted to censorship, religious rights, child custody and support, ethics. Enrollment restricted to legal studies majors dur- legal studies majors during priority period. P. Orner adoption, foster care, abuse and sexual harassment, special ing priority period. May be repeated for credit. The Staff needs, public benefits, and medical care. Enrollment re- 142. Anthropology of Law. S stricted to legal studies majors during priority period. 159. Property. * An ethnographically informed consideration of law, dis- The Staff Beginning with an overview of property law, the place of pute management, and social control in a range of soci- pro p e r ty in modern society is examined. Includes a survey eties including the contemporary U.S. Topics include 151. Identity, Sacrifice, and Law. * of prop e r ty institutions and their role as seen from the per- conflict management processes, theories of justice, legal Explores ways various practices of “sacrifice” that involve sp e c t i v es of social philosophy, economics, and social struc - discourse, and relations among local, national, and relinquishment, destruction, and/or tributes contribute to ture. Enrollment restricted to legal studies majors during transnational legal systems. (Also offered as Anthrop o l o g y the construction and rec o n s t r uction of individual and col- priority period. The Staff 142. Students cannot rec e i v e credit for both courses.) En- lective identity. Enrollment restricted to legal studies majors during priority period. The Staff 160. Industrial Organization. W rollment restricted to anthropology and legal studies ma- The structure and conduct of American industry with jors. D. Brenneis 152. Courts and Litigation. * strong emphasis on the role of government, regulation, 144. Social and Political Philosophy. * A study of the role of courts in society and the uses of lit- anti-trust, etc. The evolution of present-day industrial A study of selected classical and contemporary writings igation to address and deflect social problems. Focus is on structure. The problems of overall concentration of in- dealing with topics such as the nature and legitimacy of recent developments in American litigation, but compar- dustry and of monopoly power of firms. Pricing, output the liberal state, the limits of political obligation, and the- ative materials may be considered. Enrollment restricted decisions, profits, and waste. Approaches include case ories of distributive justice and rights. (Also offered as Phi - to legal studies majors during priority period. The Staff st u d y , theory, and statistics. (Formerly course 160.). (Also of f e r ed as Economics 160A. Students cannot rec e i v e cred i t losophy 144. Students cannot receive credit for both 153. Efficiency and Justice in Legal Rules. * courses.) Prerequisite(s): one course in philosophy. Of- for both courses.) Prerequisite(s): Economics 100A. The After considering the meaning of efficiency and justice as Staff fered in alternate academic years. D. Guevara criteria for evaluation, their interaction is examined in the 146. Philosophy of Law. W context of specific legal rules. Applications range widely 162. Legal Environment of Business. F Exploration of selected problems in jurisprudence: “legal including issues in torts, criminal law, taxation, property, A study of law and the legal process, emphasizing the na- rea s o n i n g ” and social policy, rules and individual cases, the and due process. Enr ollment restricted to legal studies ma- ture and function of law within the U.S. federal system. mental element in the law, punishment and res p o n s i b i l i t y , jors during priority period. The Staff Attention is given to the legal problems pertaining to con- causation and fault, liberty and paternalism, etc. (Also of- tracts and related topics, business association, and the im- 154. The Legal Profession. * pact of law on business enterprise. (Also offered as fe r ed as Philosophy 146. Students cannot rec e i v e credit for La w y ers stand between the legal system and those who are both courses.) J. Neu Economics 162. Students cannot receive credit for both affected by it. Examines this relationship descriptively and courses.) Prerequisite(s): Economics 100A. R. Bosso 147A. Psychology and Law. * normatively, and from the point of view of sociological Current and future relationships between law and psy- theory. Concentrates on the U.S. profession, with some 169. Economic Analysis of the Law. W ch o l o g y , paying special attention to gaps between legal fic- comparative material. Enrollment restricted to legal stud- The application of the theories and methods of neoclassi- tions and psychological realities in the legal system. Top i c s ies majors during priority period. The Staff cal economics to the central institutions of the legal sys- include an introduction to social science and law, the na- tem, including the common law doctrines of negligence, 155. Topics in American Legal History: Making contract, and property; bankruptcy and corporate law; ture of legal and criminal responsibility, the relationship of American Constitutionalism. * between the social and legal concepts of discrimination, and civil, criminal, and administrative proc e d u r e. (Also of- Explores some aspects of early American constitutional fe r ed as Economics 169. Students cannot rec e i v e credit for and the nature of legal punishment. (Also offered as Psy- thought, particularly immediately preceding the American chology 147A. Students cannot receive credit for both both courses.) Prerequisite(s): Economics 100A or per- Rev olution situating early colonial constitutional thought mission of instructor. D. Wittman courses.) Psychology 3 and 40 are recommended prior to within some of the larger themes and controversies of the taking this course. Enrollment restricted to psychology, se ve n t e e n t h - c e n t u r y English constitutionalism, then con- LINGUISTICS 287

172. The Sociology of Law. * term course extending over two or three quarters, the JUN K O ITO Explores the social forces that shape legal outcomes and grade and evaluation submitted for the final quarter apply Pho n o l o g y, morphology, Scandinavian languages, Jap a n e s e the ways law, in turn, influences social life. Traces the his- to each of the previous quarters. Students submit petition WIL L I A M A. LAD U S A W tory and political economy of American law; the relation to sponsoring agency. The Staff Semantics, syntax, prag m a t i c s be t w een law and social change; how this relation is shaped by capitalism and democracy; and how class, race, and 195C. Senior Thesis. F,W,S JAM E S MCCLOS K E Y gender are expressed in welfare and regulatory law. (Also Preparation of a senior thesis over one, two, or three quar- Syntax, semantics, sociolinguistics, Iri s h ters, beginning in any quarter. When taken as a multiple- offered as Sociology 122. Students cannot receive credit R. ARM I N MES T E R term course extending over two or three quarters, the for both courses.) H. Fukurai Pho n o l o g y, prosodic morphology, Ger man, Jap a n e s e grade and evaluation submitted for the final quarter apply 173. Law, Crime, and Social Justice. S to each of the previous quarters. Students submit petition JAYE PAD G E T T Blends the latest research in criminology with that from to sponsoring agency. The Staff Pho n o l o g y, phonetics, Russian, Sla v i c social stratification, inequality, and social welfare policy GEO F F R E Y K. PUL LU M with the objective of exploring the relationship between 196. Senior Capstone. W,S Examines related legal topics from an interdisciplinary Syntax, English gram m a r , mathematical and computational le v els of general social justice and specific patterns of crime linguistics, philosophy of linguistics and punishment. The focus is primarily on the U.S. al- perspective. Each focuses broadly on the relationship be- though many other industrialized democracies are com- tween law as a distinct system and law as an attempt to WIL L I A M F. SHI P L E Y, Eme r i t u s p a red. An intro d u c t o ry course in sociology is achieve justice, which requires that law remain open to recommended as preparation. (Also offered as Sociology claims of political morality generally.To what extent are Prog r am Des c r i p t i o n legal norms internal to a separate system called “law” and 123. Students cannot rec e i v e credit for both courses.) Th e Among the humanities, linguistics is an unusually exact Staff to what extent are claims of political right in general relevant to question of what law is? Prer equisite(s): satisfaction and struc t u r ed discipline. As the study of human lan- 174. International Law. W of the Subject A and Composition requirements. Enroll- guage, it has connections to many other fields in the Origins and development of international law: interna- ment restricted to senior legal studies majors. (General Ed- humanities (philosophy, literature), the social sciences tional law is examined both as a reflection of the present ucation Code(s): W.) The Staff (p s yc h o l o g y , anthrop o l o g y , sociology), and the natural world order and as a basis for transformation. Topics in- sciences (neurob i o l o g y , acoustics, computer science). clude jurisdiction and sovereignty, treaties, use of force, 199. Tutorial. F,W,S The central areas of linguistics proper investigate the commercial law, and human rights. (Also offered as Poli- A student normally approaches a faculty member and pro- kn o wledge that speakers of a language acquire about its tics 173. Students cannot receive credit for both courses.) poses a course 199 on a subject he or she has chosen. Stu- st ru c t u r e. Syntax is concerned with the rules used to Enrollment restricted to legal studies majors during pri- dents submit petition to sponsoring agency. May be combine words into larger units of phrases and sentences. ority enrollment period. The Staff repeated for credit. The Staff Semantics studies the meanings of linguistic units and ho w they are combined to form the meanings of sen- 180. Power, Politics, and Protest. * 199F. Tutorial (2 credits). F,W,S tences. Phonetics deals with the sounds of languages. Examines the many ways in which organized groups en- A student normally approaches a faculty member and pro- Phonology investigates the ways in which these speech gage in political protest against those whom they under- poses a course 199 on a subject he or she has chosen. Stu- sounds pattern in the sound systems of particular lan- stand to dominate them. Course first establishes the dents submit petition to sponsoring agency. May be guages. Morphology studies the way in which words are framework for the discussion of power, politics, and repeated for credit. The Staff put together out of pref i x es, roots, and suffixes . protest and then examines a variety of forms taken by po- ◆◆ ◆ All faculty in the nationally rec o g n i z ed Linguistics litical protest worldwide. T. Pandey Dep a r tment have primary res e a r ch and teaching interes t s in one or more of these areas. Other perspectives on lan- 183. Women in the Economy. * Additional Courses of Int e re s t guage study rep r esented include sociolinguistics, psy- Study of gender roles in economic life, past and present. cholinguistics, the study of poetic language, and the Check the Schedule of Classes for 2003–04 course offer- Topics include occupational structure, human capital ac- study of language change. ings and the Legal Studies synoptic schedule avai l a b l e quisition, income distribution, poverty, and wage differ- The programs offered by the Linguistics Dep a rt m e n t outside 6 Mer r i l l . entials. The role of government in addressing economic ar e designed to acquaint students with the central aspects gender differentials is examined. (Also offered as Eco- of linguistic struc t u r e and the methodologies and per- nomics 183. Students cannot receive credit for both sp e c t i v es of the field. The department offers two under- courses.) Prerequisite(s): satisfaction of Subject A and graduate majors, linguistics and language studies, and a Composition requirements; Economics 1, 2, and 100A; Li n g u i s t i c s graduate program in theoretical linguistics. The linguis- Economics 113 strongly recommended. (General Educa- tics major leads to a B.A. degree in linguistics; the lan- tion Code(s): W.) L. Kletzer guage studies major leads to a B.A. degree in language 193. Field Study. F,W,S 239 & 241 Ste v enson College studies (see Language Studies, page 275). The graduate (831) 459-2905 Field research performed off-campus, under the supervi- pr ogram leads to the M.A. and Ph.D. degrees (831) 459-4988 sion of a member of the legal studies faculty. May be re- in linguistics. ht t p : / / l i n g . u c s c . e d u peated for credit. The Staff Req u i r ements for the Maj o r 194. Group Tutorial. F,W,S Faculty and Professional Int e re s t s Provides a means for a small group of students to study a All students are req u i r ed to complete the following 12 pa r ticular topic in consultation with a faculty sponsor.St u - courses in linguistics and related disciplines. dents submit petition to sponsoring agency. May be re- Prof e s s o r Th r ee lower-division courses: Int r oduction to Lin g u i s t i c s , peated for credit. The Staff JUD I T H AIS S E N in t ro d u c t o r y syntax, and introd u c t o r y semantics. Syntax, Mayan languages 195A. Senior Thesis. F,W,S Fiv e upper-division courses: in t ro d u c t o r y phonology, in- Preparation of a senior thesis over one, two, or three quar- SAN D R A CHU N G termediate phonology, intermediate syntax, intermedi- ters, beginning in any quarter. When taken as a multiple- Syntax, semantics, Aus t r onesian languages ate semantics, and language change. term course extending over two or three quarters, the DON K A FAR K A S Four additional upper-division elective courses in linguis- grade and evaluation submitted for the final quarter apply Semantics, morphology, syntax, Romance languages, tics or related disciplines. Course 80C, 80D, or 80V to each of the previous quarters.Students submit petition Hun g a r i a n may be substituted for one of these upper-division to sponsoring agency. The Staff JORG E HAN K A M E R co u r s e s . 195B. Senior Thesis. F,W,S Syntax, semantics, morphology, computational linguistics, Students may petition the department to have elective Preparation of a senior thesis over one, two, or three quar- Turk i s h courses offered through other institutions or other UC ters, beginning in any quarter. When taken as a multiple- pr ograms applied towa r d the major req u i r ements. Suc h

*Not offered in 2004–05 288 PROGRAMS AND COURSES

courses must clearly fit into a coherent program of study Co u r s e s the degree of doctor of philosophy. The res e a r ch interes t s in linguistics. of faculty and students draw on the framewo r k of genera- Courses numbered 80 are lower-division topical courses. For eign language/mathematics competency req u i re m e n t : Li n - ti v e grammar, with a primary focus on theoretical syntax, They treat the phenomenon of language from a variety of semantics, and phonology; res e a r ch and course stren g t h s guistics majors are req u i r ed to demonstrate either forei g n pe r s p e c t i ve s : language or mathematics competency as follows : also include the struc t u r e of various languages, morphol- • 80 C . An exploration of ways in which language ogy (theoretical and computational), mathematical foun- For eign language competency: students must success- st ru c t u r e and use reflect societal distinctions and cul- dations, natural language processing, and the philosophy fully complete six quarters of language study at tural practice. of linguistics. The department admits approximately five UCSC (three quarters for Latin or Greek) or ne w students to the doctoral program each year; more demonstrate an equivalent level of competence • 80 D . A critical examination of the view of human enter to rec e i v e a master’s degree associated with the doc- th r ough a rec o g n i z ed language test or evidence of language underpinning the res e a r ch program initiated toral program. The master’s degree can be completed in cr edit from another institution. by Noam Chomsky and of its implications for theo- one or two years, depending on previous background in ries of the human mind and brain. Mathematics competency: Alternativel y , students with a li n g u i s t i c s . st r ong formal background can choose to satisfy the • 80G. An introduction to computing, the Int e r n e t , While committed to training in theoretical depth, the mathematics competency req u i r ement by demon- and the World Wide Web through the language of pr ogram makes possible an unusual breadth of theoret i c a l strating sufficient preparation in mathematics for the Unix operating system. understanding. Res e a r ch in syntax focuses on ways in which generative theory and language-particular analysis ad v anced formal work in linguistics. This req u i r e- • 80 V . A systematic study of the elements of Eng l i s h ment is satisfied by passing two courses chosen from inform one another. Faculty expertise covers a range of wo r ds: their historical origins and their sound, mean- cu r r ent theories: principles and parameters theory, other the following list: Mathematics 11A, 19A, or 21; ing, spelling, and function. Computer Science 12A; Computer Engineering 16; versions of the extended standard theory, phrase struc t u r e Economics 11A; or any course which has one of These courses have no prer equisites and are intended to gr a m m a r , optimality syntax, relational grammar, and a these courses as a prere q u i s i t e . se r ve both as general education courses and as introd u c - range of particular languages (Tur kish, Tzotzil, Irish, and tions to the concepts of linguistics through their rel a t i o n Ch a m o r r o). Wor k in phonology covers most aspects of Senior exit req u i re m e n t : In their senior yea r , students must to another area of general interes t . cu r r ent phonological theory. It ranges from pros o d i c pass a compreh e n s i v e examination. With advance ap- Courses 20, 52, and 53 are “di s c i p l i n a r y introd u c - morphology and metrical theory to feature theory, lexical pr oval, especially strong students may instead pursue a tions.” These courses have no linguistics prer equisites and ph o n o l o g y , and optimality theory, encompassing the senior thesis or senior project. The proposal for a senior se r ve as entry courses to the specialized upper-division in t e r face with other parts of grammar (morphology, synthesis or project must be submitted for approval to the sequences. Upper-division courses generally have at least tax, and phonetics). Res e a r ch in semantics applies formal, designated adviser at least two quarters prior to the quar- one of these courses as a prere q u i s i t e . mo d e l - t h e o r etic techniques to illuminate the interfa c e ter of graduation. Courses 101, 102, 113, and 116 are the core upper- be t w een syntactic struc t u r e and interpretation and the le v el courses in linguistic struc t u r e and are offered each role of semantic competence in the pragmatics of utter- Co n c e n t r ations within the Maj o r yea r . The two phonology courses (101 and 102) provi d e ance interpret a t i o n . an introduction to the study of the sound system of lan- From the beginning of their studies, students are The major provides a strong background in the central engaged in original res e a r ch and critical evaluation, since subdisciplines of linguistics. Students who wish to pursue guage. These courses use a problem-solving approach to de v eloping understanding of phonological theory and the aim of the program is to provide sophisticated train- linguistic theory further are encouraged to take other ing as a foundation for a career in academic res e a r ch and upper-division linguistics courses and seek permission to phonological regularities in various languages. The intermediate syntax course (113) continues the devel o p m e n t teaching. The program begins with a sequence of founda- en r oll in the graduate sequences in phonology, syntax, or tion and core courses in linguistic theory. Sub s e q u e n t se m a n t i c s . of syntactic theory begun in course 52, extending the range to more complex constructions and rules and course work emphasizes theoretical depth; it is increa s - Students may wish to take elective courses in other ingly centered around the doctoral student’s own subdisciplines of linguistics. Psy cholinguistics focuses on in t r oducing alternative theoretical approaches. Th e semantics course (116), which has as prer equisites course res e a r ch, culminating in the presentation of a disserta t i o n the psychological mechanisms of language. on some aspect of linguistic theory and analysis. Computational linguistics focuses on computational 53, Semantics I, and either course 52, Syntax I, or course 55, Syntactic Stru c t u re s , addresses advanced problems in ap p r oaches to linguistic analysis and the linguistic analy- Undergraduate Prep a r a t i o n sis of computer languages. Applied linguistics focuses on the analysis of meaning. bilingualism, second-language acquisition, and translation. Sev eral upper-division elective courses are offered each Applications are invited from students who have com- Students who wish to pursue these subdisciplines yea r . For a list of these courses, contact the Linguistics pleted an undergraduate linguistics major or who have should consult the Dep a r tment of Linguistics for lists of Dep a rt m e n t . demonstrated excellence in some related discipline (psy- el e c t i v e courses in these areas. It is also possible to focus To enroll in the graduate (200-level) courses, under- ch o l o g y , mathematics, computer science, anthrop o l o g y ) on the grammar of one or more languages by taking the graduates req u i r e special permission from the instruc t o r . and have the equivalent of a minor in linguistics. A stu- st ru c t u r e course in linguistics (180 series) and rel a t e d Permission is usually granted only to especially motivat e d dent applying for admission to this program should, in courses in other disciplines. Linguistics majors with a lan- undergraduates who have completed all the core course any case, have a good foundation in at least one of the guage focus are also encouraged to consider academic req u i r ements for the major with excellent perfo r m a n c e . central fields of linguistic struc t u r e: phonology, morphol- study at foreign universities through the UCSC og y , syntax, semantics. Students entering the prog r a m Education Abr oad Program. Students preparing for Prep a r ation for the UCSC with a deficiency in one or more areas will make up the ca r eers in teaching should contact the Edu c a t i o n Mas t e r ’s Deg re e deficiency by taking appropriate undergraduate courses at Dep a r tment Office, 212 Crown College, (831) 459- UCSC during the first year of graduate study. 2031, for information on the req u i r ements for a Each year a number of UCSC students with B.A. degree s California teaching cred e n t i a l . in linguistics or language studies are admitted into the Req u i r ements for the M.A. graduate program to pursue the M.A. in theoretical lin- Co u r s e s . A minimum of 45 credits of graduate-level work. guistics. Int e r ested students should discuss the possibility Req u i r ements for the Min o r This must include the core courses in phonology, syntax, with one or more faculty members and formally apply and semantics. Ele c t i v es are chosen from upper-division To graduate with a minor in linguistics, students must online to the graduate program during the winter quarte r or graduate courses offered by linguistics and related dis- complete eight linguistics courses. Th e r e is no compre- of the senior yea r . For up-to-date information on the ciplines, in addition to independent study with linguistics he n s i v e req u i r ement for the minor. application process, consult our web site fa c u l t y . Th r ee lower-division courses: Int r oduction to Lin g u i s t i c s , (ht t p : / / l i n g . u c s c . e d u / ); and see the Linguistics Dep a rt m e n t ma n a g e r . La n g u a g e s . Reading competence in one foreign language, syntax, and semantics. to be demonstrated by examination. Fiv e upper-division courses: ph o n o l o g y and four upper- Graduate Prog ra m Res e a r ch paper. Submission of a res e a r ch paper in a core division electives. ar ea of theoretical linguistics and approval of a committee The graduate program in linguistics at UCSC is a small, of two faculty. focused five- y ear program in linguistic theory leading to LINGUISTICS 289

Req u i r ements for the Ph. D . 80C. Language, Society, and Culture. 113. Syntax II. W Co u r s e s . A minimum of 60 credits of graduate-level work. The study of language from a sociological perspective. Fur ther aspects of English syntax; universal and language- This includes foundation sequences in phonology, syntax, Multilingualism, language change and variation, pidgins particular constraints on syntactic structures and rules. and semantics, and a course in mathematical foundations. and creoles, the origin and diversification of dialects. Wil l Fur ther developments and extensions of transformational be offered 2003–04. (General Education Code(s): T5 - H u- theory. Prerequisite(s): satisfaction of the Subject A and La n g u a g e s . Reading competence in one foreign language, manities and Arts or Social Sciences.) Composition requirements, course 52. (General Educa- to be demonstrated by examination. tion Code(s): W.) J. Aissen Qualifying papers and examination. By the end of the 80D. Language and Mind: Chomsky’s th i r d yea r , two res e a r ch papers, one in phonology/mor- Program. 116. Semantics II. S phology and one in syntax/semantics, are to be pres e n t e d A critical overview of the research program initiated by Major issues in natural language semantics: nature of lex- as part of the req u i r ements for admission to candidacy. At Noam Chomsky and its implications for theories of the ical entries, thematic relations, propositional representa- this time, the pros p e c t i v e candidate is examined by the human mind and brain. (Also offered as Philosophy 80L. tion or “logical form”; relation between semantic faculty on topics related to the student’s major area of re- Students cannot rec e i v e credit for both courses.) (Gen e r a l interpretation and syntactic representations, quantifica- se a rc h . Education Code(s): T5-Humanities and Arts or Social tion and scope relations, reference and presupposition, Sciences.) The Staff co re f e r ence and anaphoric relations. Prer equisite(s): course Di s s e rt a t i o n . The final req u i r ement for the Ph.D. degree 53, and either course 52 or 55. The Staff is the presentation of a dissertation rep r esenting a signifi- 80G. Introduction to Unix. W cant contribution in some central area of linguistic re- Introduction to computing, the Internet, and the World 117. Pragmatics. * se a rc h . Wide Web through the language of the Unix operating Covers topics central in the study of pragmatics, the in- system. Oriented to the beginner, the course presupposes te r p r etation of language use. Topics include conver s a t i o n a l Application and Adm i s s i o n no previous acquaintance with any particular sort of com- im p l i c a t u r e, speech acts and discourse understanding, and To apply, please consult our web site: puter. It covers the basic concepts of text editing and for- social deixis. Off e r ed in alternate academic yea r s . The Sta f f ht t p : / / l i n g . u c s c . e d u / g ra d u a t e / i n d e x . h t m l . matting, writing Web pages in basic HTML, and promotes a rigorous understanding of Unix commands 120. Structure of English. F and shell scripts. Views communication with a computer A survey of the grammatical structure of English and the Lower-Division Courses as a matter of learning a few simple though powerful lan- terminology of grammatical description. Covers the guages. (Also offered as Computer Science 80G. Stu d e n t s phonological, morphological, and syntactic structure of 20. Introduction to Linguistics. F,W,S cannot receive credit for both courses.) (General Educa- English and contrasts it with other languages. Prerequi- An introduction to the major areas, problems, and tech- tion Code(s): T2-Natural Sciences.) G. Pullum site(s): course 20, 52, or 55. The Staff niques of modern linguistics. (General Education Code(s): 123. Philosophy of Language. S IH.) The Staff 80V. Structure of the English Vocabulary. * A systematic study of the elements of English words: be- Current theories of the nature and preconditions of lan- 51. Phonetics. sides the practical goal of voc a b u l a r y consolidation and ex- guage, the nature of meaning, and the nature of truth. Practical training in hearing and recording sounds in a pansion, explores the historical origin and development of (Also offered as Philosophy 123. Students cannot receive wide range of phonetic systems. Demonstrations and wo r d elements, as well as their sound, meaning, and func- cr edit for both courses.) Prer equisite(s): one course in phi- practice in phonetic analysis and description. Study in the tion in the contemporary language. Offered in alternate losophy, psychology, or linguistics. The Staff techniques of using an informant. (General Education academic years. (General Education Code(s): T4-Hu- 140. Language Change. S Code(s): IH.) The Staff manities and Arts.) The Staff Methods and problems in the study of change in linguis- 52. Syntax I. F,W 99. Tutorial. F,W,S tic systems. Reconstruction of proto-languages; the com- An introduction to transformational syntax and syntactic Students submit petition to sponsoring agency. The Staff pa r a t i v e method. Theories of change and implications for investigation, developed through the study of central as- the theory of grammar. Prerequisite(s): course 20. R. pects of English syntax. A major purpose is to introduce Mester students to the study of language as an empirical science. Upper-Division Courses 160. Language Engineering. Prerequisite(s): satisfaction of the Subject A and Compo- Addresses a particular problem in language engineering, sition req u i r ements. (General Education Code(s): IH, W.) 101. Phonology I. F chosen for its practical and theoretical interest and its J. Hankamer, J. McCloskey Int r oduction to morphology and phonological theory and analysis. Problems in phonetic, phonemic, and morpho- tr a c t a b i l i t y . The entire course focuses on a team project to 53. Semantics I. W phonemic variation, phonological rules and rule systems. design a solution to the problem. The Staff Introduction to the logical foundations of natural lan- Prerequisite(s): satisfaction of the Subject A and Compo- 181. Structure of Romance Languages. W guage semantics. Logical and semantic relations, simple set sition requirements, course 20 or 51. (General Education Examines the phonological and syntactic struc t u r es of Ro- th e o r y, logical rep r esentations (propositional and pred i c a t e Code(s): W.) J. Padgett mance languages.Some knowledge of either It a l i a n , calculi, modal and tense logics) and their interpretations. French, or Spanish is also re q u i red. Pre re q u i s i t e ( s ) : A basic literacy course in the language of logical represen- 102. Phonology II. W courses 52 or 55 and 20. The Staff tation. (General Education Code(s): IH.) D. Farkas Introduction to nonlinear phonology.Topics include issues in autosegmental and metrical theory; syllable struc- 186. Structure of German. * 55. Syntactic Structures. S ture, stress, tone, and harmony processes. Prerequisite(s): Phonological, morphological, and syntactic aspects of the Provides a basic introduction to the methods and results course 101. The Staff s t ru c t u re of the German language. Pre re re q u i s i t e ( s ) : of transformational generative grammar. It simultaneously course 20 The Staff provides an overview of the major syntactic constructions 105. Morphology. of English. Prerequisite(s): satisfaction of the Subject A Study of the principles of word formation. Der i v ation, inflection, and compounding. Cross-linguistic study of 187. Structure of Japanese. W and Composition re q u i rements. (General Ed u c a t i o n The phonology, morphology, and syntax of Japanese. Pre- Code(s): IH, W.) S. Chung morphological processes, morphological inve s t i g a t i o n and analysis. Prerequisite(s): course 20. Offered in alter- requisite(s): course 20. Offered in alternate academic years. J. Ito 80B. Modern English Grammar. F nate academic years. The Staff Elementary introduction to modern standard English 108. Poetry and Language. * 190. Senior Research. S grammar, both formal and informal, both written and Provides opportunity and guidance in developing inde- spoken. Stresses the importance of linguistic evidence in An introduction to the linguistic aspects of poetry, e.g., rhyme, meter, and larger-scale organization of poetic pendent and group res e a r ch projects in linguistics and lan- understanding grammatical correctness; offers a demysti- guage studies. J. Ito fication and critique of older traditional grammar in the form. The emphasis is on English poetry, complemented light of recent research. (General Education Code(s): T4- by brief sketches of other poetic traditions. Students tak- 193. Field Study. F,W,S Humanities and Arts.) G. Pullum ing this course should have some basic knowledge of lan- Students submit petition to sponsoring agency. The Staff guage structure (e.g., as provided by course 20). Offered in alternate academic years. The Staff

*Not offered in 2004–05 290 PROGRAMS AND COURSES

194. Senior Project. F,W,S 221. Syntax A. F theory, formal logic, boolean algebra, graph theory, and Deadline for submission of project proposal is one year in Introduction to syntactic theory. Phrase structure; sub- formal language theory. Enr ollment restricted to graduate advance of proposed completion. Students submit peti- categorization; lexical entries; passive; infinitival con- standing or consent of instructor. G. Pullum tion to sponsoring agency. May be repeated for credit. structions. Enrollment restricted to graduate standing or The Staff consent of instructor. J. Aissen 290. Research Seminar. W A research seminar for undergraduate and graduate stu- 195. Senior Thesis. F,W,S 222. Syntax B. W dents to develop the skills of the profession. Critical read- Deadline for submission of thesis proposal is one year in Continuation of Syntax A. The syntax of unbounded de- ing, re v i ewing, teaching, presentation, and writing. advance of proposed completion. Students submit peti- pendencies, including constituent questions, re l a t i ve Students submit petition to sponsoring agency. Enroll- tion to sponsoring agency. May be repeated for credit. clauses, clefts, topicalization. Constraints on extraction; ment restricted to graduate standing or consent of in- The Staff unbounded versus successive cyclic movement; the li- structor. Enrollment limited to 10. R. Mester censing of gaps. Prerequisite(s): course 221. Enrollment 198. Independent Field Study. F,W,S restricted to graduate standing or consent of instructor. 295. Directed Reading. F,W,S Provides for department-sponsored individual study pro- The Staff Dir ected reading which does not invol v e a term paper. En- grams off campus for which faculty supervision is not in rollment restricted to graduate standing or consent of in- person (e.g., supervision by correspondence). Prep a r a t i o n 223. Syntax C. S structor. The Staff and approval must be completed by the fifth day of in- Continuation of Syntax B. The syntax of anaphora. Top- st r uction of any given quarte r . Students submit petition to ics vary from year to year, and may include the following: 296. Linguistics Colloquium (2 credits). F,W,S sponsoring agency. The Staff coreference in antecedent-pronoun relations; reflexives Independent graduate-level activities and assignments re- and re c i p rocals; disjoint re f e rence; bound-va r i a b l e lating to development of familiarity with professional ac- 199. Tutorial. F,W,S anaphora; ellipsis; semantic and pragmatic constraints on tivities in academic linguistics: organizing and attending Students submit petition to sponsoring agency. The Staff anaphora. Prerequisite(s): course 222. Enrollment re- colloquia and conferences, both on- and off-campus; participation in discussions at such events; and prepare com- 199F. Tutorial (2 credits). F,W,S stricted to graduate standing or consent of instructor. The Staff mentaries on academic papers and other papers. Students Students submit petition to sponsoring agency. May be re- submit petition to sponsoring agency. Enrollment repeated for credit. The Staff 226. Proseminar in Syntax. S stricted to graduate students. May be repeated for credit. In-depth investigation of some topic in syntactic theory. D. Farkas Graduate Courses Topics vary from year to year, covering literature and current research in grammatical structure from varying the- 297. Independent Study. F,W,S 211. Phonology A. F oretical perspectives. Prerequisite(s): course 222.J. Aissen Enrollment restricted to graduate standing or consent of instructor. The Staff Int r oduction to theoretical phonology: distinctive features and nonlinear rep r esentations; syllable struc t u r e; autoseg- 229. Syntax Seminar. W Advanced topics in syntax drawn from the current re- 299. Thesis Research. F,W,S mental assimilation and dissimilation, the geminate con- The Staff straint, the obligatory contour principle; feature- g e o m e t r i c search interests of the instructor. Prerequisite(s): course structure; underspecification and structure preservation; 222. Enrollment restricted to graduate standing or con- le ve l - o r dering. Enr ollment restricted to graduate standing sent of instru c t o r. May be repeated for cre d i t . or consent of instructor. R. Mester J. Hankamer Li t e r a t u r e 212. Phonology B. W 231. Semantics A. F Metrical stress theory; arboreal and grid representations; Introduction to linguistic semantics: nature of lexical en- foot typology; moraic theory; prosodic hierarchy; pros o d i c tries, thematic relations, rep r esentation of logical form; re- Kr esge College templates and minimal word theory; constraint-based lation between semantic interpretation and syntactic (831) 459-4778 analysis and optimization; postlexical rules and phonetics- representation, quantification and scope relations, refer- ht t p : / / h u m w w w. u c s c . e d u / Li t / i n d e x . h t m l phonology interface. Prerequisite(s): course 211. Enroll- ence and presupposition. Enrollment restricted to graduate standing or consent of instructor. D. Farkas ment restricted to graduate standing or consent of Faculty and Professional Int e re s t s instructor. The Staff 232. Semantics B. W Model-theoretic semantics for natural language. Truth- 213. Phonology C. S Prof e s s o r One or more topics in phonological theory. Topics may conditional, compositional semantics. Various logical on- JORG E ALAD R O FON T vary. Likely topics include feature theory, underspecifica- tologies and their application to natural language categories. Dynamic interpretation of discourse and Spanish mysticism, theory and historical developments of tion, prosodic phonology and morphology, lexical phonol- im a g e r y in the Middle Ages to the baroque period, ogy, and phonology/phonetics. Prerequisite(s): course anaphoric relations. Treatment of illocutionary force. Pre- requisite(s): course 231. Enr ollment restricted to graduate Renaissance and baroque Hispanic literat u r e, Italian ideas in 212. Enrollment restricted to graduate standing or con- the Spanish Renaissance, Cer vantes sent of instructor. May be repeated for credit. The Staff standing or consent of instructor. The Staff GEO RG E T. AMI S , Eme r i t u s 216. Phonology Proseminar. * 239. Semantics Seminar. F MUR R A Y BAUM G A RT E N One or more topics in phonological theory. Topics vary: Advanced topics in semantics drawn from the current research interests of the instructor. Prerequisite(s): course Dickens, Victorian literat u r e and culture, the Bib l e , the course is intended to be a bridge between the core tr anslation, modern Jewish writing, the Hol o c a u s t phonology course (212) and advanced research seminars 232. Enrollment restricted to graduate standing or con- (219). Likely topics include feature theory, underspecifi- sent of instruc t o r . May be repeated for cred i t . W. Ladusaw HAR R Y BERG E R JR., Eme r i t u s cation, prosodic phonology and morphology, lexical 240. The Pedagogy of Linguistics (1 credit). GAB R I E L BER N S , Eme r i t u s phonology, and phonology/phonetics. Will be offered in W,S MARG A R E T R. BROS E the 2004–05 academic year. Prerequisite(s): course 212. Provides training for graduate students in university-level Italian literat u r e, 19th- and 20th-century poetry and poetics, Enrollment restricted to graduate standing or consent of pedagogy in general and in the pedagogy of linguistics instructor. May be repeated for credit. The Staff the novel, Romanticism, medieval literat u r e, gender studies, specifically. Under the supervision of a faculty member, au t o b i o g ra p h y coordinated by a graduate student with substantial expe- 219. Phonology Seminar. F JUL I A N N E BUR TON -C AR VAJ A L Adv anced topics in phonology drawn from the current re- rience as a teaching assistant. May be repeated for credit. The Staff Twentieth- and 21st-century Latin(o) American visual search interests of the instructor. Prerequisite(s): course media, parti c u l a r ly film; melodrama as a transnational form; 212. Enrollment restricted to graduate standing or con- 265. Mathematical Foundations of Linguistics. S gender and authorship; history, cultures, and rep re s e n t a t i o n s sent of instructor. May be repeated for credit. J. Ito A survey of the basic mathematical notions fundamental of Cal i f o r nia, parti c u l a r ly the Cen t r al Coast to the understanding of work in theoretical syntax, semantics, and phonology.Topics covered include basic set LITERATURE 291

ROB E R T M. DUR L I N G , Eme r i t u s THO M A S A. VOG L E R , Eme r i t u s DAN I E L SEL D E N Af r oasiatic languages and literat u r es, Greek and Latin, JOH N M. ELL I S , Eme r i t u s MIC H A E L J. WAR R E N , Eme r i t u s Hellenistic culture, the classical tradition, history of criticism, CAR L A FRE C C E R O ROB WIL S O N li t e ra r y theory Renaissance studies, French and Italian language and Transnational and postcolonial literat u r es, especially as located DEA N N A SHE M E K li t e ra t u r e, early modern Eur opean history and literat u re , in Asi a / P acific emergences as posited against American empire Italian literat u r e and cultural history, Renaissance studies, postcolonial theories and literat u r e, contemporar y feminist of globalization; cultural poetics of America; the sublime, ea r ly modern popular culture, narrat i v e (early modern to theories and politics, queer theory, pre- and early modern Longinus to Hir oshima; mongrel poetics of experimental co n t e m p o ra r y), women’s studies, literar y theory studies, contemporar y fiction by women of color in the U.S., writing, especially poetry identity politics as political forma t i o n s KAR E N TEI YAM A S H I T A Associate Prof e s s o r His t o r y and anthrop o l o g y of Japanese immigration to Braz i l , PAS C A L E GAI T E T Asian American literat u r e, modern fiction, playwriting Nineteenth- and 20th-century French literat u re , KAR E N BAS S I sociolinguistics, political history, Celine, Gen e t Greek and Latin literat u r es, Greek drama, Hellenistic poetics, Assistant Prof e s s o r feminist interpretation, literar y and cultural theory, pre- and MAR Y-K AY GAM E L Perf o r mance studies, ancient Med i t e r r anean perfo rm a n c e , ea r ly modern studies VILA S H I N I COO P PA N Greek and Latin literat u r e, film, feminist approaches to Postcolonial studies, comparat i v e and world literat u re , LOU I S CHU D E -S OK E I li t e ra t u r es of slaver y and diaspora, globalization studies, li t e ra t u r e and perfo rm a n c e Mod e r n and contemporar y African American literat u re , cu l t u r al theory of race and ethnicity Caribbean and West African literat u r es, post-colonial SUS A N GIL L M A N li t e ra t u r e and theory, modernism, black diaspora, cultural Nin e t e e n t h - c e n t u r y American literat u r e and culture; theories Le c t u re r of culture, race, and gender; world literat u r e and cultural studies, popular culture GEO RG E P. HITC H C O C K , Eme r i t u s st u d i e s CHR I S TO PH E R CON N E R Y Wor ld literat u r e and cultural studies, globalism and WLAD GOD Z I C H ◆ ◆ ◆ Th e o r y of literat u r e, emergent literat u r e, globalization and ge o g r aphical thought, the 1960s, Mar xism, pre- m o d e r n and cu l t u r e, Eur opean integrat i o n mo d e r n Chinese cultural studies, cultural revo l u t i o n OD Y RE E N E Prof e s s o r JAM E S B. HAL L , Eme r i t u s J G Sev enteenth- and 18th-century British and French literat u r e MIC H A E L H. COWAN (American Stu d i e s ) JOH N O. JOR D A N and culture, pre- and early modern studies, early modern American cultural theory and history, history of Ame r i c a n Dickens, Victorian literat u r e and culture, the English novel , colonialisms, gay and lesbian cultural studies, gender studies, studies, symbolic expression in American life, urban cultural li t e ra t u r e of South Africa, narrat i v e theory hi s t o r y of authorship, history of the book studies, American literar y studies, studies in the institutional NOR M A KLAH N KIR S T E N SIL VA GRUE S Z cu l t u r e of higher education Latin American literar y and cultural studies (specialization: Co m p a ra t i v e Americas studies, Chicano/Latino literat u re s TE R E S AD E LAUR E T I S (Hi s t o r y of Consciousness) Mexico), Chicano/Latino literat u r e and culture from a cros s - and cultures, 19th-century U.S. literat u r e, poetry and Semiotics, psychoanalysis, feminism, film theory, literar y bo r der perspective, popular culture and the novel, poetics and tr anslation, genre theory th e o r y, and queer studies politics, fiction and history, nation and narration, cultural and feminist theories MARG O HEN D R I C K S CHA R L E S W. HED R I C K JR. (Hi s t o ry ) Ear ly modern English literat u r e and culture; theories and Greek social, cultural, and intellectual history; Greek rel i g i o n ; H. M. LEI C E S T E R JR. discourses of race, gender, drama, and theory; women Greek historiography; Greek arch a e o l o g y Psy choanalysis, poststruc t u r alism, gender theories, theory of playwrights; pre- and early modern studies cu l t u r al change; cultural studies and popular culture: opera, AKA S H A HUL L , Eme r i t a film, American country music EAR L JACK S O N JR. Japanese intellectual history, medieval Japanese literat u re , GAR Y B. MIL E S ,Eme r i t u s OH N YN C H J P. L mo d e r n Japanese literat u r e, Japanese cinema, semiotics, FOR R E S T G. ROB I N S O N (American Stu d i e s ) Greek and Latin literat u r es; Plato and Aristotle; Luc re t i u s , ps y choanalysis, Kor ean cinema, Kor ean language and culture, American literat u r e and culture, the American novel (Twa i n , Virgil, and Pet r onius; ancient education Buddhist philosophy, and film theory Melville, Faulkner), regional literat u r e, Cal i f o r nia studies, NATH A N I E L E. MACK E Y SHA RO N KIN O S H I T A popular culture, and American cultural theory Twen t i e t h - c e n t u r y American literat u r e, Afro- Am e r i c a n Int e rc u l t u r al relations in 12th- and 13th-century literat u re , DAVI D SWAN G E R (E ducation and Crea t i v e Wri t i n g ) li t e ra t u r e, crea t i v e writing Med i t e r r anean studies, globalism, postcolonial theory, world Aesthetic education, educational philosophy, crea t i v e writing, li t e ra t u r e and cultural studies HEL E N E MOG L E N po e t r y, poetics, literar y theory The English novel; feminist, cultural, and psych o a n a l y t i c LOU R D E S MART Í N E Z -E CH A Z Á B A L th e o r y Latin American and Caribbean literat u r es, Afro- L a t i n Le c t u re r American literat u r es, cultures, and societies; found[n]ational MAD E L I N E MOO R E , Eme r i t a CHA R L E S ATK I N S O N (C rea t i v e Wri t i n g / Po e t ry ) na r ra t i v es; Brazilian literat u r e; literat u r es of Cuba and the Di re c t o r , Learning Assistance Prog r am in Writing; crea t i v e MAR TA MOR E L L O-F ROS C H , Eme r i t a Cuban diaspora; critical race theory writing, poetry PRI S C I L L A W. SHA W, Eme r i t a TYRU S MIL L E R ROS W E L L SPAF F O R D (Wri t i n g ) Mod e r nist, avan t - g a r de, and postmodernist literat u r e; the PAUL N. SKE N A Z Y Jou r nalism, media criticism, fiction, poetry, service learni n g , in t e r r elations of the arts in the 20th century; aesthetics; Co n t e m p o ra r y U.S. fiction, popular culture (especially educational partnerships, community studies cinema and film theory; the Fran k f u r t School; philosophy and de t e c t i v e fiction), practical criticism and reviews, oral history, social theory; contemporar y poetry and language arts the teaching of literat u r e, American writers abroa d , Prog r am Des c r i p t i o n jo u rn a l i s m LOI S A NYGA A R D Eighteenth- and 19th-century Ger man literat u r e, Germ a n The study of literature at UC Santa Cruz is organized as GRE T A SLOB I N , Eme r i t a romanticism, Eur opean and American romantic fiction, an interdi s c i p l i n a r y field coordinated through a single S. PAGE STE G N E R , Eme r i t u s Goe t h e Dep a r tment of Literature, rather than through separate de p a r tments of English, French, Spanish, and so forth . RIC H A R D TER D I M A N MIC A H E. PER K S Nineteenth- and 20th-century French and Euro p e a n Reading and writing contemporar y fiction, memoir, historical This struc t u r e fosters innovat i v e and comparative li t e ra t u r e and culture, literar y and cultural theory, fiction; gender, literat u r e and culture; alterna t i v e ap p r oaches to literature among both faculty and stu- co n t e m p o ra r y critical theory, cultural globalization co m m u n i t i e s dents. Courses in the major encompass traditional literar y history and interpretation as well as cros s - c u l t u r a l JUAN POB L E T E in q u i r y and current theoretical debates. Latin(o) American literat u r es; transnational/global cultures The literature major does permit focused work in (l i t e ra t u r e, rad i o , film); Latin(o) American cultural studies; national literary traditions. Students may concentrate in 19 t h - c e n t u r y studies; the history of reading prac t i c e s English-language literatures; in French, German, or 292 PROGRAMS AND COURSES

Italian; in Latin and/or Greek; or in Spa n i s h / L a t i n • one Literature 61-series course: categories, method- Nat i o n a l / T ransnational Literatures American/Latino literatures. Alternativel y , students may ologies, and problems of literary study These concentrations examine literature within the or g a n i z e their studies by period. Students who choose fr a m ew o r ks of particular languages or national and pr e- and early modern studies focus on early literary tra- • one Literature 80-series course: topical, thematic, and co m p a r a t i v e study of literary texts regional traditions. For all concentrations, except nation- ditions from antiquity through the Middle Ages, the al/transnational literatures, texts may be read either in the Renaissance, and the neo-classical period, while those Upp e r - D ivision Courses original or in translation. National/transnational concen- engaged in modern literary studies concentrate on litera- trations req u i r e that text be read in the original language. tu r e of the eighteenth, nineteenth, and twentieth cen- Upper-division courses provide more detailed trea t m e n t turies. Fin a l l y , the world literature and cultural studies of literary and theoretical problems, themes, and periods. • English-Language Lit e ra t u re s concentration is dedicated to non-Western literatures and Students are strongly encouraged to take courses acros s The study of American and British literature, as wel l li t e r a t u r e in a global context. The Literature Dep a rt m e n t ch r onological periods and national boundaries. as literatures of other English-speaking peoples also offers a concentration in crea t i v e writing in which, Ten upper-division courses are req u i re d : ar ound the world. in addition to studying literature, students work with • French literat u r e faculty in upper-division workshops to improve their • Li t e r a t u r e 101, Th e o r y and Int e r p re t a t i o n : ap p ro a c h e s own crea t i v e writing skills. to literary and cultural theories The study of French and Francophone literatures , Li t e r a t u r e majors at UC Santa Cruz are trained in crit- languages, and cultural practices of France, Africa, • six upper-division courses in an area of concentration and the Caribbean. ical reading, writing, and thinking, as well as in literary (described below) in t e r p r etation. These skills have wide applicability: they • Ger man literat u r e may lead to careers in other media such as film, theater, • th r ee upper-division electives in literature The study of the literature, language, and cultural video, the visual arts, and electronic media; and they Distribution req u i re m e n t s . Among the 10 upper-division practices of the German-speaking areas of central offer avenues into related disciplines such as history, phi- courses, at least two must focus on literature written Eur ope including Ger m a n y , Austria, and Swi t ze r l a n d . lo s o p h y , psych o l o g y , sociology, anthrop o l o g y , politics, prior to the year 1750; one course must focus on non- • Greek and Latin literat u re s and history of art and visual culture. Literature majors Western literature or literature in a global perspective; traditionally enter a wide variety of careers ranging from and one must focus on poetry. Some courses fulfill more The study of the literature, languages, and cultural law and journalism to management, government, inter- than one of these distribution req u i r ements. A list of practices of ancient Greece and Rome. Students may national studies, publishing, technical writing, and teach- annual course offerings indicating distribution codes for choose to concentrate in Greek or Latin or both. ing at all level s . each course is available in the department office or on the • Italian literat u r e The Literature Dep a r tment faculty strongly rec o m - Li t e r a t u r e Dep a r tment web page. mends that all students study a second language. The study of Italian literature, language, and cultural With prior permission from a faculty adviser, one practices from the Middle Ages to the pres e n t . Proficiency in more than one language vastly enhances el e c t i v e may be replaced by an upper-division course understanding of any literature and of language arts in related to the student’s area of concentration and chosen • Spanish/Latin American/Latino literat u re s general. Graduate programs in literature and other fr om another program in the humanities, arts, or social The study of literatures, language, and cultural prac- humanities disciplines generally req u i r e competence in sc i e n c e s . tices of Spain, Latin America, and Latino populations another language besides Eng l i s h . in the United Sta t e s . The Int e n s i v e Literature Major Letter Grade Req u i re m e n t Fifteen courses are req u i r ed: three lower-division and 12 Crea t i v e Wri t i n g Letter grades are req u i r ed for 75 percent of courses upper-division courses. One of the upper-division courses The Dep a r tment of Literature offers a sequence of work- applied towa r d the literature majors, including the Sen i o r may be a Senior Sem i n a r , which may be used to satisfy shops in crea t i v e writing, from beginning throu g h Sem i n a r , which must be taken for a letter grade. the campus compreh e n s i v e (exit) req u i re m e n t . ad v anced levels, in both poetry and fiction. Other activities available to interested students include parti c i p a t i o n Lit e ra t u r e Major Opt i o n s Lo wer - D ivision Courses in the production of literary journals on campus, atten- The same req u i r ements apply as for the standard litera- dance at readings by visiting writers, and use of a cre- Students wishing to major in literature may choose either tu r e major. Students who choose the intensive literature at i v e writing reading roo m . the standard literature major or the intensive literature major are req u i r ed to achieve competence in a second- Admission to this concentration is selective. Int e re s t e d ma j o r . The intensive literature major is rec o m m e n d e d language literature. Upper-division literature course work students are req u i r ed to take one lower-division work- pa r ticularly for students who plan to continue their stud- may req u i r e completion of a lower-division language shop at UC Santa Cruz before applying to the crea t i v e ies in graduate school. The req u i r ements for the intensive sequence or the equival e n t . writing concentration. major include the study of literature in two languages; Students accepted into the concentration must com- pr oficiency in a second language is theref o r e req u i re d . Upp e r - D ivision Courses plete three advanced writing workshops and a senior pr oject (e.g., a group of stories, a significant portion of a The Sta n d a r d Literature Maj o r The intensive major requires 12 upper-division courses. no vel, a collection of poems). To apply for admission to Distribution requirements for the intensive major are Th i r teen courses are req u i r ed: three lower-division and the crea t i v e writing concentration, students should sub- the same as those for the standard literature major. In ten upper-division courses. One of the latter may be a mit a completed application form (available at the addition, students must complete at least two courses in Senior Sem i n a r , which may be used to satisfy the campus Li t e r a t u r e Dep a r tment Office) and a thoughtful selection a second-language literature studied in the original lan- co m p re h e n s i v e (exit) req u i r ement. In exceptional cases, fr om their work (8–10 pages of poetry or 10–20 pages guage. As in the standard major, with prior permission and with faculty permission, students may write a senior of fiction, comprising at least two stories). Once accepted from a faculty adviser, one elective may be replaced by thesis to satisfy the exit req u i re m e n t . into the concentration, students are req u i r ed to declare an upper-division course related to the student’s area of Students must successfully complete Literature 1, (or red e c l a r e) the major in literature. At that time, stu- concentration and chosen from another program in the Lit e ra r y Int e r p re t a t i o n , or its equivalent prior to declaring dents should meet with their adviser to discuss plans for humanities, arts, or social sciences. the literature major or minor. a senior proj e c t . The compreh e n s i v e req u i r ement must be satisfied by Lo wer - D ivision Courses the completion of a senior seminar or a senior thesis. Pre- and Early Mod e r n Stu d i e s Lo wer-division courses are designed as introductions to The interdi s c i p l i n a r y study of literatures and cultures critical reading and writing. Students should complete The Concentrat i o n s fr om antiquity through the early eighteenth century, their lower-division course work before beginning upper- The purpose of the upper-division area of concentration especially in Eur ope. This concentration includes the division work. is to help students shape a coherent program of study. study of popular culture and ever yday life as well as rea d - ings in masterpieces of classical, medieval, early modern Th r ee lower-division courses are req u i r ed: The department provides several defined concentrations, described below. For all concentrations except national/ (R enaissance), and neo-classical literature. • Li t e r a t u r e 1, Lit e ra r y Int e r p r etation: close reading and transnational literatures, texts may be read in the original analysis of literary texts or in translation. LITERATURE 293

Mod e r n Literary Stu d i e s • Li t e r a t u r e 101, Th e o r y and Int e r p re t a t i o n ; tu r e and cultural studies, which treats literary, intellectual, and cultural production in globally historicized contexts; The study of literature of the eighteenth, nineteenth, • four other upper-division literature courses. tw entieth, and twenty-first centuries. This concentration ni n e t e e n t h - c e n t u r y studies; and pre- and early modern examines ways in which modernity in general and liter- Transfer cred i t . A student may petition to rec e i v e cred i t studies, where comparative and interdi s c i p l i n a r y work is ar y modernism and postmodernism in particular emerge tow a r d the lower-division req u i r ements of the major for encouraged and which includes classical literature and and develop in different countries and cultures . up to three courses taken at other institutions. An intro- ph i l o s o p h y , medieval and Renaissance French, Italian, and duction to literature course may be used to satisfy the English cultures and literatures (including visual culture) , World Literature and Cultural Stu d i e s Li t e r a t u r e 1 course req u i r ement. Any other two literature and Spanish Golden Age literature. Within all areas, facul- courses may be applied towa r d the Literature 61 series ty draw on cutting-edge critical practices such as femi- The study of literature and cultural production both and the Literature 80 series course req u i r ements. Tra n s f e r nism, race and gender studies, Mar xism, postcolonial the- within a global context and within specific histories and of Credit petition forms are available in the Literature or y, psychoanalysis, queer theory, and cultural studies. economies. Courses move beyond the literary text to Dep a r tment Off i c e . The program req u i r es significant literary work in two include nonverbal forms of rep r esentation such as social languages. All students are req u i r ed to complete a mini- mo vements and ever yday life practices. Credit for repeated courses. Courses that var y significantly in material or methodology from one presentation to the mum of two courses, preferably three, in a second- next may be repeated for credit and are so designated in language literature in which the reading is done in the Co m p re h e n s i v e Req u i re m e n t the course description in the UCSC Gen e r al Cat a l o g . original language. The second literature must serve as a component of the qualifying exam that certifies the stu- Seniors may select one of the following options to satisfy Adv i s i n g . Faculty advisers are available in the Literature de n t ’s readiness to begin writing the dissertation. Pri m a r y the campus exit req u i re m e n t : Dep a r tment Office throughout the week during each concentrations are available in English/American, Fren c h , • Senior seminar. The senior seminar may be counted as academic term; students may make appointments in and Spanish/Latin American/Latino literatures. Sec - one of the req u i r ed upper-division courses. The sen- ad v ance to meet with them. Staff advisers are also avai l - on d a r y concentrations are available in all of the above, ior seminar need not be in the student’s area of con- able on a drop-in basis. Students are encouraged to con- plus German, Italian, Latin, and Greek, as well as other centration. Sev eral senior seminars are offered each sult with a faculty adviser once a quarte r . no n - E nglish literatures rel e v ant to developing compara- qu a r ter; extensive writing is req u i r ed in all seminars. Senior checklist. Th r ee quarters before anticipated gradua- ti v e framewo r ks and individual areas of concentration. tion, all literature majors must complete a checklist in • Senior thesis. A student who wishes to propose a sen- The common req u i r ements are as follows : collaboration with a department adviser. The purpose of ior thesis (30–40 pages) must apply to a Literature the checklist is to confirm prog r ess towa r d graduation • a one-quarter pros e m i n a r , Literature 200, to be taken Dep a r tment faculty sponsor at least two quarte r s and the satisfaction of all major req u i re m e n t s . in the first yea r ; be f o r e the projected date of graduation. The applica- Completion and approval of a senior checklist are tion must include a proposed subject, a brief outline, • qu a r terly two-credit advising courses (independent req u i r ed for graduation. a bibliography, and a sample of previous written st u d i e s ) ; Opp o r tunities for study abroa d . The Uni v ersity of wo r k. Only those students who have rec e i v ed written • twe l v e courses leading to the definition of an area of permission from a faculty supervisor may complete a Ca l i f o r n i a ’s Education Abr oad Program (EAP) operates study centers in countries throughout the world, all concentration. At least two courses must be in a sec- thesis to satisfy the senior exit req u i r ement. A student ond-language literature; up to four may be from the whose application has been approved may rec e i v e associated with host institutions of high academic standing. EAP serves over 1500 upper-division students from offerings of other departments; up to three may be course credit towa r d the major for one independent independent study courses; and one course must study (course 195) in a literature concentration. the nine UC campuses ever y yea r . Students who parti c i - pate in a UC Education Abr oad Program study yea r focus on pre-1750 literature and culture; For students in the crea t i v e writing concentration, a cre- may petition to apply up to three courses from EAP • teaching assistant training, administered as a course at i v e writing project under the supervision of a faculty tow a r d the literature major. Petition forms are avai l a b l e of f e r ed by the Literature Dep a rt m e n t ; member (Literature/ C rea t i v e Writing 194 or 195) is in the department office. req u i r ed. Students must successfully complete Literature • th r ee quarters of supervised teaching experience; 101 before taking any compreh e n s i v e req u i re m e n t . The Graduate Prog ra m s • a three - w eek summer intensive language course or eq u i v alent, administered by the Literature Gen e r al Inf o rm a t i o n The Doctoral Prog r a m Dep a rt m e n t ; Crea t i v e writing courses. Any qualified student may take The UC Santa Cruz doctoral program offers an innova- • a qualifying examination (with written and oral com- cre a t i v e writing courses for credit towa r d graduation. tive multidisciplinary approach to literary studies under po n e n t s ) ; Only students accepted into the crea t i v e writing concen- the auspices of the Department of Literature. While the tration, howeve r , may use Literature/ C rea t i v e Wri t i n g program affords a coherent academic experience for all • a prospectus outlining and defining the disserta t i o n 180, 183, 191, 194, and 195 to satisfy major req u i r e- students, the final choice of programmatic emphasis pro j e c t ; me n t s . and a trajectory of concerns is decided by each individ- • a disserta t i o n . Declaring the major. Students declare a major in literature ual. Because the program is relatively small, students are by completing and submitting a Proposed Study Pla n able to work closely with faculty throughout their grad- A master’s degree is conferred upon request to Ph. D . and Declaration of Maj o r / M inor petition. All students uate careers and are encouraged to take advantage of the candidates who have completed the course work req u i r e- considering a literature major should consult with staff rich array of events, research clusters, and lectures ments for the doctorate. (The teaching assistant training and/or faculty advisers as early as possible and declare the offered on campus. and supervised teaching experience are not considered major before the end of their sophomore yea r . Tra n s f e r The doctoral program reflects wide-ranging faculty pa r t of the course work req u i r ements for the M.A.) In students are urged to declare the major in the first quar- in t e r ests in American, Asia/Pacific, and New World stud- addition to completing the req u i r ed course work, stu- ter at UCSC. Students must complete Literature 1 or its ies; world literature and cultural studies; Eur opean litera- dents must write a master’s thesis under the supervi s i o n eq u i v alent prior to declaring the major. tu r e from the classical to the early modern period (pre- of a faculty adviser or successfully complete the Literature and early modern studies); eighteenth-, nineteenth-, and Ph.D. Qualifying Exa m . Double major. A student studying literature as part of a twe n t i e t h - c e n t u r y literatures; gender and sexuality studies; Mor e detailed information for pros p e c t i v e graduate double major must fulfill all of the req u i r ements for any post-colonial and emergent literatures; and textual studies. students, including application and admission to gradu- concentration in the literature major in addition to all of Students may elect to participate in cooperative prog r a m s ate studies, examinations, and req u i r ements for the doc- the req u i r ements in another major field. No course may be t w een literature and women’s studies, Latin American tor of philosophy degree, is available from the Division of be counted towa r d both majors. and Latino studies, or American studies and rec e i v e a des- Graduate Studies and on the department web site: The literat u r e minor. The minor in literature comprises ignated emphasis on their doctoral degree . ht t p : / / h u m w w w. u c s c . e d u / l i t / . eight courses: Among the areas that rep r esent special strength in the Graduate students in literature may obtain a paren - thetical notation on their diploma that they have special- • th r ee lower-division req u i r ed courses (including de p a r tment are contemporary American literature and iz ed in women’s studies, Latin American and Latino stud- Li t e r a t u r e 1 or its equivalent; see major req u i re m e n t s poetics; Latin American/Latino literature; literatures of the ab o ve) ; Americas, a cros s - b o r der hemispheric perspective that envisions the Americas as an area of study; world litera- 294 PROGRAMS AND COURSES

ies, and/or American studies. Applications and req u i r e- 61E. Introduction to Ethnic Literature. W 199F. Tutorial (2 credits). F,W,S ments for obtaining these notations are available at the An introduction to the study of ethnic literatures, ad- Students submit petition to sponsoring agency. The Staff res p e c t i v e program and department offices. dressing issues of voice, political agency, and the construction of subjectivity across racial, ethnic, and Creative Wri t i n g The Mas t e r ’s Prog r a m cultural boundaries in the U.S. (General Education A separate master of arts degree program in literature is Code(s): IH, E.) L. Detar 10. Introduction to Creative Writing. F,W,S intended for students whose aim is to deepen and expand 61F. Introduction to Reading Fiction. S Introduction to the crafts and techniques of poetry, fic- their literary/critical training and to proceed to a Ph. D . Close reading of short stories and some novels with the tion, and creative non-fiction, identifying and exploring pr ogram at another institution. Priority for admission is aim of developing critical methods for the analysis and traditional and non-traditional literary forms and genres gi v en to students interested in underrep r esented areas of interpretation of prose fiction. Topics include charac- while working on individual crea t i v e writing projects. Two study within the Literature Dep a rt m e n t ’s offerings, such ter, plot, narrative structure, and the poetics of prose. lectures/author readings and two workshop sections per as the non-English language literatures and, more broa d - (General Education Code(s): IH.) T. Walsh week. Enrollment restricted to first-year students, sopho- ly , critical theory. 61M. Approaches to Classical Myth. F mores, and juniors. May be repeated for credit. (General The M.A. program requires students to complete the Education Code(s): A.) (F) M. Per ks, (WS) K. Yam a s h i t a equivalent of nine seminars of graduate-level study in Introduction to Greek myths, including selected an- literature, including a written capstone requirement, the cient texts and visual artifacts, historical and cultural 52. Intermediate Fiction Writing. F,W,S master’s thesis. Requirements may not be completed in context of their creation and reception, modern theo- An intermediate-level course in fiction designed for less than one year; the maximum time to obtain a retical approaches such as structuralism and psycho- prospective creative writing majors. Prerequisite(s): sub- degree is two years. analysis, and interpretations in various media. (Also mission of writing at first class meeting. May be repeated offered as History 21. Students cannot receive credit for credit. (General Education Code(s): A.) (W) M. Perk s , The common req u i r ements are as follows : for both courses.) (General Education Code(s): IH.) (FS) The Staff • a one-quarter pros e m i n a r , Literature 200, to be taken M. Gamel in the first yea r ; 53. Intermediate Poetry Writing. F,W,S 80. Topics in Literature. An intermediate-level course in poetry designed for • se v en courses leading to the definition of an area of 80I. Topics in American Popular Culture. F prospective creative writing majors. Prerequisite(s): sub- concentration. Up to two courses may be from the His t o r y of one or more popular cultural genres in writ- mission of writing at first class meeting. May be repeated offerings of other departments, and one may be an ten, visual, and/or musical forms and their relation to for credit. (General Education Code(s): A.) (F) The Sta f f , independent study course; ongoing public debates. Topic: popular music and (WS) C. Atkinson • a thesis (written in conjunction with Literature 299, popular history. (General Education Code(s): T4-Hu- 91. Methodologies in Creative Writing Thesis Res e a rc h ). Typ i c a l l y , a thesis will range in manities and Arts.) L. Chude-Sokei Instruction. * length from 30–35 pages, plus a bibliography. 80L. The Holocaust: The Destruction of Training, curricular development, material presentation, The Literature Dep a r tment does not normally provi d e European Jewry. W and planning for students who will participate in course financial support to students pursuing the M.A. degree ; Focus is on the destruction of the Jews of Europe by 193, Creative Writing in the Schools, a course in which some teaching assistantships do become avai l a b l e . Nazi Ger m a n y . Issues are historically grounded and in- UCSC students teach creative writing workshops in local Admission to the M.A. program does not constitute clude works of literature, social sciences, philosophy, schools during the spring quarter. Admission by permis- admission to the Ph.D. program, and students may not and film. (Also offered as History 80W. Students can- sion of instructor: contact instructor ([email protected]) automatically transfer into the Ph.D. program from the not receive credit for both courses.) (General Educa- during fall quarter. May be repeated for credit. C. Atkin - M.A. program; they must rea p p l y . Fur ther information tion Code(s): T4-Humanities and Arts, E.) P. Kenez, son M. Baumgarten and application materials are available from the Div i s i o n 99F. Tutorial (2 credits). F,W,S of Graduate Studies: ht t p : / / g ra d d i v. u c s c . e d u . 80M. Romantic Fiction. * Students submit petition to sponsoring agency. The Staff A study of novels, short stories, and fairy tales by au- Li t e r a t u r e thors from America, England, France, and Germany. 170. Methods and Materials. S Readings include works by Poe, Hawthorne, Mary Focuses each year on a particular process or subject used 1. Literary Interpretation. F,W,S Shelley, Goethe, Hoffman, Rousseau, and Mérimée. in the production of a literary text. Course is intended to Close reading and analysis of literary texts, including rep- ( General Education Code(s): T 4 - Humanities and work as a bridge between invention and scholarship. resentative examples of several different genres and peri- Arts.) L. Nygaard Topic: (S) the serial poem. Satisfies the Creative Writing Li t e r a t u r e concentration. Enr ollment restricted to crea t i v e ods. An introduction to practical criticism required of all 80Z. Introduction to Shakespeare. S literature majors; should be completed prior to upper-di- writing literature majors. May be repeated for credit. Study of representative plays. No previous experience (General Education Code(s): A.) (S) N. Mackey vision work in literature. Prer equisite(s): satisfaction of the with Shakespeare is assumed. (General Education Subject A and Composition req u i r ements. (General Edu - Code(s): T4-Humanities and Arts.) W. Jones cation Code(s): IH, W.) S. Gillman, J. Poblete, V. Coop - 180. Advanced Writing: Fiction. F,W pan Intensive work in writing fiction. Satisfies the Creative 99. Tutorial. F,W,S Writing Literature concentration. Enr ollment restricted to The Staff 42. Student-Directed Seminar. F,W,S creative writing literature majors or permission of in- Seminars taught by upper-division students under faculty 99F. Tutorial (2 credits). F,W,S structor. May be repeated for credit. (General Education supervision. (See course 192.). The Staff Students submit petition to sponsoring agency. The Staff Code(s): A.) (F) M. Perks, (W) K. Yamashita 61. Introduction to Literary Genres. 101. Theory and Interpretation. F,W,S 183. Advanced Writing: Poetry. F,W,S Intensive work in writing poetry. Satisfies the Creative 61B. Introduction to Detective Fictions. * Contemporary approaches to literary and cultural theory, with emphasis on how theoretical perspectives advance Writing Literature concentration. Enr ollment restricted to A critical overview of detective fiction (and selected creative writing literature majors or permission of in- films) from Arthur Conan Doyle to contemporary and and broaden the reading of literary texts. Introduction to important new theoretical developments and their an- structor. May be repeated for credit. (General Education postmodern rea p p r opriations. Lectures provide histor- Code(s): A.) (W) D. Swanger, (FS) C. Atkinson ical background and introduction to genre theory, psy- tecedents. Literature majors should complete this course choanalysis, and cultural critique. (Formerly Literature as early as possible. Topics for 2004–05: (F) textuality and 191. Methodologies in Creative Writing 64D.). (General Education Code(s): IH.) E. Jackson embodiment; (W) authorship; (S) twentieth-century lit- Instruction. * er a r y theory from Russian formalism through postcolonial 61D. Introduction to Reading Drama. * Training, curricular development, material presentation, criticism. Prer equisite(s): satisfaction of the Subject A and and planning for students who will participate in course In t roduction to the Western theatrical tradition Composition re q u i rements. En rollment restricted to through the study of dramatic form in social context. 193, Creative Writing in the Schools, a course in which sophomores, juniors, and seniors. Enrollment limited to UCSC students teach creative writing workshops in local (General Education Code(s): IH.) K. Bassi 200. May be repeated for credit. (General Education Code(s): W.) H. Leicester, Jr., J. Greene, D. Selden, LITERATURE 295

schools during the spring quarter. Satisfies the Creative 102B. The Traditional British Canon, 110B. The Eighteenth-Century English Writing Literature concentration. Admission by permis- Part II. S Novel. F sion of instructor. C. Atkinson Exp l o r es poetry and prose from 1800 to 1950 throu g h The eighteenth-century novel from Defoe to Austen. extensive reading in the Romantics, Victorians, Mod- Satisfies the British, English, and Pre- and Early Mod- 192. Directed Student Teaching. F,W,S erns, articulating the connections among them, con- ern Literature concentrations; also satisfies the Pre- and Teaching of a lower-division seminar under faculty su- necting their work to key social, political, scientific, Early Modern distribution requirement. (Formerly pervision. (See course 42.). The Staff and technological moments defining these eras. Satis- British Literature 109A.) J. Greene 193. Creative Writing in the Schools. * fies the British, English, and Modern Literature con- 110H. American Autobiography. F Int r oduction to the teaching of crea t i v e writing. Des i g n e d centrations; also satisfies the Po e t ry distribution Close examination of autobiographical works by to enhance students’ communication skills and to give req u i r ement. (Formerly British Literature 104B, Rea d - major American writers. Satisfies the American, Eng- them new perspectives on their own and others’ writing. ing the Traditional Canon, Part II. ) H. Leicester, Jr. lish, and Modern Literature concentrations. (For m e r l y Involves practical experience in leading creative writing 102C. The Traditional U.S. Canon: American Literature 103D.) M. Caballero-Robb workshops in area high schools. Prerequisite(s): students Beginnings to 1900. * are carefully selected by instructors based on academic Major works from the colonial and early national pe- 120. Poetry. ability, writing skills, and ability to work with a diverse riods to 1900, with attention to their social and cul- 120A. Lyric Poetry of the Seventeenth student population. Enr ollment restricted to crea t i v e writ- tural context. Satisfies the American, English, and Century. S ing majors. May be repeated for credit. C. Atkinson Modern Literature concentrations. (Formerly Ameri- Readings in the works of Donne, Jonson, Herbert, can Literature 100A, Colonial to Mid-Nineteenth Cen - 194. Creative Project Seminar. Herrick, Mar vell, and others. Satisfies the British, Eng - tury.) The Staff Seminar for students beginning work on their creative lish, and Pre- and Early Modern Studies Literature writing senior project. Led by a faculty member, the sem- 102D. The Traditional U.S. Canon, 1900 to concentrations; also satisfies the Poetry and Pre- and inar helps prepare each student to complete the project. the Present. F Early Modern distribution requirements. (Formerly Attention is given to focusing of creative topics, review of Major works from 1900 to the present, with attention British Literature 105.).W. Jones work in progress, work rhythms, and revision. The Staff to their social and cultural context. Satisfies the Amer- 120C. Nineteenth-Century American ican, English, and Modern Literature concentrations. Poetry. S 194A. Poetry. S (Formerly American Literature 103D, Mid-Twentieth The major figures and important movements from Poe Satisfies the Creative Writing Literature concentration. Century.) P. Skenazy to Emerson through Whitman and Dickinson. Sat i s f i e s Prerequisite(s): Literature 101. Enrollment restricted to the American, English, and Modern Literature con- senior creative writing literature majors. D. Swanger 103. Periods and Movements. centrations; also satisfies the Poetry distribution re- 194B. Fiction. S 103A. British Literature and Culture: quirement. (Formerly American Literature 104A.) Satisfies the Creative Writing Literature concentration. 1660–1740. * K. Gruesz Prerequisite(s): Literature 101. Enrollment restricted to Li t e r a t u r e and society, 1660–1740. Satisfies the Bri t i s h , 120E. Modern British Poetry. * senior creative writing literature majors. K. Yamashita English, and Pre- and Early Modern Studies Literature A survey of selected British poets from the late nine- concentrations; also satisfies the Pre- and Early Mod- teenth century through the present. Satisfies the 195. Senior Essay. F,W,S ern Studies distribution req u i r ement. (Formerly Bri t i s h British, English, and Modern Literature concentra- Prerequisite(s): Literature 101. Students submit petition Literature 112A, Literature and Culture: 1660–1740.) tions; also satisfies the Poe t r y distribution req u i re m e n t . to sponsoring agency. The Staff The Staff (Formerly British Literature 135.) T. Miller 197. Independent Field Study. F,W,S 103D. English Renaissance Literature. * 120G. Open Field Poetry and Poetics. W Student’s supervision is conducted by a regularly ap- Sampling of early modern English prose, verse, and The theory and practice of a number of recent Amer- pointed officer of instruction by means other than usual drama. Satisfies the British, English, and Pre- and Early ican poets associated with ideas of open form: Amiri su p e r vision in person (e.g., by correspondence), or student Modern Studies Literature concentrations; also satisfies Baraka, Robert Creeley, Edward Dorn, Robert Dun- is doing all or most of the course work off campus. Stu- the Pre- and Early Modern distribution requirements. can, Robert Kelly, Denise Levertov, Charles Olson, dents submit petition to sponsoring agency. May be re- (Formerly British Literature 103.) M. Hendricks Gary Snyder, and others. Satisfies the American, Eng- peated for credit. The Staff 103E. Introduction to Romanticism. * lish, and Modern Literature concentrations; also satis- 198. Group Tutorial. F,W,S A survey of major romantic themes and authors be- fies the Poetry distribution requirement. (Formerly Students submit petition to sponsoring agency. May be re- tween 1780 and 1820. Explores relationships to pre- American Literature 104E.) N. Mackey peated for credit. The Staff romantic and postromantic authors. The main goal is to achieve familiarity with a wide range of individual 140. Visual Media/Popular Culture. 199. Tutorial. F,W,S poems in the general context of romanticism. Satisfies 140B. Violence in Contemporary American May be repeated for credit. The Staff the British, English, and Modern Literature concen- Film. S trations; also satisfies the Poetry distribution require- A survey of recent American feature films in which 199F. Tutorial (2 credits). F,W,S ment. (Formerly British Literature 115.) H. Leicester, graphic depiction of physical violence is an important Students submit petition to sponsoring agency. The Staff Jr. element. Primary emphasis on analysis of formal, tex- 103J. Contemporary American Literature. W tual, and generic elements; some attention is paid to English-Language Literatures A selective examination of major writing since WWII, psychological, sociopolitical, and ideological contexts with attention to both literary issues and historical con- and implications of representing violence. Satisfies the 102. Canons. text. Satisfies the American, English, and Modern Lit- American, English, and Modern Literature concentrations. (Formerly American Literature 105B.) 102A. The Traditional British Canon, er a t u r e concentrations. (Formerly American Literature M. Gamel Part I. W 103C.) May be repeated for credit. L. Chude-Sokei The constitution of the “canon” of English literature 110. Prose. 150. Ethnic Writing. fr om Chaucer to Cowp e r . Satisfies the British, Eng l i s h , and Pre- and Early Modern Studies Literature concen- 110A. Studies in the English Novel. W 150A. Afro-American Literature. * trations; also satisfies the Poetry and Pre- and Early From the eighteenth to the twentieth century. Texts in- Examination of major Afro-American writing of the Modern distribution requirements. (Formerly British clude work by Fielding, Austen, Brontë, Dickens, Con- past 150 years, with attention to the historical, cultural, Literature 104A, Reading the Traditional Canon, Part rad, and Woolf. Satisfies the British, English, and and general literary context out of which it emerged I. ). W. Jones Modern Literature concentrations. (Formerly British and upon which it commented. Satisfies the American, Literature 116.) J. Jordan English, and Modern Literature concentrations. (For- merly American Literature 102A, Int r oduction to Afro- American Lit e ra t u re . ) (General Education Code(s): E.) N. Mackey

*Not offered in 2004–05 296 PROGRAMS AND COURSES

150B. Chicano Literature. * 170M. William Faulkner. * American Literature 190C.) Prerequisite(s): Literature An intensive examination of contemporary Chicano A survey of Faulkner’s early fiction; focus on develop- 101. Enrollment restricted to senior literature majors. au t o b i o g r a p h y , narrative, poetry, and film. Satisfies the ment of theme and technique. Also considers Fau l k n e r May be repeated for credit. P. Skenazy American, English, and Modern Literature concentra- as a Southern historian, stressing the relationship be- 190G. Black Pulp Fiction. tions. (Formerly American Literature 102B.) (General tween personal and regional experience in time. Satis- Inv estigates the ways black writers in the twentieth cen- Education Code(s): E.) K. Gruesz fies the American, English, and Modern Literature tu r y have exploited and transformed genre fiction. Au- concentrations. (Formerly American Literature 120D, 155. Regional Writing. thors include George Schuyler, Octavia But l e r , Sam u e l Faulkner.) P. Skenazy Del a n y , Ste v en Barnes, Jewelle Taylor Gom e z, Rud o l p h 155B. Regions in American Literature. S 170O. Ernest Hemingway and F. Scott Fisher, Chester Himes, Barbara Neely,Victor Headley Examines development of regional writing in the U.S. Fitzgerald. * and others. Satisfies the American, English, and Mod- Topic: Hawaii. Satisfies the American, English, and A study of the works of Hemingway and Fitzgerald in ern Literature concentrations; also satisfies the Senior Modern Literature concentrations. (Formerly Ameri- relation to each other, their time(s), and the authors’ Seminar distribution req u i r ement. (Formerly American can Literature 140I.) May be repeated for credit. personal relationship. Satisfies the American, English, Literature 190E.) Prerequisite(s): Literature 101. En- R. Wilson and Modern Literature concentrations. (Fo r m e r l y rollment restricted to senior literature majors. (Gen e r a l 155D. Studies in South African Literature. American Literature 120T.) P. Skenazy Education Code(s): E.) The Staff W 180. Topics. 190H. Picturing California: Memoir and A survey of writing from South Africa since 1948, fo- Image. F cusing on social and political themes. Authors include 180B. The Gothic Imagination in Fiction, Examines California as depicted in word and image by Paton, Gord i m e r , Mphahlele, Fug a r d, Ndebele, Hea d , Film, and Theory. * representatives of a broad range of national/cultural Brutus, Coetzee, and others. Satisfies the English and Ex p l o res how the Gothic imagination constru c t s traditions, including European explorers; Spanish, Modern and World Literature concentrations; also sat- nightmare versions of bourgeois society, revealing cul- Mexican, Californio, Yankee, and Chinese settlers; and isfies the Global distribution requirement. (Formerly tural anxieties about the family, sexuality, religion, sci- photographic pioneers. Satisfies the American, Eng l i s h , Other English Literature 107.) (General Education ence, the self; and gender, socioeconomic, and racial and Modern Literature concentrations; also satisfies the Code(s): E.) J. Jordan identity. Readings include essays by Freud and Lacan Senior Seminar distribution requirement. (Formerly and such fiction as The Monk, Frankenstein, Dracula, 160. Transnational Writing. American Literature 190J.) Prerequisite(s): Literature Maus, and Beloved. Films change each year, but may 101. Enrollment restricted to senior literature majors. 160A. American Writers Abroad. * include Alien and Sweetie. Satisfies the English and (General Education Code(s): E.) J. Burton-Carvajal A study of the importance of the European experience Modern Literature concentrations. (Formerly Mod e r n to American writers; emphasis on the 1920s expatriots, Literary Studies 121.). May be repeated for credit. 192. Directed Student Teaching. F,W,S especially Gertrude Stein, F. Scott Fitzgerald, and H. Moglen Teaching of a lower division seminar under faculty super- Ernest Hemingway. Satisfies the American, English, 180D. Twain, Slavery, and the Literary vision. Students submit petition to sponsoring agency. and Modern Literature concentrations. (Fo r m e r l y Imagination. * The Staff American Literature 109B.) T. Miller Using Mark Twain’s later writings and other liter- 195. Senior Essay. F,W,S 160E. Caribbean Literature. * a ry / n o n - l i t e r a ry materials, explores responses to popu- Students submit petition to sponsoring agency. Prerequi- A study of major writing from the English-speaking lar and legal discourse on “blood,” race, sex, res u r g e n c e site(s): Literature 101. (Formerly Other English Litera- Caribbean, with attention to the historical and cultural of racism, and imperialism. Satisfies the American, tures 195.) The Staff context out of which it arises and to which it res p o n d s . English, and Modern Literature concentrations. (For- Authors include Edward Kamau Brathwaite, Wilson merly American Literature 180C.) S. Gillman 197. Independent Field Study. F,W,S Harris, George Lamming, Paule Marshall, V. S. Student’s supervision is conducted by a regularly ap- 180H. Women’s Literature. * pointed officer of instruction by means other than usual Naipaul, Victor Reid, Jean Rhys, and Derek Walcott. Works by women from the eighteenth century to the Satisfies the English and Modern and World Literature su p e r vision in person (e.g., by correspondence), or student pr esent, with special attention to the relationship of lit- is doing all or most of the course work off campus. Stu- concentrations; also satisfies the Global distribution re- erature to history, psychology, and aesthetics. Satisfies quirement. (Formerly Other English Literaure 105.) dents submit petition to sponsoring agency. (Formerly the English and Modern Literature concentrations. Other English Literatures 197.) The Staff (General Education Code(s): E.) N. Mackey (Formerly British Literature 140F.) T. Miller 170. Individual Authors. 198. Group Tutorial. F,W,S 190. Senior Seminars. Students submit petition to sponsoring agency. (For m e r l y 170A. Geoffrey Chaucer. * 190A. Individual Authors. W Other English Literatures 198.) The Staff Close study of Chaucer’s poetry, with some attention to Intensive examination of works by individual authors. rel e v ant cultural, philosophical, and historical issues in Topic for winter 2005: William Faulkner. Satisfies the 199. Tutorial. F,W,S the context of the late medieval period. Particular em- English Literature concentration; also satisfies the Se- Students submit petition to sponsoring agency. (For m e r l y phasis on The Canterbury Tales. Satisfies the British, nior Seminar distribution req u i r ement. Prere q u i s i t e ( s ) : Other English Literatures 199.) The Staff English, and Pre- and Early Modern Studies Literature Literature 101. Enrollment restricted to senior litera- 199F. Tutorial (2 credits). F,W,S concentrations; also satisfies the Poetry and Pre- and ture majors. May be repeated for credit. P. Skenazy Early Modern distribution requirements. (Formerly Students submit petition to sponsoring agency. (For m e r l y British Literature 130A, Introduction to Chaucer.) 190B. Studies in Early Modern British Other English Literatures 199F.) The Staff H. Leicester, Jr. Literature. * Study of selected authors or issues in early modern French Literature 170C. William Shakespeare. F British literature. Satisfies the British, English, and Pre- Int e n s i v e study of a few plays. Primarily for students al- and Early Modern Studies Literature concentrations; 131. The Middle Ages. W ready acquainted with Sh a k e s p e a re. Satisfies the also satisfies the Pre- and Early Modern and Senior Study of twelfth- and thirteenth-century texts, with at- British, English, and Pre- and Early Modern Studies Seminar distribution requirements. (Formerly British tention to problems of history and social change. In mod- Literature concentrations; also satisfies the Pre- and Literature 190G.) Prerequisite(s): Literature 101. En- ern translations with selected readings in Old French or Early Modern distribution requirement. (Formerly rollment restricted to senior literature majors. May be Provençal. Topic: feudalism and courtly culture. Satisfies British Literature 130I, Sha k e s p e a re . ) May be rep e a t e d repeated for credit. The Staff the French and Pre- and Early Modern Studies Literature for credit. W. Jones 190F. Studies in Contemporary U.S. concentrations; also satisfies the Pre- and Early Modern 170F. Charles Dickens. * Literature. * distribution requirement. Taught in conjunction with Study of representative work by Charles Dickens. Sat- Intensive examination of issues in U.S. fiction since course 230. May be repeated for credit. S. Kinoshita isfies the British, English, and Modern Literary Stud- World War II. Satisfies the American, English, and 134. French Literature Outside France. F ies concentrations. (Formerly British Literature 130G.) Modern Literature concentrations; also satisfies the Se- May be repeated for credit. M. Baumgarten A study of texts written in French-speaking cultures: Bel- nior Seminar distribution re q u i rement. (Fo r m e r l y gium, Canada, Africa, the Caribbean. Satisfies the Fren c h , LITERATURE 297

Modern, and World Literature concentrations; also satis- 164. Modern German Fiction. * 198. Group Tutorial. F,W,S fies the Global distribution requirement. Taught in con- Selected readings from the novel and novella in twen t i e t h - May be repeated for credit. The Staff junction with course 234. May be repeated for credit. century German literature. Satisfies the German and (General Education Code(s): E.) P. Gaitet Modern Literature concentrations. T. Honnef 199. Tutorial. F,W,S The Staff 136. Introduction to Modernity. S 167. Modern German Literature and Film. * Study of nineteenth- and twen t i e t h - c e n t u r y literary inno- Discusses a range of modern and contemporary German 199F. Tutorial (2 credits). F,W,S vation and/or rep r esentations of sociohistorical even t s . texts, including poetry, drama, and film. Discussions in- Students submit petition to sponsoring agency. The Staff Topic: the novel. Satisfies the French and Modern Literature clude the location of modernism, postmodernism, and the concentrations. May be repeated for cred i t . R. Terd i m a n avant-garde. Problematics: the question of classic realism, Italian Literature oppositional writing, popular culture, autonomous art 152. Texts and Contexts. W and ideology, “oppositional” and “affirmative” aesthetics. 102. Introduction to Italian Literature. F Examines implications of social and political change in Possible authors: Handke, Christa Wol f , Ber n h a r d, Man n , A close reading of a small number of texts (lyric, dramatic, terms of literary theory and practice. Places equal empha- Kluge, Kafka, Brecht, Döblin, Rilke, van Hoddis, Benn, narrative) representing the major authors and periods of sis on literary and other kinds of cultural texts: historical, Herzog, Fassbinder,Wenders. Satisfies the German and Italian literature, with intensive practice in spoken and political, and cinematic. Topic: Colette and Duras. Satis- Modern Literature concentrations. May be repeated for written Italian. Satisfies the Italian and Modern Literature fies the French and Modern Literature concentrations. credit. T. Honnef concentrations. M. Brose May be repeated for credit. P. Gaitet 195. Senior Essay. F,W,S 130. Author and Contexts. 195. Senior Essay. F,W,S Prerequisite: Literature 101. The Staff Designed to give an in-depth study of a given author’s lit- Prerequisite(s): Literature 101. Students submit petition erary production and its cultural context. to sponsoring agency. The Staff 197. Independent Field Study. F,W,S Student’s supervision is conducted by a regularly ap- 130D. Dante’s Divine Comedy. S 197. Independent Field Study. F,W,S pointed officer of instruction by means other than usual Reading of the Inferno, the Purgatorio and selected Student’s supervision is conducted by a regularly ap- su p e r vision in person (e.g., by correspondence), or student canti of the Paradiso, along with selections from pointed officer of instruction by means other than usual is doing all or most of the course work off campus. Stu- Dante’s lyrics and from medieval Italian and French su p e r vision in person (e.g., by correspondence), or student dents submit petition to sponsoring agency. The Staff poetry. Satisfies the Italian and Pre- and Early Modern is doing all or most of the course work off campus. Stu- Studies Literature concentrations; also satisfies the Po- dents submit petition to sponsoring agency. The Staff 198. Group Tutorial. F,W,S etry and Pre- and Early Modern distribution require- May be repeated for credit. The Staff ments. M. Brose 198. Group Tutorial. F,W,S May be repeated for credit. The Staff 199. Tutorial. F,W,S 180. Women in Italy: Nineteenth and The Staff Twentieth Centuries. * 199. Tutorial. F,W,S Explores the specificity of Italian women’s writing and The Staff 199F. Tutorial (2 credits). F,W,S studies their literary activities in historical and social con- Students submit petition to sponsoring agency. The Staff 199F. Tutorial (2 credits). F,W,S text. Readings include Italian feminist and some history as Students submit petition to sponsoring agency. The Staff well as literary texts. Specific periods and readings may Greek Literature vary from year to year. Satisfies the Italian and Modern Literature concentrations. D. Shemek German Literature 100. Introduction to Greek Literature. S Topic: Plato’s Apology of Socrates. Satisfies the Greek and 195. Senior Thesis. F,W,S 102. Introduction to German Literature. F Pre- and Early Modern Studies Literature concentrations; Prerequisite(s): Literature 101. The Staff Wide reading of works rep r esenting the major authors, pe- also satisfies the Pre- and Early Modern distribution re- 197. Independent Field Study. F,W,S riods, and genres of German literature. Satisfies the Ger- quirement. May be repeated for credit. C. Hedrick man and Modern Literature concentrations. T. Honnef Student’s supervision is conducted by a regularly ap- 102. Greek Poetry. W pointed officer of instruction by means other than usual 120. Fear of the Foreign: Xenophobia in Topic: Homer. Satisfies the Greek and Pre- and Early su p e r vision in person (e.g., by correspondence), or student German Literature and Culture. S Modern Studies Literature concentrations; also satisfies is doing all or most of the course work off campus. Stu- Considers recent violence against immigrants and asylum- the Poetry and Pre- and Early Modern distribution re- dents submit petition to sponsoring agency. The Staff seekers in Germany, and moves on to examine images of quirements. May be repeated for credit. T. Walsh people perce i v ed as “fo re i g n ” or alien in German literature 198. Group Tutorial. F,W,S and culture from early times to the present. Satisfies the 104. Prose Authors. F May be repeated for credit. The Staff German and Modern Literature concentrations. Topic: Lucian. Satisfies the Greek and Pre- and Early 199. Tutorial. F,W,S L. Nygaard Modern Literature concentrations; also satisfies the Pre- The Staff and Early Modern distribution requirement. May be re- 150. German Romanticism. * peated for credit. R. Branham 199F. Tutorial (2 credits). F,W,S A study of the emergence and development of German Students submit petition to sponsoring agency. The Staff Romanticism. Central concerns are the Romantics’ atti- 193. Field Study. F,W,S tude toward the role of the imagination in literature and Provides for an individual program of study sponsored by their attempts to revitalize myth and folklore in their a faculty member and carried on off campus. May be Latin Literature works. Authors read include Tieck, Novalis, Hoffmann, taken concurrently or consecutively for up to three courses Eichendorff, and Heine. Satisfies the German and Mod- of credit. Designed for upper-division students, with pro- 100. Introduction to Latin Literature. S ern Literature concentrations. L. Nygaard posal supported by a faculty member willing to supervi s e , Topic: Wid o w of Ephesus. Satisfies the Latin and Pre- and and approval of the chair of the Literature Department. Early Modern Studies Literature concentrations; also sat- 159. German Comedy. W Students submit petition to sponsoring agency. The Staff isfies the Pre- and Early Modern distribution require- A study of a series of comic works by authors writing in ments. May be repeated for credit. J. Lynch German. In addition to discussing the texts in depth, we 195. Senior Thesis. F,W,S also look at theories of humor and laughter developed by Prerequisite(s): Literature 101. The Staff 102. Roman Poetry. F,W thinkers such as Freud, Schopenhauer, and Bergson. Sat- Topic: (F) Virgil’s Aeneid; (W) Ovid’s Metamorphoses. isfies the German and Modern concentrations. Prerequi- 197. Independent Field Study. F,W,S Satisfies the Latin and Pre- and Early Modern Studies Lit- site(s): German 5 or equivalent. Offered in alternate Student’s supervision is conducted by a regularly ap- erature concentrations; also satisfies the Poetry and Pre- academic years. L. Nygaard pointed officer of instruction by means other than usual and Early Modern distribution requirements. May be re- su p e r vision in person (e.g., by correspondence), or student peated for credit. J. Lynch, M. Gamel is doing all or most of the course work off campus. Stu- dents submit petition to sponsoring agency. The Staff

*Not offered in 2004–05 298 PROGRAMS AND COURSES

103. Prose Authors. S centrations; also satisfies the Global distribution re- 144F. Israeli Literature. S Topic: Petronius. Satisfies the Latin and Pre- and Early q u i rement. (General Education Code(s): E.) An introduction to Hebrew literature since the 1940s Modern Studies Literature concentrations; also satisfies J. Burton-Carvajal and to Israeli culture and history of this period. Topic the Pre- and Early Modern distribution req u i r ement. May 125N. The Horror Film. * for spring 2005: prose fiction. M. Ron be repeated for credit. J. Lynch Shifting definitions of horror in the movies from the 144G. Global Jewish Writing: Diasporas 104. Special Topics in Latin Literature. * late silent period to the present through close analysis Compared. * Satisfies the Latin and Pre- and Early Modern Literature of representative films and critical texts: genre con- Comparative analysis of modern Jewish writers from concentrations; also satisfies the pre- and Early Modern st r uction, history of modes of production, and shifts in Western and non-Western diasporas (Canada, Italy, distribution req u i r ements. May be repeated for cred i t . M. discourse of horror. Satisfies the Modern Literature Iraq, Tunisia). Topics and contexts include Jewish iden- Gamel concentration. H. Leicester, Jr. tity, religion, ethnicity, anti-Semitism, relations to Zionism, migration, colonialism and post colonialism, 193. Field Study. F,W,S 135. Women Modernists. * intergenerational relations, and gender roles. Satisfies Provides for an individual program of study sponsored by Readings of innovative fiction, poetry, and essays by the Modern and World concentrations; also satisfies a faculty member and carried on off campus. May be women writers from 1900-1950. We will discuss issues of the Global distribution requirement. (General Educa- taken concurrently or consecutively for up to three courses gender and sexuality as they affect literary theme and tion Code(s): E.) The Staff of credit. Designed for upper-division students, with pro- form, female literary collaboration and lesbian salons, and posal supported by a faculty member willing to supervi s e , the critical framing of women’s writings by feminism and 144I. Jews in Italy: Writing and Witnessing and approval of the chair of the Literature Department. modernism. Satisfies the Modern Literature concentra- the Holocaust. W Students submit petition to sponsoring agency. The Staff tion. T. Miller Examines major Jewish writers in Ita l y , focusing on Ju- daism between world wars and under Fascism; the Re- 195. Senior Thesis. F,W,S 144. Modern Jewish Cultures. sistance; urban and/or ghetto cultures of Rome, Tur i n , Prerequisite(s): Literature 101. The Staff Modernity transformed Jewish culture: we will explore the Ferrara, Venice; gender roles; and development of new ways in which changed social, political, and economic literary genres. Films, poetry, cultural documents. Sat- 197. Independent Field Study. F,W,S conditions produced new gender roles; professional, per- isfies the Modern Literature concentration. M. Brose Student’s supervision is conducted by a regularly ap- sonal, communal, and cultural experiences; and generated pointed officer of instruction by means other than usual powerful fictions, autobiographies, films and poems. 145. Special Topics in Modern Literature. su p e r vision in person (e.g., by correspondence), or student Among the writers we will read are Isaac Bashevis Singer, 155. Russian Literature in Translation. is doing all or most of the course work off campus. Stu- Rebecca Goldstein, Saul Bellow, Martin Buber, Hannah dents submit petition to sponsoring agency. The Staff Arendt, and S.Y. Agnon. 155A. Nineteenth-Century Russian Fiction in Translation. * 144A. Jewish Diaspora, Ethnicity, and Urban 198. Group Tutorial. F,W,S Masterpieces of poetry and prose from the Golden Age Life. * May be repeated for credit. The Staff of Russian literature, from Pushkin to Chekhov. Satis- Focuses on modern Jewish diaspora, ethnicity, and fies the Modern and World Literature concentrations; 199. Tutorial. F,W,S urban life. Satisfies the Modern Literature concentra- also satisfies the Global distribution requirement. The Staff tion. (General Education Code(s): E.) B. Thompson W. Nickell 199F. Tutorial (2 credits). F,W,S 144B. Modernity as Jewish Challenge and 155B. Soviet Literature. F Catastrophe: The American Experience. W Students submit petition to sponsoring agency. The Staff Sur vey of twen t i e t h - c e n t u r y Soviet literature, from the Examines modernity as Jewish challenge and catastro- revolution to the death of Stalin. Readings include phe, and focuses on the American experience. Satisfies Modern Literary Studies modernist and avant-garde texts of the 1920s and so- the American, English, and Modern Literature con- cialist realism. Satisfies the Modern and World Litera- centrations. (General Education Code(s): E.) 103. Constructions of the Modern. * t u re concentrations; also satisfies the Gl o b a l B. Thompson Definitions of the “modern” (after 1750) are developed distribution req u i r ement. (Formerly Russian Literature within historically and culturally specific contexts. Satis- 144C. Literature and the Holocaust. * Since the Revolution.). W. Nickell fies the Modern Literature concentration. R. Terdiman Reading and analysis of fiction and poetry, focusing on 155F. Women in Russian Literature. * Holocaust literature as a problem in critical theory, cul- 124. The European Novel. Survey of women’s writing and representations of tural studies, and literary history. Though most of the women in Russian and Slavic literature from the me- 124A. Eighteenth Century to Modernism. S works are read in translation, some knowledge of Eu- di e v al folk tale through the contemporary period. Top - Major works of European fiction in their social, cul- ropean languages is helpful. Satisfies the Modern Lit- ics include Baba Yaga tales, woman as subject in tural, and intellectual contexts. Emphasizes the nine- erature concentration. May be repeated for credit. ni n e t e e n t h - c e n t u r y literature, Soviet memoir literature, teenth- and twentieth-century novels. Works are read The Staff in translation. Satisfies the Modern Literature concen- and evolution of the persona of the female author. Sat - 144D. Jewish Writers and the American tration. R. Terdiman isfies the Modern and World Literature concentrations; City. F also satisfies the Global distribution requirement. 125. Modern Cinema. An examination of some major Jewish writers and their W. Nickell responses to the American city. Major writers: Henry 125D. Cinema and Social Change in Latin Roth, Saul Bellow, Bernard Malamud, J. Kaplan, 160. French Literature in Translation. America. * Philip Roth. A look at Yiddish and other minority Surveys selected Latin American and Latino feature 160K. Great French Novels. S writers, and including sociological and historical ma- Provides an introduction to important French novels of and documentary films from 1950 to the present. Top - terials on the American city. Satisfies the American, ics include gender, sexuality, race and (trans)national the nineteenth and twentieth centuries. All works are English, and Modern concentrations. (General Edu c a - read in English. Satisfies the Modern Literature con- identity, revolution, repression and resistance; migration Code(s): E.) M. Baumgarten tion, exile, and return. Satisfies the Modern and Wor l d centration. P. Gaitet Literature concentrations; also satisfies the Global dis- 144E. Hebrew Poetry. S 167. German Authors in Translation. tribution requirement. (General Education Code(s): He b rew poetry — Biblical, medieval, modern—ex- E.) J. Burton-Carvajal plores cultural and literary issues central to our con- 167G. Goethe’s Faust. W t e m p o r a ry world. Texts and discussion focus on An intensive study of Goethe’s Faust, Parts I and II. 125L. Films on the Border. F Jewish and Israeli literary traditions. Satisfies the Mod - All works are read in English. Satisfies the Modern Lit- Surveys a range of cinematic representations of the ern Literature concentration; also satisfies the Poetry erature concentration; also satisfies the Poetry distri- U.S.-Mexico border region from Hollywood, inde- distribution requirement. May be repeated for credit. bution requirement. L. Nygaard pendent, Chicano/Latino, Mexican, and local sources. M. Baumgarten Studies the border in both concrete and symbolic registers. Satisfies the Modern and World Literature con- LITERATURE 299

168. German Literature in Translation. cial and psychological perspectives. Prer equisite(s): Lit- Early Modern Literature concentration; also satisfies the 168C. Modern German Fiction. * erature 101. Enrollment restricted to senior literature Poetry and Pre- and Early Modern distribution require- majors. H. Leicester, Jr. ments. T. Walsh Selected readings from the novel and novella in twentieth-century German literature, including Mann, 190K. Readings in Tolstoy. W 121. Ancient Novel. * Kafka, Rilke, Hesse, Frisch, Grass, Böll, and Wolf. All Int e n s i v e study of Tol s t o y’s major work War and Pea c e . Narrative fiction from the age of Alexander through the works are read in English. Satisfies the Modern Liter- Satisfies the Modern and World Literature concentra- first centuries of the Christian era, with particular atten- ature concentration. T. Honnef tions; also satisfies the Global and Senior Seminar dis- tion to the influence of Near Eastern and African cultures 168D. Germany in War and Peace. * tribution req u i r ements. Prer equisite(s): Literature 101. on the formation of the European novel. Principal read- Enrollment restricted to senior literature majors. W. Study of selected texts reflecting German society at war ings: The Alexander Rom a n c e , Pet r onius, Apuleius, Khari- Nickell or in that ambiguous state called “peace.” Attention is ton, Achilles Tatius, and Hel i o d o r os. Satisfies the Pre- and given to the place of literature in German cultural life 192. Directed Student Teaching. F,W,S Early Modern Literature concentration; also satisfies the and its special role in the formation of national iden- Teaching of a lower-division seminar under faculty su- Pre- and Early Modern distribution req u i re m e n t . K. Bas s i tity. Satisfies the Modern Literature concentration. pervision. (See course 42.). The Staff 124. Hebrew Bible. * L. Nygaard 195. Senior Essay. F,W,S An introduction to textual, source, redaction, historical, 170. Modern Italian Literature in Translation. Prerequisite(s): Literature 101. The Staff and literary criticism of individual books of the Hebrew Readings in Italian literature and culture ranging from Ro- Bible and to exegesis as science and ideology. Also studies manticism to the post-modern. Emphasis on Italy’s rela- 197. Independent Field Study. F,W,S texts and iconography of neighboring mythological tradition to modernity in terms of artistic innovation; politics Student’s supervision is conducted by a regularly ap- tions (Mesopotamian, Ugaritic, Egyptian, and Greek) and social life; family and gender relations; regional, na- pointed officer of instruction by means other than usual when appropriate. Satisfies the Pre- and Early Modern tional, and international identities. Topics vary from year su p e r vision in person (e.g., by correspondence), or student Studies Literature concentration; also satisfies the Pre- and to year. is doing all or most of the course work off campus. Stu- Early Modern distribution requirement. G. Hamel dents submit petition to sponsoring agency. The Staff 170B. Modern Italian Novel. * 127. Jewish Mystical Texts. S Survey of several of the most important Italian novels 198. Group Tutorial. F,W,S Overview of literature of Jewish mysticism and Kabbalah of the twentieth century. Mostly concerned with the May be repeated for credit. The Staff from antiquity to present. Focuses on primary texts in- novels of the post-war period (Pavese, Morante, Gins- cluding the Bible, Dead Sea Scrolls, Talmud, Midrash, burg, Calvino), also deals separately with novels of the 199. Tutorial. F,W,S Medieval/Spanish Kabbalah, Kabbalah of Safed, Sabba- country (Verga et al.) and of the city (D’Annunzio, The Staff tianism, Hasidism, and contemporary authors. R. Feld - Svevo, et al.). Satisfies the Modern Literature concen- 199F. Tutorial (2 credits). F,W,S man tration. D. Shemek Students submit petition to sponsoring agency. The Staff 132. Medieval French Romance. * 180. Latin American Literature in Translation. A rthurian, “re a l i s t” and allegorical romances of the 180F. Latin American Women Writers. F Pre- and Early Modern tw elfth and thirteenth centuries studied in their social and historical context. In English translation. Satisfies the Pre- Explores literary production by women in relation to Literary Studies and Early Modern Literature concentration; also satisfies social movements and historical events. Satisfies the the Pre- and Early Modern distribution requirement. S. Modern and World Literature concentrations; also sat- 102. Ancient Literature in Cross-Cultural Kinoshita isfies the Global distribution requirement. (General Perspective. * Education Code(s): E.) L. Martinez-Echazabal Satisfies the Pre- and Early Modern and World Literature 136. Representations of Gender in Medieval concentrations; also satisfies the Global and Pre- and Early 190. Senior Seminar. Literature. W Modern distribution req u i r ements. Prer equisite(s): Gree k Examination of the portrayal of gender roles and interac- Seminar offered to literature majors as a way to satisfy the Literature 3 or 100 or Latin Literature 3 or 100 or Liter- tions. Par ticular stress on erotic experience and the courtl y senior exit requirement. Offered at different times by dif- at u r e 80A or permission of instruc t o r . May be repeated for tradition: Ovid, Andreas Capellanus, Marie de France, ferent instructors, focus is on topics of interest in modern credit. J. Lynch Chretien de Troyes, The Romance of the Rose, Dante, literary studies. All students are required to complete an Chaucer, Christine de Pizan. H. Leicester essay of significant length as part of the seminar course 107A. Reading Egyptian Hieroglyphs, Part 1. work. Prerequisite: Literature 101. May be repeated for W 139. Rhetoric, Literature, and Performance. F credit. Introduction to Egyptian hieroglyphs as a graphic, con- Investigates significance of the classical discipline of rhet- ceptual, and communicative system. Covers the basic el- 190B. Existentialism, Engaged Literature, oric as a theory of discourse that analyzes the persuasive ements of classical Egyptian grammar, drawing primarily forces of language, whether in practical public discourse and World War II. S on inscriptions from extant Egyptian monuments. Stu- Exp l o r es the effects of a historical event, World War II, (e.g., legal or political), literature, drama, art, film, or any dents read one prose and one poetical text from the Mid- system of representation. R. Branham on French literary trends of the mid-twentieth century. dle Kingdom. Satisfies the Pre- and Early Modern Stu d i e s Satisfies the Modern Literature concentration; also sat- and World Literature concentrations; also satisfies the 167. Spanish Literature in Translation. isfies the Senior Seminar distribution req u i r ement. Pre- Global and Pre- and Early Modern distribution require- An introduction to great works of Spanish literature from requisite(s): Literature 101. Enrollment restricted to ments. Strongly recommended: two years previous study various genres that provide a profound and enduring ex- senior literature majors. P. Gaitet of a foreign language at the college level or the equival e n t . perience of Hispanic life transfigured by the literary artist 190C. Literature and Other Media: Visions (Formerly course 107, Reading Egyptian Hieroglyphs. ). into what may be interpreted as formal and exemplary of Carmen. S D. Selden perfection. Carmen as literary text, opera, and film. Satisfies the 111. Monsters, Barbarians, and Women: Topics 167C. Don Quixote de la Mancha. * Modern Literature concentration; also satisfies the Se- in Ancient Ethnography. S A close study of Books I and II of the Cervantes novel nior Seminar distribution req u i r ement. Enr ollment re- Focus is on the construction of race and gender in ancient together with an examination of some of the criticism stricted to senior literature majors. Enr ollment limited Greek culture. Literary, historical, philosophical, dramatic, on this work written in English throughout the cen- to 22. H. Leicester, Jr. and medical texts (Hom e r , Hesiod, Her odotus, Eur i p i d e s , turies. Satisfies the Pre- and Early Modern Literature 190H. Studies in the Horror Film. * Hippocrates, Plato, Aristotle) as well as visual media (vas e concentration; also satisfies the Pre- and Early Mod e r n The horror genre in film: Nosferatu (1921) to the painting, sculpture) are studied. J. Lynn distribution requirement. J. Aladro Font pr esent. Using the U.S. as a ref e r ence point, the course considers problems of genre definition and canon for- 115. The Heroic Epic. W 183. Dante’s Divine Comedy. * mation, historical and international developments, so- A survey and analysis of “primary” epic: Gilgamesh, the Reading of the In f e rn o, the Pur g a t o r i o , and selected canti Iliad, the Odyssey, and Exodus. Satisfies the Pre- and of the Paradiso, along with selections from Dante’s lyrics and from medieval Italian and French poetry. Satisfies the

*Not offered in 2004–05 300 PROGRAMS AND COURSES

Pre- and Early Modern Literature concentration; also sat- 104. Erotismo y Mistica. S Course satisfies the Modern, Spanish/Latin Ameri- isfies the Poetry and Pre- and Early Modern distribution Examines the connections between erotic literature and can/Latino, and World concentrations, and the Glo b a l requirements. M. Brose mystical literature through poetic representations of distribution req u i r ement. (General Education Code(s): sublime where Eros and Thanatos meet. As symbolisms E.) J. Burton-Carvajal 190. Senior Seminar. of mystical and erotic experiences fuse and confuse Seminar offered to literature majors as a way to satisfy the each other, we are able to establish connections be- 135. Latin American Cinema. senior exit requirement. Offered at different times by dif- tween Sufi, Hindi, and Judeo-Christian mystical po- 135F. Cine y Literatura. W fe r ent instructors, focus is on topics of interest in pre- and etry. J. Aladro Font Introduction to analysis and interpretation of major early modern studies. All students are required to com- Spanish-language films derived from literary works by plete an essay of significant length as part of the seminar 130. Studies in Latin American Literary Latin American and Spanish authors. Explores mech- course work. Prer equisite: Literature 101. May be rep e a t e d Genres. anisms of representation and adaptation. J. Burton- for credit. 130D. Latin American “testimonio.” * Carvajal 190P. Topics in Pre- and Early Modern Contemporary non-fiction testimonial literature of Studies. F,W,S Latin America. Authors: Marta Rojas, Elene Ponia- 153. The Picaresque Novel. * Examination of individual authors or critical prob l e m s towska, Rigoberta Menchu, Noema Viezzer, Omar The picaresque novel of 16th-century Spain considers the in ancient, medieval, or early modern/Renaissance lit- Ca b e zas Lacayo, Aníbel Quijada Cerda, Mario Paye r a s , fi c t i v e environment as reality in order to introduce its pro- er a t u r e. Topics: (F) war in literature; (W) phenomenon Ed u a rdo Galeano, Ricardo Pozas, Hugo Ne i va tagonist as a rebel against social dominion. The picares q u e of comedy; (S) early modern travel narratives. Satisfies Sam a n e z, Luis Gon z á l e z de Alba. Satisfies the Mod e r n , no vel is the only literary genre comparable to what is now the Pre- and Early Modern Literature concentration; Spanish, and World Literature concentrations; also sat- called “literature of social protest.” Satisfies the Pre- and also satisfies the Pre- and Early Modern and Senior isfies the Global distribution requirement. (General Early Modern and Spanish Literature concentrations; also Seminar distribution re q u i rements. Prere q u i s i t e ( s ) : Education Code(s): E.) J. Poblete satisfies the Pre- and Early Modern distribution requirement. J. Aladro Font Literature 101. Enrollment restricted to senior litera- 130E. Latin American Poetry. * ture majors. May be repeated for credit. T. Walsh, Poets from “modernismo” to the present in Spanish 164. Fiction and History in Contemporary G. Kallay, C. Freccero America. Studies how this poetry attempts to define Spain. * 192. Directed Student Teaching. F,W,S Latin America, its past, its present history, and its vi- Examines prose works of selected nineteenth- and twen- Teaching of a lower-division seminar under faculty su- sion for the future. Satisfies the Modern, Spanish, and ti e t h - c e n t u r y peninsular authors, with special attention to pervision. (See course 42.). The Staff World Literature concentrations; also satisfies the relation between Spanish political history and fiction. Sat - Global and Poe t r y distribution req u i r ements. (Gen e r a l isfies the Modern and Spanish Literature concentrations. 195. Senior Essay. F,W,S Education Code(s): E.) N. Klahn May be repeated for credit. J. Aladro Font Prerequisite(s): Literature 101. The Staff 131. National Literatures of Latin America. 195. Senior Essay. F,W,S 197. Independent Field Study. F,W,S A study of the literary expression of a particular Latin Prerequisite(s): Literature 101. The Staff Student’s supervision is conducted by a regularly ap- American country or region, with texts representing a va- 197. Independent Field Study. F,W,S pointed officer of instruction by means other than usual riety of authors, periods, and genres. su p e r vision in person (e.g., by correspondence) or student Student’s supervision is conducted by a regularly ap- is doing all or most of the course work off campus. Stu- 131H. Cuba. F pointed officer of instruction by means other than usual dents submit petition to sponsoring agency. The Staff Topic: Cuban revolution. Satisfies the Modern, Span- su p e r vision in person (e.g., by correspondence), or student ish, and World Literature concentrations; also satisfies is doing all or most of the course work off campus. Stu- 198. Group Tutorial. F,W,S the Global distribution requirement. (General Educa- dents submit petition to sponsoring agency. The Staff May be repeated for credit. The Staff tion Code(s): E.) L. Martinez-Echazabal 198. Group Tutorial. F,W,S 199. Tutorial. F,W,S 134. Special Topics in Latin American May be repeated for credit. The Staff The Staff Literature. 199. Tutorial. F,W,S 199F. Tutorial (2 credits). F,W,S 134C. Fiction and Marginality: The The Staff Students submit petition to sponsoring agency. The Staff Marginal at the Center. F Marginalized perspectives take center stage in this 199F. Tutorial (2 credits). F,W,S course that studies ways Latin American/Latino au- Students submit petition to sponsoring agency. The Staff Russian Literature thors textually contest dominant representations and realities, opening symbolic spaces for emergent histor- 199. Tutorial. F,W,S World Literature and Cultural Studies ical subjects who gain agency and authority by re/pre- The Staff senting unmapped terrains. Texts include chronicles, 109. Topics in Cultural Studies. * “testimonios,” writings of the self, and novels. Satisfies Studies in the theory of cultural studies. Satisfies the Mod - Spanish/Latin American/Latino the Modern, Spanish, and World Literature concen- ern and World Literature concentrations; also satisfies the Li t e r a t u r e trations; also satisfies the Global distribution require- Global distribution requirement. May be repeated for ment. (General Education Code(s): E.) N. Klahn credit. (General Education Code(s): E.) The Staff 60. Introduction to Literary Genres. F 134G. Popular Culture in Latin American 115A. Fiction in a Global Context. F The study of poetry, drama, and prose in Spain and Latin Narrative. * America. (General Education Code(s): IH, E.) J. Aladro Comparative examination of fiction in the modern world Exp l o r es short stories and novels that have been grea t l y Font and of fictional responses to social change and crisis. Top i c influenced by popular culture, not only in theme, but for fall 2004: literature in juxtaposition: scenes from 102. Introduction to Hispanic American also by appropriation of popular forms of language and American and East-Central European life. Satisfies the Literature. modes of representation. Includes works by authors Modern and World Literature concentrations; also satisfies from Mexico, Argentina, Cuba, and Colombia. Satis- 102A. From the Conquest to Sor Juana. W the Global distribution req u i r ement. May be repeated for fies the Modern, Spanish, and World Literature con- credit. G. Kallay A study of Hispanic American literature from the centrations; also satisfies the Global distribution chronicles of the conquest through the seventeenth re q u i rement. (General Education Code(s): E.) 123. The 1960s. S century. Readings deal with transformations in both J. Poblete An interdi s c i p l i n a r y study of the cultural and social move- the idea of empire and the rights of the conquered. In- ments of the 1960s. Satisfies the Modern and World Lit- cludes the works of Colón, Cortés, El Inca Gar cilaso de 134J. Mexico through the Movies. Traces commercial and alternative filmmaking in Mex - e r a t u re concentrations; also satisfies the Gl o b a l la Vega, Sor Juana Inés de la Cruz, and others. distribution requirement. (General Education Code(s): N. Klahn ico from its origins to the present through the works of major directors, with particular emphasis on the his- E.) C. Connery torical and actual function of film in Mexican culture. LITERATURE 301

124. Cultural Theory in Historical Francisco Manzano (Cuba) and Harriet Jacobs (U.S.) during the term and reports orally, or in writing, to in- Perspective. W and antislavery novels by black nationalist Martin De- structor. Enrollment restricted to graduate students. May Examination of representations of medieval and early lany, Cuban nationalist Cirilio Villaverde, and “senti- be repeated for credit. R. Wilson modern Mediterranean history. Topic: Marco Polo. Satis- m e n t a l” reformers Harriet Beecher St owe and fies the Pre- and Early Modern and World Literature con- Gertrudis Gomez de Avellaneda. Satisfies the Modern 204. Readings in Literature (2 credits). F,S centrations; also satisfies the Global and Pre- and Early and World Literature concentrations; also satisfies the Focuses on selected texts or authors in literature and/or the- Modern distribution requirements. (General Education Global and Senior Seminar distribution requirements. or y. Students meet with instructor to discuss readings and Code(s): E.) S. Kinoshita Prer equisite(s): Literature 101. Enr ollment restricted to deepen their knowledge on a particular author, critic, theo- senior literature majors. (General Education Code(s): rist, or text. Topics for 2003–04: (F) Readings and Rec e n t 135. Classical Chinese Culture and Literature, E.) S. Gillman Writings of Derrida (req u i r es ability to read French); (S) Be- Tenth Century B.C.E. through Sixth Century yond Hermeneutics: What Can We Do When We Do Not C.E. * 190E. Studies in Autobiographical Fiction Int e r p r et, and Wh y . Enr ollment restricted to graduate stu- Survey of writing and culture from the tenth century by Latinas. * dents. May be repeated for cred i t . W. God z i c h B.C.E. through the sixth century C.E., focusing on po- A study of the ways Latinas have privileged first-person et r y, philosophical and historical writing, supernatural fic- narration in the last two decades, positing questions of 291F. Advising (2 credits). F,W,S tion, Buddhist/Taoist texts in contexts of fragmentation, origins, genealogies, cultural identities, and transcul- Independent study formalizing the advisee-adviser rela- empire building, dynastic collapse, rebellion, eremitism, turation in their search for self-definition and self-as- ti o n s h i p . Regular meetings to plan, assess, and monitor ac- and courtly society. Satisfies the Pre- and Early Modern se r tion. Authors will include Sandra Cisneros, Nic o l a s a ademic progress and to evaluate course work as necessary. and World Literature concentrations; also satisfies the Moh r , Esmeralda Santiago, Julia Alvar ez, Cristina Gar - May be used to develop general bibliography of back- Global, Poetry, and Pre- and Early Modern distribution cia, Norma Cantu, and Judith Ortiz Cofer. Students gr ound reading and trajectory of study. Prer equisite(s): pe- req u i r ements. (Also offered as His t o r y 151. Students can- cannot receive credit for this course and course 120. tition on file. Enrollment restricted to graduate students. not rec e i v e credit for both courses.) Enr ollment limited to Satisfies the American, English, Modern, and World May be repeated for credit. The Staff 45. (General Education Code(s): E.) C. Connery Literature concentrations; also satisfies the Global and Senior Seminar distribution requirements. Prerequi- English-Language Literatures: 136. Classical Chinese Culture and Literature, site(s): Literature 101. Enrollment restricted to senior Sixth Century through Sixteenth Century. * literature majors. (General Education Code(s): E.) Graduate Courses Sur vey of writing and culture from the Tang through early N. Klahn 202. Canons. * Ming dynasties (sixth century C.E. through sixteenth cen- 192. Directed Student Teaching. F,W,S Considers literary canon formation through the lens of tury C.E.). Themes include literary, religious, and philo- neglected or “lost” works by authors otherwise considered sophical innovation, courtly life, cultural contacts with Teaching of a lower-division seminar under faculty supervision. The Staff peripheral because of their language, cultural tradition, or non-Chinese people, and transformations of state and so- regional affiliation. (Formerly American Literature 210.) ciety. Satisfies the Pre- and Early Modern and World Lit- 195. Senior Essay. F,W,S Enrollment restricted to graduate students. May be re- erature concentrations; also satisfies the Global, Poetry, Prerequisite(s): Literature 101. The Staff peated for credit. K. Gruesz and Pre- and Early Modern distribution requirements. (Also offered as History 152. Students cannot receive 197. Independent Field Study. F,W,S 260. Transnational Literatures. W credit for both courses.) Enrollment limited to 50. (Gen- Student’s supervision is conducted by a regularly ap- Investigation of English language literature which tran- eral Education Code(s): E.) C. Connery pointed officer of instruction by means other than usual scends national boundaries. Topic: British postcolonial lit- su p e r vision in person (e.g., by correspondence), or student er a t u r e. (Formerly British Literature 240, Topics in Bri t i s h 140. The Historical Imaginary. W is doing all or most of the course work off campus. Stu- Literature. ) Enrollment restricted to graduate students. A survey of historical literature in the Americas that ex- dents submit petition to sponsoring agency. The Staff May be repeated for credit. V. Cooppan amines fictional attempts to re-imagine New World histories. Readings focus on secret or mangled histories, the 198. Group Tutorial. F,W,S 270. Individual Authors. S legacies of slavery and colonialism, gendered critiques of The Staff Topic for spring 2005: William Sha k e s p e a r e. Study of rep - national histories, and US imperialism. Satisfies the Mod - resentative plays. (Formerly British Literature 230B.) En- ern and World Literature concentrations; also satisfies the 199. Tutorial. F,W,S rollment restricted to graduate students. May be repeated Global distribution requirement. (General Education The Staff for credit. H. Berger, Jr. Code(s): E.) S. Gillman 199F. Tutorial (2 credits). F,W,S 280. Topics in English Language 190. Senior Seminar. Students submit petition to sponsoring agency. The Staff Literature. W,S Seminar offered to literature majors as a way to satisfy the Topics for 2004–05: (W) Women Writers and Traditions senior exit requirement. Offered at different times by dif- Literature: Graduate Courses of the English Novel. (S) African American Experimental fe r ent instructors, focus is on topics of interest in world lit- Writing. (Formerly American Literature 205, Topics in erature and cultural studies. All students are required to 200. Proseminar. F American Literature. ) Enrollment restricted to graduate complete an essay of significant length as part of the sem- The Proseminar provides a common experience for en- students. May be repeated for cre d i t . N. Ma c k e y, inar course work. tering students, facilitates exchange of ideas and ap- H. Moglen proaches to literary and extra-literary texts, critical issues, 190A. Topics in World Literature and 294. Teaching-Related Independent Study. Cultural Studies. F,W,S and theoretical problems. It focuses on broad aspects of the history of theory and criticism, on the students’ criti- F,W,S Topics for 2004–2005: (F) The Black Fantastic: Fan- cal writing, and on aspects of professional development. Directed graduate research and writing coordinated with tasy and Speculative Fiction in the African Diaspora; Enrollment restricted to graduate students. R. Terdiman teaching of undergraduates. Students submit petition to (W) Key Concepts in Latino American Critical The- sponsoring agency. Enrollment restricted to graduate stu- or y; (S) Postcolonial Writing. Satisfies the Modern and 201. The Pedagogy of Literature (1 credit). F dents. May be repeated for credit. The Staff World Literature concentrations; also satisfies the Provides training for graduate students in university-level Global and Senior Seminar distribution requirements. pedagogy in general and in the pedagogy of literature 295. Directed Reading. F,W,S Prer equisite(s): Literature 101. Enr ollment restricted to specifically. Coordinated by a graduate student who has Directed reading that does not involve a term paper. Stu- senior literature majors. May be repeated for credit. had substantial experience as a teaching assistant, under dents submit petition to sponsoring agency. Enrollment (General Education Code(s): E.) L. Chude-Sokei, J. the supervision of a faculty member. Enr ollment res t r i c t e d restricted to graduate students. May be repeated for cred i t . Poblete, R. Wilson to graduate students. May be repeated for cred i t . The Sta f f The Staff 190B. Studies in Slavery, Race, and Nation 202. Colloquium (2 credits). F,W,S 296. Special Student Seminar. F,W,S in the Americas. * Student rec e i v es credit for attending designated number of Students submit petition to sponsoring agency. Enroll- Compares literatures and histories of slavery, aboli- freestanding lectures, colloquia, symposia, or conferences ment restricted to graduate students. May be repeated for tionism, and nationalism in nineteenth-century Cuba credit. The Staff and the U.S. Readings include slave narratives by Juan

*Not offered in 2004–05 302 PROGRAMS AND COURSES

297. Independent Study. F,W,S 296. Special Student Seminar. F,W,S 297. Independent Study. F,W,S Students submit petition to sponsoring agency. Enroll- Students submit petition to sponsoring agency. The Staff Students submit petition to sponsoring agency. The Staff ment restricted to graduate students. May be repeated for credit. The Staff 297. Independent Study. F,W,S 299. Thesis Research. F,W,S Students submit petition to sponsoring agency. The Staff Students submit petition to sponsoring agency. The Staff 299. Thesis Research. F,W,S 299. Thesis Research. F,W,S Students submit petition to sponsoring agency. Enroll- Pre- and Early Modern Literary ment restricted to graduate students. May be repeated for Students submit petition to sponsoring agency. The Staf credit. The Staff Studies: Graduate Courses Italian Literature: Graduate Courses 201. Studies in Antiquity. S French Literature: Graduate Courses 295. Directed Reading. F,W,S An in-depth study of a topic in Mediterranean and Near Eastern antiquity. Topic for 2004–05: translation, 230. Studies in Literary and Cultural His t o r y. W Directed reading that does not involve a term paper. Stu- dents submit petition to sponsoring agency. The Staff midrash, and interpretation. Enrollment restricted to In-depth examination of one period of French literature. graduate students. May be repeated for cre d i t . Topic: feudalism and courtly culture. Enrollment re- 296. Special Student Seminar. F,W,S M. Baumgarten stricted to graduate students. May be repeated for credit. Prerequisite(s): petition on file with sponsoring agency. S. Kinoshita Students submit petition to sponsoring agency. The Staff 204. Studies in Early Modernity. * In-depth examination of a topic in Early Modern Stu d i e s . 234. French Literature Outside France. F 297. Independent Study. F,W,S Enrollment restricted to graduate students. May be re- A study of texts written in French-speaking cultures: Bel- Students submit petition to sponsoring agency. The Staff peated for credit. H. Berger gium, Canada, Africa, the Caribbean. Enrollment restricted to graduate students. May be repeated for credit. 299. Thesis Research. F,W,S 220. Individual Authors. * P. Gaitet Students submit petition to sponsoring agency. The Staff Special focus on work of a single author in literary historical and/or historical context. Enrollment restricted to 294. Teaching-Related Independent Study. graduate students. May be repeated for credit. M. Brose F,W,S Latin Literature: Graduate Courses Directed graduate research and writing coordinated with 244. Queering the Renaissance. F the teaching of undergraduates. Students submit petition 294. Teaching-Related Independent Study. Seeks to understand the recent convergence in early mod- to sponsoring agency. The Staff F,W,S ern scholarship between queer theory and Renaissance Directed graduate research and writing coordinated with studies and to explore the definitions and articulations of 295. Directed Reading. F,W,S the teaching of undergraduates. The Staff queer theory as a mode of textual criticism and practice. Directed reading which does not involve a term paper. Enrollment restricted to graduate students. C. Freccero Students submit petition to sponsoring agency. The Staff 295. Directed Reading. F,W,S Students submit petition to sponsoring agency. The Staff 294. Teaching-Related Independent 296. Special Student Seminar. F,W,S Study. F,W,S Students submit petition to sponsoring agency. The Staff 296. Special Student Seminar. F,W,S Students submit petition to sponsoring agency. The Staff Directed graduate research and writing coordinated with 297. Independent Study. F,W,S the teaching of undergraduates. Students submit petition Students submit petition to sponsoring agency. The Staff 297. Independent Study. F,W,S to sponsoring agency. The Staff Students submit petition to sponsoring agency. The Staff 299. Thesis Research. F,W,S 295. Directed Reading. F,W,S Students submit petition to sponsoring agency. The Staff 299. Thesis Research. F,W,S Directed reading that does not involve a term paper. Stu- Students submit petition to sponsoring agency. The Staff dents submit petition to sponsoring agency. The Staff German Literature: Graduate Courses 296. Special Student Seminar. F,W,S Modern Literary Studies: Graduate Students submit petition to sponsoring agency. The Staff 294. Teaching-Related Independent Study. Co u r s e s F,W,S 297. Independent Study. F,W,S Directed graduate research and writing coordinated with 231. Studies in Literary and Cultural His t o r y. F Students submit petition to sponsoring agency. The Staff Topic: (F) landscape and ideology. Enrollment restricted the teaching of undergraduates. Students submit petition 299. Thesis Research. F,W,S to sponsoring agency. The Staff to graduate students. May be repeated for cre d i t . L. Nygaard Students submit petition to sponsoring agency. The Staff 295. Directed Reading. F,W,S Directed reading that does not involve a term paper. Stu- 280. Topics in Theory. F,W,S Spanish Literature: Graduate Courses dents submit petition to sponsoring agency. The Staff Explores issues arising in both the modern practices of criticism and in writings on the theory of criticism. Top- 210. Spain in the Eyes/Camera of Pedro 296. Special Student Seminar. F,W,S ics: (F) Latin American Critical Theory; (W) The Gram- Almodovar. * Students submit petition to sponsoring agency. The Staff sci Discourse, Part I; (S) The Gramsci Discourse, Part II. C o n t e m p o r a ry Spain through the camera of Pe d ro Enrollment restricted to graduate students. May be re- Almodovar from transgressive enthusiasm, experimenta- 297. Independent Study. F,W,S peated for credit. (F) J. Poblete, (W) D. Shemek, Students submit petition to sponsoring agency. The Staff tion, and cultural disobedience of the 1980s to more uni- (S) T. Miller versal themes of human nature and borderline experiences 299. Thesis Research. F,W,S in the pursuit of love, relationships, beauty, and art. En- 294. Teaching-Related Independent Study. rollment restricted to graduate students. J. Aladro Font Students submit petition to sponsoring agency. The Staff F,W,S Directed graduate research and writing coordinated with 213. Latin American Film: Gender, Genre, Greek Literature: Graduate Courses the teaching of undergraduates. Students submit petition Race, and Nation. * to sponsoring agency. The Staff Using selected feature films from Argentina, Cuba, and 294. Teaching-Related Independent Study. Mexico (1940–present), students develop expertise in the F,W,S 295. Directed Reading. F,W,S semiotics of the cinematic, historiography of “peripheral” Directed graduate research and writing coordinated with Directed reading that does not involve a term paper. Stu- national cinemas, genre theory, gender theory, and ex- the teaching of undergraduates. The Staff dents submit petition to sponsoring agency. The Staff pressions of the national in both commercial and inde- 295. Directed Reading. F,W,S 296. Special Student Seminar. F,W,S pendent filmmaking. Reading knowledge of Spanish is Students submit petition to sponsoring agency. The Staff Students submit petition to sponsoring agency. The Staff desirable. Enrollment restricted to graduate students. En- rollment limited to 20. J. Burton-Carvajal MATHEMATICS 303

226. Teoria Critica en America Latina. F 209. Topics in Cultural Studies. W,S ANT H O N Y J. TROM B A An overview of contemporary theoretical issues in Latin Topics: (W) globalization and regionalization: the U.S. Global nonlinear analysis, calculus of variations, minimal American cultural critique. Course focuses on forms of West as American/Asia/Pacific region; (S) cultural revo l u - su r faces and Pla t e a u ’s problem, Riemann surfa c e s cultural analysis by Jesus Mar tin Bar b e r o, Mar tin Hop e n - tion and cultural politics: the world. Enr ollment res t r i c t e d hayn, Beatriz Sario, Nes t o r e Gar cia Canclini, Jose Joa q u i n to graduate students. May be repeated for cred i t . R. Wil s o n , Associate Prof e s s o r Brunner, Celeste Olalquiaga, Nelly Richards, etc. Enroll- C. Connery ROB E R T BOLT J E ment restricted to graduate students. J. Poblete 295. Directed Reading. F,W,S Group theory, algebraic number theory 231. National Literatures of Latin America. Directed reading which does not require a term paper. JIE QIN G 231A. Cuba. * Students submit petition to sponsoring agency. The Staff Nonlinear analysis, harmonic analysis, partial differen t i a l equations with applications to differential geometry, “Race,” art, and culture in 20th-century Cuba. Ex- 296. Special Student Seminar. F,W,S mathematical physics pl o r es ways in which art and other forms of cultural ex- Students submit petition to sponsoring agency. The Staff pr ession have dealt with “ra c e ” in 20th-century Cub a n HIR OTAK A TAM A N O I so c i e t y . Attention to the post-1959 period and the ways 297. Independent Study. F,W,S Alg e b r aic topology, orbifold string topology, conformal field writers, artists, and intellectuals of African descent as Students submit petition to sponsoring agency. The Staff th e o r y, hypergeometric differential forms, Schwarzi a n well as governmental institutions and cultural policies de r i va t i ve s ha v e tackled the so-called “black problem.” Enro l l m e n t JON AT H A N WEI TS M A N restricted to graduate students. L. Mart i n e z - Ec h a z a b a l Marine Biology Geo m e t r y and mathematical physics

232. Procesos historicos, literatios, y culturales See Biological Sciences, page 135. Assistant Prof e s s o r en el mundo hispánico. TOR S T E N EHR H A R D T 232A. El mundo hispánico: siglos Marine Sciences Toe p l i t z - p l u s - H ankel determinants, Banach algebras , XIII–XVIII. F factorization theory Examines early manifestation of vernacular prose fiction in Spain and South America from thirteenth See Ocean Sciences, page 320. ALE X A N D E R GAM BU R D through eighteenth centuries. Requires students to be Spe c t r al problems in number theory, probability and familiar with principal aspects of Spanish and South co m b i n a t o r i c s American social and political history. Enrollment re- TOU F I C SUI D A N stricted to graduate students. J. Aladro Font Ma t h e m a t i c s Probability theory and stochastic partial differen t i a l 232B. El mundo hispánico: 1800–1930. W equations, random matrix theory and combinatorics Course accompanies formation of national literatures in Latin America through its various manifestations in 297 Kerr Hal l Eme r i t i (831) 459-2969 romanticism, realism, modernism, and postmod- RAL P H H. ABR A H A M , Eme r i t u s ernism. Addresses topics such as race and nation, the ht t p : / / w w w. m a t h . u c s c . e d u NIC H O LA S BURG OY N E , Eme r i t u s intellectual and the letter city, the search for “lo Amer- icano” and the interpellation of popular culture. En- Faculty and Professional Int e re s t s MARV I N J. GRE E N B E R G, Eme r i t u s rollment restricted to graduate students. AL KEL L E Y, Eme r i t u s L. Martinez-Echazabal Prof e s s o r EDWAR D M. LAN D E S M A N , Eme r i t u s 232C. El mundo hispánico: De las BRUC E N. COO PE R S T E I N TUD O R S. RATI U , Eme r i t u s vanguardias a la globalización. S Group theory; combinatorics, parti c u l a rl y , Chevalley grou p s Study of literary and cultural “modernity” and “post- and their associated geometries; environmental economics; GER H A R D RIN G E L , Eme r i t u s modernity” in Latin America within the literary para- theories of val u e digms of “vanguardismo” and “postvanguardismo,” MAR S H A L L SYL VAN , Eme r i t u s CHO N G Y I N G DON G “boom” and “post-boom,” and more recent neo-re- HARO L D WID O M , Eme r i t u s gionalist and/or post-nationalist literary and cultural Infinite-dimensional Lie algebras and their rep re s e n t a t i o n s , co n f o r mal field theory terrains. Enrollment restricted to graduate students. Le c t u re r N. Klahn ARTH U R E. FIS C H E R Gen e r al rel a t i v i t y , Riemannian geometry, Teichmüller theory, FRA N K BÄU E R L E 295. Directed Reading. F,W,S nonlinear partial differential equations on manifolds, Mathematical logic, recursion theory, and complexity theory Directed reading that does not involve a term paper. Stu- applications to biology, medicine, and physics EDWAR D MIG L I O R E dents submit petition to sponsoring agency. The Staff VIK TO R GIN Z BU R G RIC H A R D R. MITC H E L L 296. Special Students Seminar. F,W,S Global analysis, symplectic topology; Hamiltonian dynamical Students submit petition to sponsoring agency. The Staff systems, Poisson geometry, symmetires, and group actions BAN G T E N G XU DEB R A LEWI S 297. Independent Study. F,W,S Prog r am Des c r i p t i o n Students submit petition to sponsoring agency. The Staff Geometric Hamiltonian mechanics, geometric integrat i o n bi f u r cation theory, applications of variational methods, Mathematics is both a fundamental discipline and an 299. Thesis Research. F,W,S computational mathematics essential tool for students of biology, chemistry, computer The Staff GEO F F R E Y MAS O N engineering, computer science, Earth sciences, econom- Modular forms, Lie algebras, and conformal field theory ics, electrical engineering, information systems manage- World Literature and Cultural Studies: ment, physics, and psych o l o g y . Res e a r chers in all these RIC H A R D MON TG O M E R Y ar eas are constantly developing new and fascinating ways Graduate Courses Celestial mechanics, differential geometry, gauge theory, of applying mathematics. A strong mathematics back- mechanics (quantum and classical), and control theory 201. Theory and Methods. F gr ound is prer equisite to advanced study in the physical Global theories of history and cultural production. Topic MAR I A SCH O N B E K and biological sciences and is often helpful in studying Nonlinear partial differential equations, with emphasis on for fall 2004: 1898, Race, and Empire: Pre and Post. En- the social sciences. fluid equations rollment restricted to graduate students. May be repeated The UC Santa Cruz mathematics program offers a for credit. S. Gillman AND R E Y TOD O R OV wide variety of undergraduate mathematics courses: Alg e b r aic geometry and complex differential geometry and • Courses 2 and 3 do not req u i r e thorough prep a r a t i o n their applications to theoretical physics; Teichmüller theory in mathematics at the high school level. Howeve r ,

*Not offered in 2004–05 304 PROGRAMS AND COURSES

students interested in studying mathematics are 46 or higher 19A or 20A and Applied Math and Statistics 27 and mathematics st r ongly encouraged to take algebra, geometry, and * Students who plan to major in computer engineering, courses numbered 100 or higher. tr i g o n o m e t r y before entering the univer s i t y . computer science, electrical engineering, information sys- A typical program for a pure mathematics major Pros p e c t i v e freshmen are also encouraged to take the tems management, mathematics, or physics and who might include the followi n g : mathematics placement exam during their senior yea r rec e i v e a score in the range 31–39 on the MPE should 1st yea r 20A and 20B or 19A-B, 21, 23A of high school at a UCSC-scheduled exam. If they take courses 3 and 19A-B rather than courses 11A-B. place into course 2 or 3, they should take those 2nd yea r 23B, 24, 100, 103, 110 or Applied Math and Statistics 131A courses at UC Santa Cruz during the summer, so College Board Advanced Placement they can begin the calculus series when they enter in 3r d yea r 105A-B, 111A-B, 110 or 124 the fall. Calculus Exams 4th yea r 117, 121A, 194 Students who have rec e i v ed 4 credits for the College • Lo wer-division courses with numbers in the range Entrance Examination Board Adv anced Placement (AP) The first two years of a typical program for a pure 11A-B through 30 (calculus, linear algebra, multivar i - calculus exam should normally enroll in course 19B, mathematics major who begins mathematics studies with able calculus, differential equations, and prob l e m wh e r eas those with 8 credits should normally enroll in pr ecalculus might include the followi n g : solving) prep a r e students for further study in mathe- course 23A. Howeve r , students who are considering a 1st yea r 3, 19A-B matics, the physical and biological sciences, or quan- major in the physical and biological sciences and who 2nd yea r 21, 23A-B, 24, 100 ti t a t i v e areas of the social sciences. Science majors rec e i v ed a score of 3 on either the calculus AB or BC AP take a combination of these courses as part of their exam are also encouraged to enroll in course 19A or 19B, Computational Mathematics undergraduate studies. res p e c t i ve l y , in order to improve their knowledge of cal- This concentration is intended to prep a r e students for culus before continuing their studies. Students wishing to technical careers in industry or government while provi d - • Upper-division courses, with numbers in the range challenge themselves and who rec e i v ed a score of 5 on 100–199, are intended for majors in mathematics ing a solid mathematical background. Students are the AB exam or 4 on the BC exam may choose courses req u i r ed to complete a minimum of seven mathematics and closely related disciplines. Some of these courses 20A and 20B, Honors Cal c u l u s . pr ovide students with a solid foundation in key area s courses (with laboratories, if appropriate) as follows: 24, of mathematics such as algebra, analysis, geometry, If your AP AB score is May enroll in this course Ordi n a r y Differential Equ a t i o n s ; 100, Int r oduction to Proo f and Problem Solving; 103, Complex Ana l y s i s , or 105A, and number theory, whereas others introduce stu- 3 11A or 19A Real Ana l y s i s ; 110, Int r oduction to Number Th e o r y; 111A, dents to more specialized areas of mathematics. 4 11B or 19B Alg e b r a; 148, Numerical Ana l y s i s , or 145, Int ro d u c t o r y Calculus, linear algebra, multivariable calculus, and 5 20A or 11B or 19B Chaos Th e o r y, or Applied Math and Statistics 146, pr oof and problem solving are prer equisite to most of If your AP BC score is May enroll in this course these advanced courses. Chaotic Dynamical Sys t e m s , or Applied Math and 3 11B or 19B Statistics 147, Computational Methods and App l i c a t i o n s ; Within the major, there are three concentrations lead- 4 or 5 20A or 22 or 23A and either 194, Senior Sem i n a r , or 195, Senior Th e s i s . In ing to the B.A. degree: pure mathematics, mathematics addition, students must complete two courses in com- education, and computational mathematics. These pro- Prerequisite Courses puter engineering or computer science selected from the grams are designed to give students a strong backgrou n d Students who have passed course 2 may enroll in course fo l l ow i n g : for graduate study, for work in industry or gover n m e n t , 3. Students who have passed course 3 may enroll in Computer Engineering 107, 108, 153, 172, 177 or for teaching. Each concentration req u i r es nine courses, course 11A or 19A. Students who have passed an arti c u - Computer Science 101, 109, 112, 130 one of which must be a senior thesis or senior seminar. lated precalculus course at a college or university may en- A typical program for a computational mathematics Please read the pure mathematics, computational mathe- roll in course 11A or 19A (they must verify eligibility of major might include the followi n g : matics, and mathematics education descriptions below the course and course completion with the Mat h e m a t i c s for specific information about course req u i r ements. A Dep a r tment staff). 1st yea r 19A-B, 23A, Computer Science 12A and minor in mathematics is also offered . 12 B The mathematics program also provides an exce l l e n t Premajor Requirements 2nd yea r 21, 23B, 24, 100, 110, Computer liberal arts background from which to pursue a variety of Premajor req u i r ements for all concentrations in the major Engineering 16 ca r eer opportunities. UCSC graduates with degrees in ar e courses 20A and 20B, Honors Cal c u l u s ; or 19A-B, 3r d yea r 103, 105A, 143, 145 or Applied Math and mathematics hold teaching posts at all levels, as well as Calculus for Science, Engineering, and Mat h e m a t i c s ; 21, Statistics 146; Computer Science 101 positions in law; civil service; insurance and actuarial sci- Linear Alg e b ra ; and 23A-B, Mul t i v ariable Cal c u l u s . Th e 4th yea r 106A, 111A, Computer Engineering 107, ence; and other professions where skills in logic, numeri- mathematics education concentration has one additional 19 4 cal analysis, and computing are req u i re d . pr emajor req u i r ement, Engineering 5, Sta t i s t i c s . For non- mathematics majors, courses 11A-B can be substituted for Mathematics Education Req u i re m e n t s 19A-B, but they are not recommended for students plan - This concentration is intended to prep a r e students for ning to major in computer engineering, computer science, teaching kindergarten through high school (K–12). In ad- Students who plan to take a mathematics course at dition to the premajor req u i r ements (which for this track UCSC must demonstrate sufficient preparation by their electrical engineering, information systems management, or physics. Although not considered a premajor req u i r e- include Engineering 5, Sta t i s t i c s ), students are req u i r ed to sc o r e either on the mathematics placement exam (MPE) complete the following nine courses: 100, Int r oduction to or the College Entrance Examination Board Adva n c e d ment, course 100 is a prer equisite for most upper-division mathematics courses. Proof and Problem Solving; either 103, Complex Ana l y s i s , Placement (AP) calculus exam or by passing the appro- or 105A, Real Ana l y s i s ; 110, Int r oduction to Num b e r priate prer equisite course. Th e o ry ; 111A, Alg e b ra ; 128A, Classical Geo m e t ry ; Eng i - Major Req u i re m e n t s neering 131, Int r oduction to Probability Th e o ry ; 18 1 , UC Santa Cruz Mathematics Placement Exa m Pure Mathematics His t o r y of Mat h ; 188, Sup e r vised Teaching Exp e r i e n c e ; Mathematics placement exam scores are valid for one yea r . This concentration is intended for those who desire a and either 194, Senior Sem i n a r , or 195, Senior Th e s i s . Students whose areas of study req u i r e precalculus or calcu- co m p re h e n s i v e understanding of mathematics, including UCSC students can pursue a degree in mathematics lus courses are st r ongly advised to take the placement exam those considering going to graduate school in mathemat- while preparing to teach at the secondary level. In and the req u i r ed courses early in their academic caree r s . ics. Students are req u i r ed to complete at least nine cours- California, students seeking a single-subject credential The placement exam is given just prior to the beginning es (with laboratories, if appropriate) from among those (for secondary teaching) in mathematics are required to of each quarte r , in the sixth and seventh weeks of each nu m b e r ed 100 or higher; course 24 or Applied Math and take the CSET series of exams (formerly The National qu a rt e r , and at pros p e c t i v e student orientations. Bri n g Statistics 27 (not both) and course 30 can also be count- Teachers Examination). By the time they begin student photo identification for entry into the placement exam. ed towa r d fulfillment of the major req u i r ements. Fiv e of teaching in their credential program, candidates must If your MPE score is May enroll in this course these courses must be 100, Int r oduction to Proof and have taken the CSET series. Contact the UCSC 12 – 1 9 2 Problem Solving; 103, Complex Ana l y s i s ; 105A, Rea l Education Department for details regarding teaching 20 – 3 0 3 Ana l y s i s ; 111A, Alg e b ra ; and either 194, Senior Sem i n a r , credentials. 31 – 3 9 11 A * or 195, Senior Th e s i s . The remaining four courses are A typical program for a mathematics education 40 – 4 5 19 A selected by the student from among courses 24 and 30 major might include the following: MATHEMATICS 305

1st yea r 19A-B, 23A studies in mathematics must take 23A-B and not 22. 3. Precalculus. F,W,S 2nd yea r 21, 23B, 100, Engineering 5 La b o r a t o r y sections are mandatory. Inv erse functions and graphs; exponential and logorithmic 3r d yea r 110, 111A, 128A , 181, Engineering 131 Courses 23A-B, Mul t i v ariable Cal c u l u s , ar e intended for functions, their graphs, and use in mathematical models 4th yea r 30, 103, 188, 194 mathematics majors and students in computer engineer- of the real world; rates of change; trigonometry, trigono- ing, computer science, electrical engineering, information metric functions, and their graphs; and geometric series. Minor Req u i re m e n t s systems management, and physics who desire more rigor- Students cannot receive credit for both course 3 and Ap- plied Mathematics and Statistics 3. Applied Mathematics The minor is intended for students who are interested in ous mathematical training. Laboratory sections are ma n d a t o r y. and Statistics 3 can substitute for course 3. Prere q u i s i t e ( s ) : mathematics and want a strong mathematical foundation course 2 or sufficiently high score on mathematics place- for studying in areas that rely heavily on analytical skills. Course 100, Int r oduction to Proof and Problem Solving, is ment exam. (General Education Code(s): Q.) The Staff Students are req u i r ed to complete at least eight courses an introduction to the methodology of advanced mathe- nu m b e r ed 21 or above, with course 100 req u i r ed. Th e matics, emphasizing proof techniques. Basic areas such as 11A. Calculus with Applications. F,W,S courses that may be counted towa r d fulfillment of the set theory and logic are introduced, together with exten- A modern course stressing conceptual understanding, rel - minor req u i r ements are courses 21, 23B, course 24 or si v e applications within mathematics. A waiver of this evance, and problem solving. The derivative of polyno- Applied Mathematics and Statistics 27 (not both), and course is possible; students must see the faculty under- mial, exponential and trigonometric functions of a single those numbered 100 or higher. No senior seminar or the- graduate vice chair. variable is developed and applied to a wide range of prob- sis is req u i r ed. Grad u a t e - l e v el courses. All graduate courses are open to lems involving graphing, approximation, and optimiza- A typical mathematics minor program for a physics undergraduates who have taken the recommended pre- tion. Students cannot receive credit for both this course major might be: requisites; students should consult with the course and course 19A or Applied Mathematics and Statistics 11A or Economics 11A. Prer equisite(s): course 2B or 3 or 1st yea r 19A-B, 23A in s t ru c t o r . Adv anced undergraduates are strongly advised Applied Mathematics and Statistics 3 or score of 31 on 2nd yea r 21, 23B, 24, 100 to take or audit graduate courses that interest them. math placement exam. (General Education Code(s): IN, 3r d yea r 103, 105A, 106A, 111A Q.) The Staff 4th yea r 106B, 145 or Applied Math and Statistics Graduate Prog ra m 14 6 The Mathematics Dep a r tment offers programs leading to 11B. Calculus with Applications. F,W,S the M.A. and Ph.D. degrees. Contact the Division of A modern course stressing conceptual understanding, rel - Co u r s e s Graduate Studies for further information on the M.A. evance, and problem solving. Starting with the funda- and Ph.D. programs, as well as on university application mental theorem of calculus and related techniques, the Course 2, College Alg e b r a for Cal c u l u s , is designed for pro c e d u re s . integral of functions of a single variable is developed and students who do not meet the req u i r ements for admis- applied to problems in geometry, prob a b i l i t y , physics, and sion to course 3, Prec a l c u l u s , and who need compreh e n - M.A. Deg r ee Req u i re m e n t s di f f e r ential equations. Polynomial approximations, Tay l o r si v e and careful preparation for calculus. Course 2 Students are req u i r ed to complete courses 200, 201, 202, series, and their applications conclude the course. Stu- em p h a s i z es algebra, graphs, and functions. The prere q u i - 203, and 204 and pass an M.A. level examination. In dents cannot rec e i v e credit for this course and course 19B. site for course 2 is a minimum placement examination addition, students must do either of the followi n g : Prerequisite(s): course 11A. (General Education Code(s): sc o r e of 12. • complete five additional courses in mathematics. No IN, Q.) The Staff Course 3, Precalculus, is recommended for students who mo r e than two such courses may be independent 19A. Calculus for Science, Engineering, and need some preparation in algebra and trigonometry prior st u d i e s ; Mathematics. F,W,S to taking calculus. This course covers functions and their • write a master’s thesis and complete three additional The limit of a function, calculating limits, continuity, tan- in v erse, exponentials, logarithms, and trigonometry. graduate courses in mathematics. No more than one gents, velocities, and other instantaneous rates of change. Sta t i s t i c s . Applied Math and Statistics 5 is a standard course may be an independent study or thesis Der i va t i v es, the chain rule, implicit differentiation, higher course in applied statistics and is intended for majors in res e a r ch course. d e r i va t i ves. Exponential functions, inverse functions, and the social sciences. Applied Math and Statistics 7 is their derivatives. The mean value theorem, monotonic intended for undergraduate and graduate students in the Ph.D. Degree Requirements functions, concavity, and points of inflection. Applied biological sciences. Students cannot rec e i v e credit for All of the following are req u i re d : maximum and minimum problems. Students cannot re- both Applied Math and Statistics 5 and 7. • pass the algebra and analysis written examinations; ceive credit for this course and course 11A or Applied Courses 11A-B, Calculus with App l i c a t i o n s , ar e intended Mathematics and Statistics 11A or Economics 11A. Pre- • satisfy the foreign language req u i re m e n t ; requisite(s): course 2B or 3 or Applied Mathematics and for biology and Earth sciences majors. Howeve r , students • pass the qualifying examination; in these majors who score 40 or more points on the Statistics 3 or score of 40 or higher on math placement • complete three quarters as a teaching assistant; Mathematics Placement Exam are strongly encouraged to exam. (General Education Code(s): IN, Q.) The Staff take the 19A-B sequence, which is req u i r ed for most • complete six graduate courses in mathematics other than 200, 201, 202, 203, 204, and 209. No more 19B. Calculus for Science, Engineering, and upper-division Mathematics courses. Laboratory sections Mathematics. F,W,S ar e mandatory. than three courses may be independent study or thesis res e a r ch courses; The definite integral and the fundamental theorem of cal- Courses 19A-B, Calculus for Science, Engineering, and • write a Ph.D. thesis and present the thesis defense. culus. Areas, volumes. Integration by parts, trigonometric Mat h e m a t i c s , ar e intended for chemistry, computer engi- substitution, and partial fractions methods. Improper in- neering, computer science, electrical engineering, infor- Students admitted to the Ph.D. program may receive an tegrals. Sequences, series, absolute convergence and con- mation systems management, mathematics, and physics M.A. degree en route to the Ph.D.; students admitted vergence tests. Power series, Taylor and Maclaurin series. majors. Laboratory sections are mandatory. to the M.A. program may transfer to the Ph.D. pro- Students cannot receive credit for both this course and gram upon passing the preliminary examinations, at the course 11B. Prerequisite(s): course 19A. (General Educa- Courses 20A and 20B, Honors Cal c u l u s , are intended for Ph.D. level. students who would enjoy delving particularly deeply tion Code(s): IN, Q.) The Staff into the foundational and theoretical issues of calculus. Lower-Division Courses 20A. Honors Calculus. F La b o r a t o r y sections are mandatory. Challenging course designed to approach single variable Course 21, Linear Algebra, covers vector spaces, matri- 2. College Algebra for Calculus. F,W calculus from the perspective of modern mathematics. ces, determinants, systems of linear equations, and Operations on real numbers, complex numbers, polyno- Emphasis is on the evolution and historical development eigenvalues. It is intended for students in the physical mials, and rational expressions; exponents and radicals; of core concepts underlying calculus and analysis. Prereq- and biological and social sciences and is prerequisite to solving linear and quadratic equations and inequalities; uisite(s): advanced placement (AP) score of 4 on either the course 111A. functions, algebra of functions, graphs; conic sections; AB or BC exams or Math Placement Exam score of 46. Course 22, Int r oduction to Calculus of Seve r al Var i a b l e s , is mathematical models; sequences and series. Prerequi- Enrollment limited to 30. The Staff intended for science students whose schedules do not site(s): score of 12 or higher on Mathematics Placement permit a full and compreh e n s i v e two quarters of multi- Exam or equivalent course. The Staff variable calculus. Students who intend to pursue furth e r 306 PROGRAMS AND COURSES

20B. Honors Calculus. W matical proof in the context of specific topics. Introduc- 113. Discrete Mathematics. * Challenging course designed to approach single variable tion to sets, relations, elementary mathematical logic, Basic course in theorems and applications of discrete calculus from the perspective of modern mathematics. proof by contradiction, mathematical induction, and mathematics. Sequences and series, matrix operations, re- Emphasis is on the evolution and historical development counting arguments. Prer equisite(s): courses 11A and 11B cursion relations, discrete probability, algorithms, finite of core concepts underlying calculus and analysis. Prereq- or 19A and 19B or 20A and 20B. Enrollment limited to state machines, boolean functions, trees, elementary num- uisite(s): course 20A. Enrollment limited to 30. The Staff 40. The Staff ber theory, generating functions, graph theory. Particular emphasis on combinatorics. Applications dealing with 21. Linear Algebra. F,W,S 103. Complex Analysis. F,S searching and sorting, cryptography, coding, quantum Systems of linear equations, matrices, determinants. In- Complex numbers, analytic and harmonic functions, mechanics, and Mark o v processes. Prer equisite(s): courses tr oduction to abstract vector spaces, linear transformation, complex integration, the Cauchy integral formula, Lau- 19A-B, 21, or equivalent. The Staff inner products, geometry of Euclidean space, and eigen- rent series, singularities and residues, conformal mappings. values. One quarter of college mathematics is recom- Prerequisite(s): course 23B; and either course 100 or 115. Graph Theory. * mended as preparation. (General Education Code(s): Q.) Computer Science 101. The Staff Graph theory, trees, vertex and edge colorings, Hamilton The Staff cycles, Eulerian circuits, decompositions into isomorphic 105A. Real Analysis. F,W subgraphs, extremal problems, cages, Ramsey theory, Cay- 22. Introduction to Calculus of Several The basic concepts of one-variable calculus are treated le y ’s spanning tree formula, planar graphs, Eul e r ’s formula, Variables. F,W,S carefully and rigorously. Set theory, the real number sys- crossing numbers, thickness, splitting numbers, magic Functions of several variables. Continuity and partial de- tem, numerical sequences and series, continuity, differen- graphs, graceful trees, rotations, and genus of graphs. Pre- rivatives. The chain rule, gradient and directional deriva- tiation. Prerequisite(s): course 23B and either course 100 requisite(s): course 21 or Applied Mathematics and Sta- t i ve. Maxima and minima, including Lagrange or Computer Science 101. The Staff tistics 27 and either course 100 or Computer Science 101. multipliers. The double and triple integral and change of The Staff variables. Sur face area and volumes. Applications from bi- 105B. Real Analysis. S ol o g y , chemistry, earth sciences, engineering, and physics. Metric spaces, differentiation and integration of functions. 117. Advanced Linear Algebra. W Prerequisite(s): course 11B or 19B or 20B. The Staff The Riemann-Stieltjes integral. Sequences and series of Review of abstract vector spaces. Dual spaces, bilinear functions. Prerequisite(s): course 105A. The Staff forms, and the associated geometry. Normal forms of lin- 23A. Multivariable Calculus. F,W,S 105C. Real Analysis. * ear mappings. Introduction to tensor products and exte- Vectors in n-dimensional Euclidean space. The inner and rior algebra. Pre requisite(s): course 21 or Ap p l i e d cross products. The derivative of functions from n-di- The Stone-Weierstrass theorem, Fourier series, differentiation and integration of functions of several variables. Pre- Mathematics and Statistics 27 and either course 100 or mensional to m-dimensional Euclidean space is studied as Computer Science 101. The Staff a linear transformation having matrix representation. requisite(s): course 105B. The Staff Paths in 3-dimensions, arc length, vector differential cal- 106A. Systems of Ordinary Differential 118. Advanced Number Theory. * culus. Taylor’s theorem in several variables, extrema of Equations. F Topics include divisibility and congruences, arithmetical real-valued functions, constrained extrema and Lagrange Linear systems, exponentials of operators, existence and functions, quadratic residues and quadratic reciprocity, multipliers, the implicit function theorem, some applica- uniqueness, stability of equilibria, periodic attractors, and quadratic forms and representations of numbers as sums tions. Prerequisite(s): course 19B or 20B. The Staff applications. Prerequisite(s): either Applied Mathematics of squares, Diophantine approximation and transcen- and Statistics 27 or preferably courses 21 and 24; and ei- dence theory, quadratic fields. Additional topics as time 23B. Multivariable Calculus. F,W,S permits. Prerequisite(s): course 110 or 111A. The Staff Double integral, changing the order of integration. Triple ther course 100 or Computer Science 101. The Staff integrals, maps of the plane, change of variables theorem, 106B. Partial Differential Equations. W 120. Coding Theory. * improper double integrals. Path integrals, line integrals, Topics covered include first and second order linear par- An introduction to mathematical theory of coding. Con- parametrized surfaces, area of a surface, surface integrals. tial differential equations, the heat equation, the wave struction and properties of various codes, such as cyclic, Green’s theorem, Stokes theorem, conservative fields, equation, Laplace’s equation, separation of variables, quadratic residue, linear, Hamming, and Golay codes; Gauss’ theorem. Applications to physics and differential eigenvalue problems, Green’s functions, Fourier series. weight enumerators; connections with modern algebra equations, differential forms. Prerequisite(s): course 23A. Prer equisite(s): either courses 21 and 24 or Applied Mat h - and combinatorics. Prerequisite(s): course 21. The Staff The Staff ematics and Statistics 27; and either course 100 or Com- 121A. Differential Geometry. W 24. Ordinary Differential Equations. S puter Science 101; course 106A is recommended as Topics include Euclidean space, tangent vectors, direc- First and second order ordinary differential equations, preparation. The Staff tional derivatives, curves and differential forms in space, with emphasis on the linear case. Methods of integrating 110. Introduction to Number Theory. W mappings. Curves, the Frenet formulas, covariant deriva- factors, undetermined coefficients, variation of parame- Prime numbers, unique factorization, congruences with tives, frame fields, the structural equations. The classifi- ters, power series, numerical computation. Students can- applications (e.g., to magic squares). Rational and irra- cation of space curves up to rigid motions. Vector fields not rec e i v e credit for this course and Applied Mat h e m a t i c s tional numbers. Continued fractions. Introduction to and differentiable forms on surfaces; the shape operator. and Statistics 27. Prer equisite(s): course 22 or 23A; course Diophantine equations. No calculus required. An intro- Gaussian and mean curvature. The theorem Egregium; 21 is recommended as preparation. The Staff duction to some of the ideas and outstanding problems of global classification of surfaces in three space by curvat u re . Prerequisite(s): course 21 and 23B and either 100 or 30. Mathematical Problem Solving. F modern mathematics. Pre requisite(s): course 100 or Computer Science 101. (General Education Code(s): Q.) Computer Science 101. Course 105A strongly recom- Students learn techniques of problem solving such as in- mended. The Staff duction, contradiction, exhaustion, dissection, analogy, The Staff generalization, specialization, and others in the context of 111A. Algebra. F,W 121B. Differential Geometry and Topology. * solving problems drawn from number theory, prob a b i l i t y , Group theory including the Sylow theorem, the structure Examples of surfaces of constant Gauss curvat u r e, surfa c e s combinatorics, graph theory, geometry, and logic. Pre re q- of abelian groups, permutation groups. Introduction to of revolutions, minimal surfaces. Abstract manifolds; in- uisite(s): course 11A or 19A or 20A or Math Placement rings and fields including polynomial rings, factorization, tegration theory; Riemannian manifolds. Total curvature Exam score of 40 or higher. B. Cooperstein the classical geometric constructions, and Galois theory. and geodesics; the Euler characteristic, the theorem of Prerequisite(s): course 21 or Applied Mathematics and Gauss-Bonnet. Length-minimizing properties of geodes- 99. Tutorial. F,W,S ics, complete surfaces, curvat u r e and conjugate points cov- The Staff Statistics 27 and either course 100 or Computer Science 101. The Staff ering surfaces. Su rfaces of constant curva t u re; the t h e o rems of Bonnet and Ha d a m a rd. Prere q u i s i t e ( s ) : Upper-Division Courses 111B. Algebra. S course 121A. The Staff Group theory including the Sylow theorem, the structure 100. Introduction to Proof and Problem of abelian groups, permutation groups. Introduction to 124. Introduction to Topology. F Solving. F,W,S rings and fields including polynomial rings, factorization, Topics include introduction to point set topology (topo- Students learn the basic concepts and ideas necessary for the classical geometric constructions, and Galois theory. logical spaces, continuous maps, connectedness, com- upper-division mathematics and techniques of mathe- Prerequisite(s): course 111A. The Staff pactness), homotopy relation, definition and calculation of fundamental groups and homology groups, Euler char- MATHEMATICS 307

acteristic, classification of orientable and nonorientable 145L. Introductory Chaos Laboratory (1 ucts, simple, nilpotent and solvable groups. Ring theory: surfaces, degree of maps, and Lefschetz finex point theo- credit). * Chinese remainder theorem, prime ideals, localization. rem. Prerequisite(s): course 100; course 111A recom- Laboratory sequence illustrating topics covered in course Euclidean domains, PIDs, UFDs, polynomial rings. Pre- mended. The Staff 145. One three-hour session per week in microcomputer requisite(s): courses 111A and 117 are recommended. laboratory. Concurrent enrollment in course 145 is re- May be repeated for credit. The Staff 126. Mathematical Control Theory. * quired. The Staff Control theory concerns steering and stabilizing systems 201. Algebra II. W by means of tunable parameters. Examples are flight con- 148. Numerical Analysis. * Module theory: exact sequences, free modules and vector tr ollers, CD players, and biological or robotic locomotion. The theory of constructive methods in mathematical spaces, modules over a PID, applications. Linear algebra: Studies the mathematical foundations, tools, and basic analysis and its application with scientific computation. characteristic polynomials, normal forms. Field theory: theorems of linear and nonlinear deterministic control. Some typical topics are difference equations, linear alge- transcendental and algebraic extensions, normal, separa- Prerequisite(s): courses 23B and 24 or Applied Mathe- bra, iteration, Bernoulli’s method, quotient difference al- ble, and Galois extensions, splitting fields, the Funda- matics and Statistics 27, and either course 100 or Com- gorithm, the interpolating polynomial, numerical mental T h e o rem of Galois T h e o ry, perfect fields, puter Science 101. The Staff di f f e r entiation and integration, numerical solution of dif- cyclotomic polynomials and extensions, applications to ferential equations, finite Fourier series. Prerequisite(s): classical problems and to solvability by radicals. Course 128A. Classical Geometry: Euclidean and Non- course 22 or 23A; and course 21 and 24 or Applied Mat h - 200 is recommended as preparation. The Staff Euclidean. F ematics and Statistics 27; and course 100 or Computer Rigorous foundations for Euclidean and non-Euclidean Science 101. Concurrent enrollment in course 148L is re- 202. Algebra III. S geometries. History of attempts to prove the parallel pos- quired. The Staff Multilinear algebra, including the exterior and tensor al- tulate and of the simultaneous discovery by Gauss, J. gebras, quadratic and bilinear forms and their isometry Bolyai, and Lobachevsky of hyperbolic geometry. Consis- 148L. Numerical Analysis Laboratory groups. Associative algebra, including Jacobson radical tency proved by Euclidean models. Classification of rigid (1 credit). * and We d d e r b u r n’s theorem. Communitative algebra motions in both geometries. Prerequisite(s): either course Laboratory sequence illustrating topics covered in course (time permitting), including Noetherian rings, Hilbert 100 or Computer Science 101. The Staff 148. One three-hour session per week in microcomputer basis and Nullstellensatz theorem. Course 201 is recom- laboratory. Concurrent enrollment in course 148 is re- mended as preparation. The Staff 128B. Classical Geometry: Projective. W quired. The Staff Th e o r ems of Desargue, Pascal, and Pappus; proj e c t i v i t i e s ; 203. Analysis I. F homogeneous and affine coordinates; conics; relation to 160. Mathematical Logic I. W Metric spaces. Elements of point set topology (this in- perspective drawing and some history. Prerequisite(s): Propositional and predicate calculus. Resolution, com- cludes Topological spaces, completeness, compactness, course 21. The Staff pleteness, compactness, and Löwen h e i m - S kolem theorem . continuous functions, Urysohn lemma, Tychnoff theo- Rec u r s i v e functions, Gödel incompleteness theorem. Un- rem). Measure theory and the Lebesgue integral. The Fu- 130. Celestial Mechanics. * decidable theories. Hil b e r t’s 10th problem. Prere q u i s i t e ( s ) : bini theorem and integration on product spaces. Solves the two-body (or Kepler) problem, then moves course 100 or Computer Science 101. The Staff Prer equisite(s): course 105A or equivalent; course 105B is onto the N-body problem where there are many open recommended. The Staff problems. Includes central force laws; orbital elements; 161. Mathematical Logic II. S conservation of linear momentum, energy, and angular Continuation of course 160: arithmetization of syntax, 204. Analysis II. W momentum; the Lagrange-Jacobi formula; Sun d m a n ’s the- Tarski’s theorem on the undefinability of truth, Gödel’s Hilbert space, trigonometric series, Banach space tech- orem for total collision; virial theorem; the three-body first incompleteness theorem, naive set theory and its lim- niques, Bai r e’s theorem. The Han h - B anach theorem, com- pr oblem; Jacobi coordinates; solutions of Euler and of La- itations (Russell’s paradox), cardinal numbers, cardinal plex measures and the Radon-Nikodym theore m . grange; and restricted three-body problem. Prere q u i s i t e ( s ) : arithmetic, Axiom of Choice, finite, countable and un- Introduction Lp theory. The Staff courses 19A-B and course 23A or Physics 5A or 6A; countable sets, and Continuum Hypothesis. Prerequi- courses 21 and 24 strongly recommended. Enrollment site(s): course 160. Enrollment limited to 45. The Staff 205. Analysis III. S limited to 35. The Staff Lp spaces in detail. Differentiation, distribution theory, 181. History of Mathematics. W Fourier transforms, Sobolev spaces. Courses 203 and 204 134. Cryptography. S A survey from a historical point of view of various devel- are recommended as preparation. The Staff Introduces different methods in cryptography (shift ci- opments in mathematics. Specific topics and periods to pher, affine cipher,Vigenere cipher, Hill cipher, RSA ci- vary yearly. The Staff 208. Algebra IV. F pher, ElGamal cipher, knapsack cipher). The necessary Topics include tensor produce of modules over rings, pro- material from number theory and probability theory is de- 188. Supervised Teaching. F,W,S jective modules and injective modules, Jacobson radical, veloped in the course. Common methods to attack ciphers Supervised tutoring in self-paced courses. May not be re- Wee d e r b u r n s ’ theorem, category theory, Noetherian rings, discussed. Prerequisite(s): course 100; course 110 recom- peated for credit. Students submit petition to sponsoring A rtinian rings, affine varieties, pro j e c t i ve va r i e t i e s , mended as preparation. R. Boltje agency. The Staff Hilbert’s Nullstellensatz, prime spectrum, Zariski topol- og y , discrete valuation rings, and Dedekind domains. Pre- 141. Introduction to Nonlinear Mathematics. * 194. Senior Seminar. W,S requisite(s): courses 200, 201, and 202. The Staff Modeling problems involving nonlinear differential equa- Designed to expose the student to topics not normally tions. Applications to chemical reactions, electrical cir- covered in the standard courses. The format varies from 209. Complex Analysis. W cuits, shock waves, ecosystems, micro e c o n o m i c s , year to year. In recent years each student has written a Holomorphic and harmonic functions, the Cauchy inte- stochastic processes. Exact solutions, intuitive and picto- paper and presented a lecture on it to the class. Enro l l m e n t gral theorem, the maximum principle and its conse- rial methods of analysis. Prerequisite(s): course 21 and 24 priority given to seniors. The Staff quences, conformal mapping, analytic continuation. The or Applied Mathematics and Statistics 27, and either Riemann mapping theorem. Prerequisite(s): course 103. 195. Senior Thesis. F,W,S The Staff course 100 or Computer Science 101; 106A recom- Students research a mathematical topic under the guid- mended. The Staff ance of a faculty sponsor and write a senior thesis demon- 210A. Algebraic Topology. * 145. Introductory Chaos Theory. * strating knowledge of the material. Students submit Int r oduction to basic concepts in algebraic topology. Top - The Lorenz and Rossler attractors, measures of chaos, at- petition to sponsoring agency. The Staff ics include fundamental groups, covering spaces, homol- tractor reconstruction, applications from the sciences. ogy groups, cohomology rings, Poincare duality, and 199. Tutorial. F,W,S applications. Offered every two or three years. Prerequi- Concurrent enrollment in course 145L is required. Stu- Students submit petition to sponsoring agency. The Staff dents cannot receive credit for this course and Applied site(s): courses 200 and 203. The Staff Mathematics and Statistics 146. Prer equisite(s): course 22 210B. Algebraic Topology. * or 23A; and course 21; and course 100 or Computer Sci- Graduate Courses A continuation of 210A. Topics include theory of charac- ence 101. Concurrent enrollment in course 145L is re- teristic classes of vector bundles, cobordism theory, and quired. The Staff 200. Algebra I. F Group theory: fundamentals, free groups, p-gro u p s , group action on a set, Sylow theorems, semidirect prod-

*Not offered in 2004–05 308 PROGRAMS AND COURSES

homotopy theory. Offered every two or three years. Pre- 219. Nonlinear Functional Analysis. W via ver tex operators, modular invariance of characters, and requisite(s): courses 200 and 203; course 210A recom- Topological methods in nonlinear partial differential introduction to vertex operator algebras. Enrollment re- mended. The Staff equations, including degree theory, bifurcation theory, stricted to graduate students. The Staff and monotonicity. Topics also include variational methods 211. Riemann Surfaces. * in the solution of nonlinear partial differential equations. 227. Lie Groups. W Riemann surfaces, conformal maps, harmonic forms, Enrollment restricted to graduate students. The Staff Lie groups and algebras, the exponential map, the adjoint holomorphic forms, the theorem of Reimann-Roch, the action, Lie’s three theorems, Lie subgroups, the maximal theory of moduli. The Staff 220A. Representation Theory I. * torus theorem, the Weyl group, some topology of Lie Lie groups and Lie algebras, and their finite dimensional groups, some representation theory: Shur’s lemma, Peter- 213A. Partial Differential Equations I. S rep r esentations. Prer equisite(s): courses 200 and 204. Th e Weyl theorem, roots, weights, classification of Lie grou p s , First of the two PDE series covering basically Part I in Staff the classical groups. Prerequisite(s): course 203; course Evans’ book, Partial Differential Equations, which in- 234A is recommended. The Staff cludes transport equations, Laplace equations, heat equa- 220B. Representation Theory II. * tions, wave equations, characteristics of nonlinear first Lie groups and Lie algebras, and their finite dimensional 228. Lie Incidence Geometries. F or der PDE, Ham i l t o n - J acobi equations, equations of con- representations. Prerequisite(s): course 220A. The Staff Linear incidence geometry is introduced. Linear and clas- servation laws, some methods to solve equations with sical groups are reviewed, and geometries associated with close forms, and Cauchy-Kovalevskaya theorem. Prereq- 222A. Algebraic Number Theory. F projective and polar spaces are introduced. Characteriza- uisite(s): courses 106A and 106B rec o m m e n d e d . The Sta f f Topics include algebraic integers, completions, different tions are obtained. The Staff and discriminant, cyclotomic fields, parallelotopes, the 213B. Partial Differential Equations II. * ideal function, ideles and adeles, elementary properties of 229. Kac-Moody Algebras. * Second of the PDE series covering basically most of Part zeta functions and L-series, local class field theory, global Theory of Kac-Moody algebras and their representations. II in Evans’ book and some topics in nonlinear PDE in- class field theory. Courses 200, 201, and 202 are recom- Weil-Kac character formula. Emphasis on rep re s e n t a t i o n s cluding Sobolev space, Sobolev inequalities, existence, reg - mended as preparation. The Staff of affine superalgebras by ver tex operators. Connections to ularity and a priori estimates of solutions to second order combinatorics, PDE, the monster grou p . The Vir a s o r o al- elliptic PDE, parabolic equations, hyperbolic equations 222B. Algebraic Number Theory. * gebra. The Staff and systems of conservation laws, and calculus of varia- Topics include geometric methods in number theory, tions and its applications to PDE. Prerequisite(s): courses finiteness theorems, analogues of Riemann-Roch for al- 232. Morse Theory. * 106A, 106B, and 213A recommended. The Staff gebraic fields (after A. Weil), inverse Galois problem (Bel y i Classical Morse Th e o r y. The fundamental theorems rel a t - theorem) and consequences. The Staff ing to critical points to the topology of a manifold are 214. Theory of Finite Groups. * treated in detail. The Bolt Periodicity Theorem. A spe- Co vers nilpotent groups, solvable groups, Hall subgrou p s , 223A. Algebraic Geometry I. S cialized course offered every few years. The Staff the Frattini subgroup, the Fitting subgroup, Schur- Topics include examples of algebraic varieties, elements of Zassenhaus theorem, fusion in p-subgroups, the transfer commutative algebra, local properties of algebraic vari- 234A. Calculus on Manifolds. F map, Frobenius theorem on normal p-complements. eties, line bundles and sheaf cohomology, theory of alge- Manifolds and differentiable structures, tangent and Courses 200 and 201 are recommended as preparation. braic curves. Weekly problem solving. Courses 200, 201, cotangent bundles, vector bundles, mappings, immersions The Staff and 202 are recommended as preparation. The Staff and embeddings, transversality and Sard’s theorem, ten- sors, vector fields and flows, differential forms, integration 215. Operator Theory. * 223B. Algebraic Geometry II. * on manifolds, Stokes’ theorem. Course 204 is recom- Operators on Banach and Hil b e r t spaces. The spectral the- A continuation of course 223A. Topics include theory of mended for preparation. The Staff orem. Compact and Fredholm operators. Other special schemes and sheaf cohomology, formulation of Riemann- classes of operators. Courses 203, 204, 205, and 209 are Roch theorem, birational maps, theory of surf a c e s . 234B. Differential Geometry I. W recommended as preparation. The Staff Weekly problem solving. Course 223A is recommended as Riemannian metrics and connections, geodesics, the geo- preparation. The Staff desic flow, convex neighborhoods, curvature, the Jacobi 216. Advanced Analysis. * equation, complete manifolds and the Hopf-Rinow the- Topics include maximal function, the Lebesgue set, the 225A. Lie Algebras. F orem, the Hadamard theorem. Prerequisite(s): course Marcinkiewicz interpolation theorem, singular integrals, Basic concepts of Lie algebras, Engel’s theorem, Lie’s the- 234A. The Staff Ca l d e ro n - Z ygmund theorem, Har dy Littlew o o d - So b o l e v orem, Weyl’s theorem are proved. Root space decomposi- th e o r em, pseudodifferential operators, compensated com- tion for semi-simple algebras, root systems and the 234C. Differential Geometry II. S pactness, concentration compactness, and applications to classification theorem for semi-simple algebras over the Principal bundles, associated bundles and vector bundles, PDE. Course 204 is recommended. The Staff complex numbers. Isomorphism and conjugacy theorem s . connections on principal and vector bundles. More ad- Course 202 is recommended as preparation. The Staff vanced topics: curvat u r e, introduction to cohomology, the 217. Advanced Elliptic Partial Differential Chern-Weil construction and characteristic classes, the Equations. * 225B. Infinite Dimensional Lie Algebra. W Gauss-Bonnet theorem or Hodge theory, eigenvalue esti- Topics include elliptic equations, existence of weak solu- Finite dimensional semi-simple Lie algebras: PBW theo- mates for Beltrami Laplacian, comparison theorems in tions, Lax-Milgram theorem, interior and boundary reg- rem, generators and relations, highest weight representa- Riemannian geometry. Pre requisite(s): course 234B. u l a r i t y, maximum principles, Harnack inequality, tions, Weyl character formula. Infinite dimensional Lie The Staff Eig e n v alues for symmetric and non-symmetric elliptic op- algebras: Heisenberg algebras, Virasoro algebras, loop al- erators, calculus of variations (first variation: Euler La- gebras, affine Kac-Moody algebras, vertex operator repre- 235. Dynamical Systems Theory. * grange equations, second variation: existence of sentations. The Staff An introduction to the qualitative theory of systems of or- m i n i m i zers). Other topics cove red as time permits. dinary differential equations. Structural stability, critical 226A. Infinite Dimensional Lie Algebras and elements, stable manifolds, generic prop e r ties, bifurca t i o n s Courses 204 and 205 are recommended as preparation. Quantum Field Theory I. * The Staff of generic arcs. Prerequisite(s): courses 106A and 203. Introduction to the infinite-dimensional Lie algebras The Staff 218. Advanced Parabolic and Hyperbolic which occur in modern mathematics and mathematical Partial Differential Equations. † physics: Heisenberg and Vir a s o r o algebras, rep re s e n t a t i o n s 238. Elliptic Functions and Modular Forms. * Topics include linear evolution equations, second order of the Heisenberg algebra, Verma modules over the Vira- The course, aimed at second-year graduate students, will parabolic equations, maximum principles, second order soro algebra, Kac determinant formula, and unitary and cover the basic facts about elliptic functions and modular hyperbolic equations, propagation of disturbances, hy- discrete series representations. Enrollment restricted to forms. The goal is to provide the student with foundations perbolic systems of first order, semigroup theory, systems graduate students. The Staff suitable for further work in advanced number theory, in of conservation laws, Riemann problem, simple waves, conformal field theory, and in the theory of Riemann sur- 226B. Infinite Dimensional Lie Algebras and faces. As a prer equisite, successful completion of graduate rarefaction waves, shock waves, Riemann invariants, and Quantum Field Theory II. * en t r opy criteria. Other topics cover ed as time permits. Th e sequence 200-202 and either 209 or 103 is rec o m m e n d e d . Continuation of I: Kac-Moody and affine Lie algebras and The Staff Staff their representations, integrable modules, representations MERRILL COLLEGE 309

239. Homological Algebra. * Sma l e ’s topological program and bifurcation theory; KAM 292. Seminar (no credit). F,W,S Homology and cohomology theories have proven to be th e o r y, stability and chaos; relativity; quantization. Course A weekly seminar attended by faculty, graduate students, powerful tools in many fields (topology, geometry, num- 249B is recommended as preparation. Off e r ed in alternate and upper-division undergraduate students. All graduate ber theory, algebra). Independent of the field, these theo- academic years. The Staff students are expected to attend. The Staff ries use the common language of homological algebra. The aim of this course is to acquaint the participants with 252. Fluid Mechanics. * 296. Special Student Seminar. F,W,S basic concepts of category theory and homological alge- First covers a basic introduction to fluid dynamics equa- Students and staff studying in an area where there is no bra, as follows: chain complexes, homology, homotopy, tions and then focuses on different aspects of the solutions specific course offering at that time. The Staff to the Navier-Stokes equations. Prerequisite(s): courses several (co)homology theories (topological spaces, mani- 297. Independent Study. F,W,S folds, groups, algebras, Lie groups), projective and injec- 106A and 106B recommended. Enrollment restricted to graduate students. The Staff Either study related to a course being taken or a totally in- t i ve resolutions, derived functors (Ext and To r ) . dependent study. The Staff Depending on time, spectral sequences or derived cate- 254. Geometric Analysis. * gories may also be treated. Courses 200 and 202 strongly Int r oduction to some basics in geometric analysis throu g h 298. Master’s Thesis Research. F,W,S recommended. The Staff the discussions of two fundamental problems in geometry: The Staff 240A. Representations of Finite Groups I. * the resolution of the Yamabe problem and the study of 299. Thesis Research. F,W,S Int r oduces ordi n a r y rep r esentation theory of finite grou p s harmonic maps. The analytic aspects of these problems in- The Staff (over the complex numbers). Main topics are characters, clude Sobolev spaces, best constants in Sobolev inequali- or thogonality relations, character tables, induction and re- ties, and regularity and a priori estimates of systems of striction, Frobenius reciprocity, Mackey’s formula, Clif- elliptic PDE. Prerequisite(s): courses 213A, 234A, and Medieval Studies ford theory, Schur indicator, Schur index, Artin’s and 234B recommended. The Staff Braver’s induction theorems. Recommended: successful 256. Algebraic Curves. W Students wishing to pursue a course of study in medieval completion of courses 200-202. The Staff Introduction to compact Riemann surfaces and algebraic studies should consult the concentration in pre- and early modern studies under Literature, page 292. 240B. Representations of Finite Groups II. * geometry via an in-depth study of complex algebraic Int r oduces modular rep r esentation theory of finite grou p s curves. Prerequisite(s): courses 200, 201, 202, 203, 204, (over a field of positive characteristic). Main topics are and 205 recommended. Enr ollment restricted to graduate Grothendieck groups, Brauer characters, Brauer character mathematics and physics majors. The Staff table, projective covers, Brauer-Cartan triangle, relative 260. Combinatorics. * Merrill College pro j e c t i v i t y , ve rtices, sources, Green corre s p o n d e n c e , Combinatorial mathematics, including summation meth- Green’s indecomposability theorem. Prerequisite(s): rec- ods, binomial coefficients, combinatorial sequences (Fi- College Off i c e ommended completion of course 200-202 and 221A. bonacci, Stirling, Eulerian, harmonic, Bernoulli numbers), The Staff (831) 459-2144 generating functions and their uses, Bernoulli processes ht t p : / / w w w 2 . u c s c . e d u / m e r r i l l 246. Representations of Algebras. * and other topics in discrete probability. Oriented toward Material includes associative algebras and their modules; problem solving applications. Applications to statistical For college description and list of faculty, see page 81. projective and injective modules; projective covers; injec- physics and computer science. The Staff tive hulls; Krull-Schmidt Theorem; Cartan matrix; semi- 280. Topics in Analysis. * Lower-Division Courses simple algebras and modules; radical, simple algebras; The Staff symmetric algebras; quivers and their representations; 10. Becoming a Successful Student Morita Th e o r y; and basic algebras. Prer equisite(s): courses 281. Topics in Algebra. * (2 credits). S 200, 201, and 202. The Staff The Staff An interactive course providing the opportunity to assess and revise methods of and purposes in studying. Critical, 282. Topics in Geometry. * 248. Symplectic Geometry. * effective approaches to reading, writing, participating in The Staff Basic definitions. Darboux theorem. Basic examples: lectures and sections, taking exams, balancing competing cotangent bundles, Kahler manifolds and co-adjoint or- responsibilities, and utilizing campus resources are ex- bits. Normal form theorems. Hamiltonian group actions, 283. Topics in Combinatorial Theory. * The Staff plored. Contact college office for interview-only criteria. momentum maps. Reduction by symmetry gro u p s . Enrollment limited to 30. The Staff Atiyah-Guillemin-Sternberg convexity. Relations with 284. Topics in Dynamics. * other geometries including contact, Poisson, and Kahler. The Staff 20N. Re-Evaluation Counseling. * Prer equisite(s): course 203; course 234A is rec o m m e n d e d Class introduces the fundamentals of re-evaluation coun- as preparation. The Staff 285. Topics in Partial Differential Equations. * seling (co-counseling) and focuses on those aspects of the Topics such as derivation of the Navier-Stokes equations. theory and practice which facilitate living in a diverse 249A. Mechanics I. S Examples of flows including water waves, vortex motion, world. Will be offered in the 2005–06 academic year. In- Co vers symplectic geometry and classical Hamiltonian dy- and boundary layers. Introductory functional analysis of terview with instructor before first class meeting. Enroll- namics. Some of the key subjects are the Darboux theo- the Navier-Stokes equation. The Staff ment limited to 20. P. Roby rem, Poisson brackets, Hamiltonian and Langrangian systems, the Legendre transformation, variational princi- 286. Topics in Number Theory. * 42. Student-Directed Seminar. F,W,S ples, Hamilton-Jacobi theory, godesic equations, and an Topics in number theory, selected by instructor. Possibil- Seminars taught by upper-division students under faculty in t r oduction to Poisson geometry. Courses 203, 204, and ities include modular and automorphic forms, elliptic supervision. (See course 192.). The Staff 234A are recommended as preparation. The Staff cu r ves, algebraic number theory, local fields, the trace formula. May also cover related areas of arithmetic algebraic 80. Cultural Identities and Global 249B. Mechanics II. * geometry, harmonic analysis, and representation theory. Consciousness (Merrill Core Course). F Hamiltonian dynamics with symmetry. Key topics center Courses 200, 201, 202, and 205 are recommended as Introduces students to the rapidly evolving global society. around the momentum map and the theory of reduction preparation. The Staff Using autobiographies, nonfiction, novels, and film, takes in both the symplectic and Poisson context. Applications students into lives of ordinary people, both in the U.S. are taken from geometry, rigid body dynamics, and con- 287. Topics in Topology. F and abroad, struggling with social forces threatening to tinuum mechanics. Course 249A is recommended as Topics in topology, selected by the instruc t o r . Pos s i b i l i t i e s overwhelm their lives. Taught in small seminars, instruc- preparation. The Staff include generalized (co)homology theory including K-the- tors paying close attention to students’ academic progress or y, group actions on manifolds, equivariant and orbifold and writing skills. Enrollment restricted to first-year col- 249C. Mechanics III. * cohomology theory. May be repeated for cre d i t . The St a f f lege members. (General Education Code(s): T3-Social Introduces students to active research topics tailored ac- Sciences, E.) J. Schechter cording to the interests of the students. Possible subjects are complete integrability and Kac-Moody Lie algebras;

*Not offered in 2004–05 310 PROGRAMS AND COURSES

80B. White Racial Identity in a Multicultural paper. Permission of instructor required; contact Class- 198. Independent Field Study. F,W,S Society. S room Connection Coordinator at 459-5671. May be re- Provides for college-sponsored individual study programs Examines white racial identity in the U.S., including dif- peated for credit. T. Turrentine off campus, for which faculty supervision is not in person fe r ent manifestations of racism, white privilege, white cul- (e.g., supervision is by correspondence). Up to three such t u re, inter-racial and intra-racial relations. St u d e n t s 93. Field Study. F,W,S courses may be taken for credit in any one quarter. This develop and implement action plans to combat racism. Provides for individual programs of study sponsored by may be a multiple-term course extending over two or three Experiential format. Enrollment limited to 25. (General the college and performed off campus. Up to three such quarters; in this case the grade and evaluation submitted Education Code(s): T3-Social Sciences.) G. Shoemaker courses may be taken for credit in any one quarter. Ap- for the final quarter apply to all previous quarters. Peti- pr oval of student’s adviser and provost req u i re d . The Sta f f tions may be obtained at the Merrill College Office. Ap- 80C. Merrill Seminar. S proval of student’s adviser, certification of adequate A research-based, interdisciplinary offering, on a topic of 93F. Field Study (2 credits). F,W,S Provides for individual program of study sponsored by the pr eparation, and approval by the Merrill Provost req u i re d . particular cultural, historical, or contemporary interest, May be repeated for credit. The Staff open to all undergraduate students, taught by either a college and performed off campus. App r oval of instruc t o r Merrill College Fel l o w or other member of the UCSC fac- required. May be repeated for credit. The Staff 199. Tutorial. F,W,S ulty. (General Education Code(s): T5-Humanities and 93G. Field Study (3 credits). F,W,S Various topics to be arranged between student and in- Arts or Social Sciences.) The Staff Provides for individual programs of study sponsored by structor. Students submit petition to sponsoring agency. The Staff 80X. Cultural Identities and Global the college and performed off campus. Approval of in- Consciousness (Freshman Scholars Section: structor required. May be repeated for credit. The Staff Merrill Core Course). F 99. Tutorial. F,W,S Mo l e c u l a r , Cell, and Introduces students to the rapidly evolving global society. Various topics to be arranged between student and in- Using autobiographies, nonfiction, novels, and film, takes structor. Students submit petition to sponsoring agency. Developmental Biology students into lives of ordinary people, both in the U.S. The Staff and abroad, struggling with social forces threatening to See Biological Sciences, page 135. overwhelm their lives. Taught in small seminars, instruc- 99F. Tutorial (2 credits). F,W,S tors paying close attention to students’ academic progress Various topics to be arranged between student and in- and writing skills. Merrill College members are selected structor. Students submit petition to sponsoring agency. for this year-long scholars program on the basis of an ap- The Staff plication submitted prior to fall quarter. (General Educa- Mu s i c tion Code(s): T3-Social Sciences, E.) J. Schechter Upper-Division Courses 80Y. The Perspective of First Peoples 244 Music Center (Freshman Scholars). W 120. Personal Empowerment. W (831) 459-2292 Interdisciplinary and comparative examination of Amer- Intensive course on individual goal-oriented behavior, mu s i c @ u c s c . e d u ican Indian peoples’ history, literature, and ecological and commonly called problem solving. Focus on purpose, ht t p : / / m u s i c . u c s c . e d u environmental activism. Careful reading of documentary goals, meaning, emotions, languages, model-building, re- history and sampling of novels, tales, poems, and envi- ality, thinking, logic, creativity, the steps of problem solv- Faculty and Professional Int e re s t s ronmental essays by American Indian writers. Material ing, common blocks, and techniques of unblocking. Mee t with instructor prior to advance enrollment; priority given from all North American First Peoples’ cultural areas. Prof e s s o r Merrill College members are selected for this year-long to upper-level students. Enrollment limited to 20. F. An - scholars program on the basis of an application submitted drews LIN D A C. BUR M A N -H AL L Bar oque music and perfo r mance practices; historic keyboard prior to fall quarte r . (General Education Code(s): T4 - H u- 192. Directed Student Teaching. F,W,S manities and Arts.) D. Price rep e rt o i r e (harpsichord, organ, and fortepiano); Ind o n e s i a n Teaching of a lower-division seminar by an upper-division music cultures; ethnomusicology 80Z. Modern Moral Problems (Freshman student under faculty supervision. (See course 42.) Stu- DAVI D H. COP E Scholars). S dents submit petition to sponsoring agency, supported by faculty member willing to supervise. The Staff Composition; 20th-century music history, with focus on the An examination of the morality involved in such issues as ava n t - g a r de; 18th- and 19th-century theory; analysis; af f i r m a t i v e action, foreign aid, immigration, abortion, and 193. Field Study. F,W,S Experiments in Music Int e l l i g e n c e assisted suicide. Close reading of contemporary articles on Provides for individual programs of study sponsored by SHE R WOO D DUD L E Y, Eme r i t u s these subjects. An emphasis on the construction of per- the college and performed off campus. Up to three such suasive arguments. Merrill College members are selected courses may be taken for credit in one quarter. Approval EDWAR D F. HOU G H TO N for this year-long scholars program on the basis of an ap- of student’s adviser and provost required. The Staff Med i e v al and Renaissance music, 15th- and 16th-century plication submitted prior to fall quarter. (General Educa- po l y p h o n y , conducting tion Code(s): C.) J. Isbister 193F. Field Study (2 credits). F,W,S DAVI D EVAN JON E S Provides for individual programs of study sponsored by 85A. Merrill Classroom Connection Field Composition and analysis (often computer assisted), timbre the college and performed off campus. Up to three such and orch e s t r ation, language and music Study. F,W,S courses may be taken for credit in one quarter. Approval Supervised hands-on experience assisting in classrooms of student’s adviser and provost req u i r ed. May be rep e a t e d ANA TOL E LEI K I N and after-school programs at local schools including one- for credit. The Staff Classical and romantic music history and perfo rm a n c e on-one mentoring, small group instruction, art projects, pr actices, piano and forte p i a n o , Russian music and playgrounds. Includes weekly sections, readings of 193G. Field Study (3 credits). F,W,S practical and theoretical relevance, field notes, and a final FRE D R I C LIE B E R M A N Provides for individual programs of study sponsored by Eth n o m u s i c o l o g y; composition; the music industry and paper. Permission of instructor required; contact Class- the college and performed off campus. Up to three such legal/ethical issues; American ver nacular musics; musics of room Connection Coordinator at 459-5671. May be re- courses may be taken for credit in one quarter. Approval East, Southeast, and South Asi a peated for credit. T. Turrentine of student’s adviser and provost req u i r ed. May be rep e a t e d for credit. The Staff LET A E. MIL L E R 85B. Merrill Classroom Connection Field Renaissance and baroque music history and perfo rm a n c e Study (3 credits). F,W,S 194. Group Tutorial. F,W,S pr actices, 20th-century American music, modern and baroq u e Supervised hands-on experience assisting in classrooms A program of independent study arranged between a flute, 16th-century chanson and madrigal, music and science, and after-school programs at local schools including one- group of students and a faculty member. The Staff 18th- and 20th-century flute literat u r e and perfo rm a n c e on-one mentoring, small group instruction, art projects, styles, music of C.P.E. Bach and Lou Har r i s o n and playgrounds. Includes weekly sections, readings of 195. Senior Research Project. F,W,S practical and theoretical relevance, field notes, and a final Students submit petition to sponsoring agency. May be repeated for credit. The Staff MUSIC 311

GOR D O N MUM M A , Eme r i t u s BAR R Y L. GRE E N The music program provides courses for both general String bass education and the music major/minor curriculum. NIC O L E A. PAI E M E N T Students from all disciplines are encouraged to enroll in Orch e s t r al and choral conducting; baroque, classical, and ROB E R T KLE VAN 20 t h - c e n t u r y perfo r mance practices; Handel; le Groupe des Wind Ens e m b l e music courses, including performance groups and privat e Six; French 20th-century music; interdi s c i p l i n a r y art in s t ru c t i o n . PATR I C E L. MAGI N N I S The newly completed Music Center includes a 400- JOH N M. SCH E C H T E R Voi c e seat recital hall with rec o r ding facilities, specially Eth n o m u s i c o l o g y; music theory; South American trad i t i o n a l equipped classrooms, individual practice and teaching and contemporar y musics; Quechua music-culture; music and ROY T. MALA N Violin, viola studios, a student computer lab, rehearsal space for ritual; organology; Str avinsky; Fou n d e r - D i re c t o r , UCSC ensembles, a gamelan studio, and studios for electron i c Latin American Ensembles GEO RG E E. MAR S H and computer music. McHe n r y Library has a separate Per cussion: trap set music section and listening rooms with individual audio Associate Prof e s s o r PATR I C I A L. MITC H E L L and video facilities. Rec o r ding and media equipment is HI KYU N G KIM Obo e av ailable from the Ins t r uctional Media Center. Composition, 20th-century music, tonal and Schenkerian OWE N M. MIYO S H I analysis, orch e s t r ation, Kor ean traditional music Trum p e t Letter Grade Req u i re m e n t PAUL NAUE R T DIA N A I. NIEV E S For all students starting fall 2001 and later, all upper- Th e o r y, composition; rhythm and meter; music cognition; Latin American ensembles division courses applied towa r d the music majors must mathematical and computer models of the compositional pro c e s s JAN E A. ORZ E L be taken for a letter grade, except Music 120 and ensem- Bas s o o n bles, which may be taken Pas s / N o Pas s . Assistant Prof e s s o r MES U T ÖZGE N AMY C. BEA L Classical guitar Req u i r ements for the Bachelor of Arts American music, 20th century music, experimentalism, post- STAN E. POP L I N The course req u i r ements for the B.A. in music include war and cold war cultural practices, Ger man new music String bass, jazz ensembles courses 30A/L-B/M-C/N, 100A-B-C, 101A-B-C-D; fe s t i v als and radio stations, ethnomusicology, piano, either course 180A or 180B; another course selected co n t e m p o ra r y music perfo r mance, John Cag e JOH N T. SACK E T T fr om either 120, 124, 130, or the 180A or 180B course Music theory BEN J A M I N L. CAR S O N not already taken; and 197. Basic keyboard skills are Th e o r y and composition; music cognition and consciousness; WAYN E J. SOLO M O N req u i r ed as a component of the music theory curricu- rhythm and voice leading; history of musical subjects Trom b o n e lum. Many students will need to take Music 60, Grou p Ins t r uction in Pia n o , concurrently with the Music 30 BRI A N J. STAUF E N B I E L KAR L TON E. HES T E R sequence to achieve the appropriate level of skill. In Voi c e Premeditated, electroacoustic and spontaneous composition; addition, music majors are req u i r ed to enroll in a mini- flutes, saxophones and interdi s c i p l i n a r y perfo rm a n c e ; UND A N G SUM A R N A mum of six quarters of evaluated instrumental or choral im p r ovisational and Afrocentric music theory, analysis and West Jav anese gamelan hi s t o r y ensembles, as well as a minimum of six quarters of eval - SUS A N C. VOL L M E R uated individual instrumental or vocal lessons. It is DAR D NEU M A N Hor n st r ongly recommended that these ensembles and lessons Eth n o m u s i c o l o g y; Hindustani music; colonialism, be taken ever y quarter from the beginning of the core nationalism, technology and perfo r mance; sitar WIL L I A M K. WIN A N T curriculum (course 30 sequence). Music majors in the Orch e s t r al percussion, percussion ensemble NIN A TRE A DW E L L B.A. program must successfully complete the prof i c i e n c y Med i e v al through early baroque music history and GRE E R ELL I S O N WOL F S O N audition (see below) as well as the senior compreh e n s i v e pe rf o r mance practices; early plucked-string instrum e n t s Flute examination req u i r ement (course 197). (t h e o r b o , renaissance, and baroque guitar, renaissance lute); Though a foreign language is not req u i r ed for comple- 16th- and 17th-century Italian theatrical music; gender ◆ ◆ ◆ tion of the B.A. in music, it is strongly rec o m m e n d e d studies; women and music; literar y and critical theory that students planning graduate work complete study of Prof e s s o r a language pertinent to their res e a r ch area to at least the Le c t u re r WIL L I A M G. MATH EW S , Professor of Astron o m y eq u i v alent of level 3 at UCSC or be able to pass the level KAR E N L. AND R I E Galaxies, high-energy astrophysics, gaseous nebulae; corne t t o 4 entrance examination. Cel l o (m u s i c ) Students are encouraged to prep a r e a senior proj e c t , which may take one of three forms: a full senior rec i t a l , ERI K A ARULA N A N T H A M Distinguished Adjunct Prof e s s o r a full senior thesis, or a partial recital with a rel a t e d Group piano, musicianship sh o r ter thesis. ALI AKB A R KHA N GER A L D J. BAS S E R M A N N Nor th Indian classical music Ele c t r onic music Music B.A. Sample Pla n n e r s MAR K BRA N D E N BU R G Prog r am Des c r i p t i o n The following are two recommended academic plans for Cl a r i n e t students to complete during their first two years as prep a - The UCSC music curriculum is distinctive in devel o p i n g ration for the music major. Plan One is a guideline for PAUL D. CON TO S musicians who integrate scholarship with perfo r m a n c e . Saxo p h o n e students who are committed to the major early in their Although this rigorous program primarily addres s e s academic career; Plan Two is for students who are consid- MAR Y JAN E COP E Western music, it also incorporates the study of world ering the major. Pia n o , forte p i a n o music cultures in both their art and vernacular traditions. Students should check with the department office for A major in music establishes a substantial foundation for WIL L I A M D. COU LT E R the most up-to-date course schedules and program plan- fu r ther academic or performance studies. Two undergrad- Classical guitar ning advice since courses are not necessarily taught in the uate majors are offered: the bachelor of music, which same quarters each academic yea r . JACQU E S A. DES J A R D I N S especially develops the student’s attainment in perfo r m - Co n c e r t choir ance, and the bachelor of arts, which cultivates grea t e r PET E R Q. ELS E A br eadth in the student’s academic achievement. Th re e Ele c t r onic music and music technology minors in music are also offered: a general one in music, one in electronic music, and one in jazz. The electron i c MAR I A V. EZE R OVA music and jazz minors are open to music majors, as wel l Pia n o , musicianship as to students with other majors. 312 PROGRAMS AND COURSES

Plan One or 180B. In addition, students are req u i r ed to enroll in a might enroll in Italian 1, German 1, and French 1, minimum of 12 quarters of evaluated instrumental or res p e c t i ve l y . Yea r Fa l l Win t e r Sp r i n g vocal ensembles, as well as a minimum of 11 quarters of 1s t Mus 30A/L Mus 30B/M Mus 30C/N ev aluated instrumental or choral lessons. A senior rec i t a l Min o r s (f r s h ) le s s o n s Mus 11 (rec o m m ) le s s o n s is req u i r ed in the final quarte r . The music core curricu- en s e m b l e le s s o n s en s e m b l e lum placement examination (see above), or passing Mus i c en s e m b l e course 14 with a final examination score of approxi m a t e - (g r oup piano, Mus 60, may be req u i r ed; see courses 30A-B-C) The music minor provides a focus for music activities ly 80 percent or higher, is a prer equisite to course 30A/L. and a background in both music history and theory. A 2n d Mus 100A Mus 100B Mus 100C Basic keyboard skills are req u i r ed as a component of the student may earn a minor in music by completing the (s o p h ) le s s o n s le s s o n s le s s o n s music theory curriculum; some students will need to take fo l l o wing courses: 11; 30A/L-B/M-C/N; one of either en s e m b l e en s e m b l e en s e m b l e course 60, Group Ins t r uction in Pia n o , concurrently with 120, 130, 180A or 180B, or any music course in the 80 the course 30 sequence to achieve the appropriate level of Plan Two series; one of 101A-B-C-D; and a combination of eval u - skill. B.M. students take a jury examination in their ated individual or group lessons and performing ensem- Yea r Fa l l Win t e r Sp r i n g major instrument or in voice at least twice a year and bles or the three-course electronic music studio sequence 1s t Mus 11 (rec o m m ) Mus 13 (rec o m m ) Mus 14 (rec o m m ) pe r form one piece in the regular UCSC student rec i t a l (81, 124, 125), together totaling six quarters. Of the (f r s h ) le s s o n s le s s o n s le s s o n s series at least once a yea r . In addition to these req u i r e- examinations req u i r ed for the B.A., only the core curricu- en s e m b l e en s e m b l e en s e m b l e ments, voice majors are req u i r ed to take French 1, lum placement exam (or equivalent) is req u i r ed for the 2n d Mus 30A/L Mus 30B/M Mus 30C/N German 1, and Italian 1. music minor. The B.M. program differs from the B.A. program in requiring more credits in performance and slightly fewer Ele c t r onic Mus i c Gen e r al Exa m i n a t i o n s in theoretical disciplines. B.M. students are not req u i re d All students majoring in the B.A. program are req u i re d to take course 120, 124, or 130. The senior exit req u i r e- The electronic music minor focuses on the study of cre- to take the following examinations, which are discussed ment for B.M. students is a senior recital (not the senior ating music with the tools of modern technology. It is in greater detail in the music student handbook. exit seminar). designed to complement the music major or programs in Co r e Curriculum Placement Examination (A sample of the other media by providing instruction in advanced skills exam can be viewed at ht t p : / / m u s i c . u c s c . e d u ). Students are B.M. Fou r - Y ear Sample Study Pla n n e r of audio production, sound synthesis, and computer- tested in the areas of theory, music literature, and ear assisted composition. A student may obtain a minor in training. This exam (or equivalent) is a prer equisite to for Students Concentrating in an el e c t r onic music by completing the followi n g : course 30A/L. Students should also take the exam to Ins t ru m e n t • course 11; place out of course 13 or to place into course 14. Th e Not e : It is typical of B.M. programs at all institutions to • course 13 (may be satisfied through the music core exam is given during fall quarter on the same day as the sp r ead general education req u i r ements throughout a stu- curriculum placement examination); music orientation meeting. Transfer students who de n t ’s four years in order to allow for early specialization. • course 14 (or course 30A/L placement); demonstrate acceptable competency on the placement Students should check with the department office for • courses 80C, 81, 124, 125, and 167; examination may be recommended for advanced place- the most up-to-date course schedules and program plan- • course 80L or 80R (or a similar music course with a ment based on a further examination (including testing ning advice, since courses are not necessarily taught in technical focus as approved by the departm e n t ) ; in keyboard and sight-singing skills). the same quarters each academic yea r . Numbers of quar- • Physics 80A or an introd u c t o r y computer prog r a m - Adv i s o r y audition. Students are req u i r ed to take an advi- ter credits are in paren t h e s e s . ming course such as Computer Science 60G, 60N, so r y audition on their major instrument or in voice at Yea r Fa l l Win t e r Sp r i n g or 109. the conclusion of course 30A/L. 1s t lessons (3) lessons (3) lessons (3) Proficiency audition. Students are req u i r ed to demon- (f r s h ) ensemble (2) ensemble (2) ensemble (2) Jaz z strate at least an “up p e r - i n t e r m e d i a t e ” level of prof i c i e n c y gen ed/coll core (5) gen ed (5) Mus 14 (5) The jazz minor focuses on the study of the history, theo- on their major instrument or in voice before enrolling in gen ed (5) gen ed (5) gen ed (5) ry, and performance of jazz. In addition, students may be course 100B. 2n d lessons (3) lessons (3) lessons (3) in t r oduced to musical styles that have had prof o u n d Senior exit seminar. Students in the B.A. program are (s o p h ) ensemble (2) ensemble (2) ensemble (2) influences on this uniquely American art form: folk and req u i r ed to take the exit seminar (course 197) which Mus 30A (5) Mus 30B (5) Mus 30C (5) popular musics of Africa, Eur ope, and the United Sta t e s encompasses material from all segments of the req u i re d Mus 30L (2) Mus 30M (2) Mus 30N (2) and Western classical music. The jazz minor is limited to Mus 60 (2)* Mus 60 (2)* Mus 60 (2)* cu r r i c u l u m . gen ed (5) gen ed (5) gen ed (5) students with sufficient ability on their instruments to pass auditions for entry into the jazz ensembles. Th e 3r d lessons (3) lessons (3) lessons (3) req u i r ed courses for the minor in jazz are the followi n g : Req u i r ements for the Bachelor of Mus i c (j r ) ensemble (2) ensemble (2) ensemble (2) The bachelor of music degree (B.M.) is designed for Mus 100A (5) Mus 100B (5) Mus 100C (5) • course 11; 180A or B(5) Mus 101A (5) Mus 101B (5) those who intend to pursue a career in perfo r m a n c e . • course 14 (students not qualified to take course 14 Acceptance to the program is by audition during fall 4t h lessons (3) lessons (3) Mus 196B (5) must also take course 13 as a prere q u i s i t e ) ; qu a rt e r . Junior transfer students entering in winter quar- (s r ) ensemble (2) ensemble (2) ensemble (2) • course 75; Mus 101C (5) 101D (5) elective (2–5) • course 80E; ter may audition in the spring. These auditions are open gen ed (5) gen ed/elective (5) to reg i s t e r ed UCSC students only, although pros p e c t i v e • course 80B, 80H, 80J, or 80Q; students may submit a tape to the Music Dep a rt m e n t *Music 60 (Group Ins t r uction in Pia n o ) is not a course req u i r ement for the • six quarters of ensembles, including at least three and ask to rec e i v e an informal opinion about their major but should be taken if the student needs preparation for the key- bo a r d proficiency examination. The course is geared to the Music 30A-B-C qu a r ters of the jazz ensembles (courses 3 and/or 164). chances for acceptance into the major. sequence. (Current music majors frequently take 17–20 credits in this con- All Music Dep a r tment ensembles are 2-credit courses; B.M. students major in an instrument or in voice. For figuration of courses.) • courses 174A and 174B. the audition, students should prep a r e three pieces or mo vements of a contrasting nature from at least two dif- Voice majors need to work closely with an adviser to Detailed information about the music majors and fe r ent stylistic periods. (Two contrasting movem e n t s schedule general education courses because of the added minors may be obtained from the Music Dep a rt m e n t fr om the same sonata or concerto may count as two of language req u i r ements; a Summer Session may be neces- Off i c e . the three req u i r ed pieces.) Pros p e c t i v e students’ optional sa r y. It is recommended that voice majors take a language tapes should also meet these specifications in order to course each fall quarter during the first three years and Hon o r s that vocal rep e rt o r y in that language be stressed throu g h - rec e i v e an unofficial evaluation from the Mus i c Honors are conferred by vote of the music faculty. B.A. out the academic yea r . For example, instead of a general Dep a rt m e n t . students may rec e i v e Honors for the senior exit seminar, education course fall quarter of the freshman, sopho- The req u i r ements for the B.M. include courses for the senior project (thesis and/or recital), or for music mo r e, and junior years, a student concentrating in voi c e 30A/L-B/M-C/N, 100A-B-C, 101A-B-C-D, and 180A course work in general, particularly in the core curricu- MUSIC 313

lum and req u i r ed music courses. Nor m a l l y , only stu- A transfer student concentrating in voice could enroll in niques for the generation of musical materials and struc - dents who have demonstrated a broad and wel l - b a l a n c e d Italian 1 and German 1 in the fall and winter quarte r s , tu r es to be rea l i z ed in the creation of instrumental, voc a l , pr eparation and who have rec e i v ed Honors in two of the res p e c t i ve l y , of the junior yea r , and in French 1 in the and digitally synthesized music. The track in world music th r ee areas will be considered for Honors in the major, spring quarter of the senior yea r . Such a transfer student composition addresses a variety of compositional which appear on the diploma. B.A. students who wish would complete any desired electives prior to arrival at ap p r oaches influenced by indigenous non-Wes t e r n to be considered for Honors in the major are advised to UCSC and/or in Summer Session. Howeve r , transfer stu- musics, with a focus upon those musics taught by facul- pre p a r e a senior project. In rare instances, students who dents should try to satisfy as many of the language ty composers, ethnomusicologists, and applied instruc - rec e i v e Honors in all three areas may be awarde d req u i r ements as possible before entering the prog r a m . tors. The D.M.A. program will develop accomplished, Highest Honors in the major. B.M. students who rec e i v e ac t i v e, and articulate composers with a broad awaren e s s Honors in the senior recital, excellent evaluations in per- Individual Ins t ru c t i o n of the diverse styles, cultural influences, media, ven u e s , forming courses, and ver y good to excellent eval u a t i o n s and technical means available to them in the 21st centu- in non-performance music courses or the senior exit Lessons in the instruments listed below are available on a ry. seminar will be considered for Honors or Hig h e s t fee basis and by audition with the instruc t o r . Concurren t Honors in the major. en r ollment in an ensemble on the same instrument (or Req u i re m e n t s voice) is req u i re d . For students entering with the bachelor's degree, a mini- Transfer Stu d e n t s Courses 61, 62, and 161 carry partial course cred i t . mum of 102 credits in course work at UCSC will be Each quarter of enrollment in course 61 is equivalent to The Music Dep a r tment encourages transfer students to req u i r ed. All students must be in residence for a mini- 2 credits; each quarter of enrollment in course 62 or 161 mum of nine quarters. Students must enroll in a mini- take the core curriculum placement examination and is equivalent to 3 credits. Course 162, open to advan c e d seek academic counseling before transfer (a sample of the mum of twel v e credits each quarter until they advance to students only, carries 5 cred i t s . ca n d i d a c y . After advancing to candidacy, students exam can be viewed at ht t p : / / m u s i c . u c s c . e d u ). Transfer stu- Class instruction for partial credit (courses 60 and 63) dents with some background in music theory normally remaining in residence must take a minimum of two is available on some instruments but may not be used to fi ve - c r edit courses per quarte r . test into course 14 or into 30A/L, which is only offered fulfill the individual lesson req u i r ements for the major. fall quarte r . Students who test into course 13 or 14 take For students entering with a master's degree from one or both of these courses in their first year in order to Bas s : B. Gree n another institution, a minimum of 72 credits in course pre p a r e to enroll in course 30A/L the following fall. Bas s o o n : J. Orzel wo r k at UCSC will be req u i r ed. All students must be in Transfer students who have completed all of their general Ce l l o : K. Andrie residence for a minimum of nine quarters. Students must education req u i r ements and who test into course 30A/L Cl a r i n e t : M. Bra n d e n b u r g en r oll in a minimum of twel v e credits each quarter until upon transfer may be able to complete the music major Class Pia n o : M. Ezer ova they advance to candidacy. After advancing to candidacy, in two yea r s . Co rn e t t o : W. Mat h ew s students remaining in residence must take a minimum of B.A. transfer students should note that upon comple- Flu t e : G. Ellison Wol f s o n two five- c r edit courses per quarte r . tion of course 100A, they need to perform on a musical Gui t a r , classical: W. Coulter, M. Özgen in s t r ument or voice at an upper-intermediate level . Har p s i c h o rd : L. Bur m a n - Ha l l Co r e Courses Pros p e c t i v e students wishing to have their perfo r m a n c e Horn : S. Vol l m e r Music 200, 201, and 202 are req u i r ed of all M.A. and skill level assessed by faculty in preparation for entry to Obo e : P. Mit c h e l l D.M.A. students. (Students entering the D.M.A. with a the program may send a tape for faculty rev i e w. Perc u s s i o n : G. Marsh, W. Win a n t master's degree from another institution may be exem p t - B.M. transfer students should prep a r e to audition in Piano, classical: M. J. Cope, M. Ezer ova, A. Leikin ed from one or more of these three course req u i re m e n t s the fall quarter after enrollment. (For audition req u i r e- Saxo p h o n e : P. Contos by submitting work that demonstrates the rel e v ant skills.) ments, see the B.M. section above.) In certain cases, Trombone and tuba: W. Sol o m o n Music 203H is req u i r ed of all students in the world some or all of the applied music req u i r ement may be Trum p e t : O. Miyo s h i music composition track. Music 206B is req u i r ed of all wa i v ed based on prior course work. Violin and viola: R. Mal a n students in the computer assisted composition track. Voi c e : P. Maginnis, B. Sta u f e n b i e l One additional focus course selected from the Music 206 B.M. Sample Study Planner for Tran s f e r series, and one elective (which may also be an offering of Music 206) are also req u i r ed. The remainder of the Students Concentrating in an Ins t r ument Perf o r mance Grou p s course req u i r ements for the D.M.A. are specifically in the This plan assumes that all general education req u i re m e n t s The participants in some groups are selected by auditions field of composition. Music 219A and B introduce the ha v e been met. The music core curriculum placement open to the entire university community. Students may discipline to first year graduate students. Music 220 gives examination generally places junior transfer students in rec e i v e 2 course credits for each quarter of enrollment in the students greater leeway in which to develop their own Music 30A/L (which is only offered during fall quarte r ) . any of the ensembles. individual styles and techniques. Independent study Students should check with the department office for courses in composition are taken in preparation for the the most up-to-date course schedules and program plan- Uni v ersity Orch e s t r a : N. Pai e m e n t completion of the Qualifying Recital (which is req u i re d ning advice, since courses are not necessarily taught in Uni v ersity Concert Choir: J. Des j a rd i n s of students entering with a bachelor's degree) and in the same quarters each academic yea r . Numbers of quar- Wom e n ’s Chorale: Sta f f pr eparation for the disserta t i o n . ter credits are in paren t h e s e s . Chamber Sin g e r s : N. Pai e m e n t Uni v ersity Opera Th e a t e r : B. Sta u f e n b i e l Pre-qualifying Rev i e w s Opera Work s h o p : P. Maginnis, B. Sta u f e n b i e l Bef o r e the end of the first year of study, all students Early Music Consort: L. Bur m a n - H all, L. Mil l e r Yea r Fa l l Win t e r Sp r i n g accepted into the D.M.A. program must present a half- Chamber Mus i c : Sta f f co n c e r t of the music they have composed that year and 3r d lessons (3) lessons (3) lessons (3) Large Jazz Ens e m b l e : R. Klevan (j r ) ensemble (2) ensemble (2) ensemble (2) submit the scores and a rec o r ding of the concert as a Small Jazz Ens e m b l e s : S. Pop l i n po rt f o l i o . This portfolio will inform the music faculty's Mus 30A (5) Mus 30B (5) Mus 30C (5) Latin American Ens e m b l e s : J. Schechter Mus 30L (2) Mus 30M (2) Mus 30N (2) ev aluation of the students' status in the graduate pro- West Jav anese Gam e l a n : U. Sum a r n a Mus 60 (2)* Mus 60 (2)* Mus 60 (2)* gram. M.A. students at UC Santa Cruz who wer e not Mus 101A (5) Mus 101B (5) Balinese Gamelan Angklung: L. Bur m a n - Ha l l admitted to the D.M.A. program at the time of their Gender Wayang Ens e m b l e : L. Bur m a n - Ha l l 4t h lessons (3) lessons (3) Mus 196B (5) original application may apply (or reapply) for the Wind Ens e m b l e : R. Klevan (s r ) ensemble (2) ensemble (2) ensemble (2) D.M.A. program at the completion of their first year of Mus 100A (5) Mus 100B (5) Mus 100C (5) Graduate Prog ra m s : st u d y . The student's portfolio of first-year compositions Mus 101C (5) Mus 101D (5) Mus 180A or B (5) will be central to the faculty's consideration of the stu- *Music 60 (Group Ins t r uction in Pia n o ) is not a course req u i r ement for the Doc t o r ate of Musical Arts dent's application. If the application is accepted, the stu- major but should be taken if the student needs preparation for the key- The Doctorate of Musical Arts degree program in Mus i c dent will continue into the second year of the D.M.A. bo a r d proficiency examination. The course is geared to the Music 30A-B-C pro g r a m . sequence. (Current music majors frequently take 17–20 credits in this con- Composition has tracks in computer-assisted composi- figuration of courses.) tion and in world music composition. The track in computer-assisted composition includes algorithmic tech- 314 PROGRAMS AND COURSES

The Qualifying Rec i t a l The M.A. degree program in music integrates studies in with conductor prior to first class meeting. See enrol l m e n t All students admitted to the D.M.A. program must pres - pe r formance, composition/analysis, and res e a r ch. In con- conditions section of the quarterly Schedule of Classes. ent a full recital of their work at the end of their second sultation with a faculty adviser, the student pursues a May be repeated for credit. (General Education Code(s): year of study. The D.M.A. Qualifying Recital will be tw o - y ear course of studies culminating in a final proj e c t A.) The Staff ev aluated by the student's primary adviser and by a sec- that typically combines an original composition or writ- ond "Reader" (generally a second composer on the ten thesis with a related public perfo r m a n c e . 2. University Orchestra (2 credits). F,W,S UCSC faculty) selected by the student in consultation Req u i r ed courses include course 200, Int r oduction to A study of selected works for orchestra, culminating in with the primary adviser. Res e a r ch Met h o d s ; course 201, Pretonal and Ton a l one or more public concerts. Admission by audition with Ana l y s i s ; and course 202, Tonal and Posttonal Ana l y s i s . conductor prior to first class meeting. See enrollment Dis s e r tation Pros p e c t u s Students also select three courses from the 203 series of conditions section of the quarterly Schedule of Classes. The dissertation prospectus must be submitted by the seminars in performance practices of Western or non- May be repeated for credit. (General Education Code(s): beginning of spring term one year before the scheduled Western music (Middle Ages, Renaissance, Baro q u e , A.) N. Paiement Qualifying Examination. The prospectus must include a Classical, Romantic and twen t i e t h - c e n t u r y periods, and 3. Large Jazz Ensemble (2 credits). F,W,S pr oposal describing the scope and nature of the disserta - traditional musics of Asia and Latin America). Stu d e n t s Instruction in performance in large jazz ensembles with tion composition and the accompanying essay. In addi- in composition may substitute course 220, Grad u a t e written arrangements. Prepares a specific repertory for tion to defining the parameters of the dissertation itself, Sem i n a r in Music Composition, for up to two quarters of public performance. Admission by audition with instruc- the dissertation prospectus will suggest to the student's course 203. Students are encouraged to create a prog r a m tor prior to first class meeting. See the enrollment condi- Qualifying Examination Committee those areas of study in v olving corol l a r y studies such as computer studies, tions section of the quarterly Schedule of Classes. that should be emphasized in the student's Qua l i f y i n g ar ea cultural studies, linguistics, anthrop o l o g y , theater Enrollment limited to 25. May be repeated for credit. Exa m i n a t i o n . ar ts, and visual arts . (General Education Code(s): A.) The Staff Qualifying Examination. Adv ancement to candidacy is Cur r ent skill in reading and comprehension of a rel e - contingent upon the passing of a written examination vant foreign language must be demonstrated upon en- 4A. Latin American Ensemble: “Voces” (2 and an oral examination normally administered at the rollment by attainment of level 3 on the UCSC language credits). F,W,S end of year three for students entering with a bachelor's placement examination or, during the first year of enrol l - Instruction in diverse musical traditions, and their cul- de g r ee, and year one or two for students entering with a ment, by satisfactory completion of level 3 of the lan- turally-grounded performance contexts, of Native Amer- master's degree from another institution. For the written guage at UCSC. With the approval of the primary ican, Ib e ro-American, and African American music po r tion of the examination, the Qualifying Exa m i n a t i o n ad v i s e r , students whose emphasis is algorithmic composi- cu l t u r es of Latin America, including texted music in Spa n - Committee provides questions on the three topics tion may complete three quarters/one year of univer s i t y - ish and Quechua or other regional languages. The class assigned as areas of emphasis. The oral examination is le v el instruction in computer programming in lieu of forms an ensemble that prepares varying cultural and na- ad m i n i s t e r ed by the student's Qualifying Exa m i n a t i o n fulfillment of the foreign language req u i r ement. tional repertoires for public performance. Some Spanish Committee and may concern any aspect of the assigned The final req u i r ements for the degree are a thesis com- language ability is recommended. Attend first class meet- topics with an emphasis on those issues addressed in the prising a substantive and original crea t i v e or scholarly ing. See the enrollment conditions section of the quarte r l y written portion of the examination. Adv ancement to can- wo r k (course 299, Thesis Res e a rc h ) and a related public Schedule of Classes. Enrollment limited to 25. May be re- didacy is granted upon notice that the student has passed pe r formance (course 298, Graduate Rec i t a l ). peated for credit. (General Education Code(s): A.) the written and oral examinations. Special req u i r ements for admission to the prog r a m The Staff include completion of the UCSC Music Gra d u a t e Dis s e rt a t i o n Entrance Examination and submission of a portfolio of 4B. Latin American Ensemble: “Taki Ñan” (2 D.M.A. students must complete a dissertation consisting recent work that includes a writing or composition sam- credits). F,W,S of a substantial musical composition, accompanied by an ple (e.g., term paper or senior thesis, scores, or other De velopment of Latin American, Na t i ve American, es s a y . One to two years of work beyond the qualifying pr ojects) and a 10- to 20-minute unedited CD, audio-, Ibero-American, African American, and/or Nueva Can - examinations should be sufficient for the completion of or videocassette of one or more recent performances as ción (New Song) repertoire in a small ensemble setting. the dissertation, except in cases where extended fieldwork in s t r umentalist, vocalist, conductor, or performances of Three quarters of course 4A or previous enrollment in is req u i re d . original compositions. course 4B required prior to enrolling in this course. Ad- Sc o r es for the Graduate Rec o r d Examination Gen e r a l mission by audition with instructor at first class meeting. Final Exa m i n a t i o n Test are req u i r ed by the Uni v ersity of California. Th e See the enrollment conditions section of the quarterly The final examination will be a public oral defense of application deadline is Feb ru a r y 1 for all students, Schedule of Classes. Enrollment limited to 10. May be re- the dissertation. After an oral presentation by the candi- including those who wish to be considered for fellow- peated for credit. (General Education Code(s): A.) date, the candidate will be questioned by the Dis s e rt a t i o n ships in the following academic yea r . Fur ther details The Staff Co m m i t t e e . about the program are available from the Mus i c 5A. West Javanese Gamelan Ensemble: Students entering the D.M.A. program in composi- Dep a rt m e n t . Beginning (2 credits). F,W,S tion will be expected to have completed the equivalent of Ins t r uction in practice and performance of gamelan music a BA in music, a bachelor of music degree, or an M.A. in Lower-Division Courses from Java or Sunda. Preparation of several works for pub- music. Student applications must also include scores for lic presentation. Attend first class meeting. See the en- the UCSC Music Graduate Entrance Examination, three 1A. Women’s Chorale (2 credits). * rollment conditions section of the quarterly Schedule of composition scores with rec o r dings (if available), a writ- Study of vocal and choral techniques in the context of en- Classes. May be repeated for credit. (General Education ing sample (e.g., term papers, thesis, essay), all under- semble rehearsals, often culminating in public perform- Code(s): A.) U. Sumarna graduate transcripts, letters of recommendation, and gen- ance. Repertoire to include varied works for treble choir, eral Graduate Rec o r d Examination scores. Int e r n a t i o n a l both a cappella and with instrumental accompaniment. 5B. West Javanese Gamelan Ensemble: ESL students are expected to demonstrate competency in Familiarity with basic music notation recommended. Intermediate (2 credits). F,W,S English through the submission of TOEFL scores or by Some additional rehearsal time, both individually and Ins t r uction in practice and performance of gamelan music other means. with the group is required. Admission by audition with from Java or Sunda. Preparation of several works for pub- Enr ollment in the program will begin in fall quarte r conductor prior to first class meeting. See enrollment con- lic presentation. Attend first class meeting. See the en- 2005. The application deadline is Feb ru a r y 1 for all stu- ditions section of the quarterly Schedule of Classes. May be rollment conditions section of the quarterly Schedule of dents, including those who wish to be considered for fel- repeated for credit. (General Education Code(s): A.) The Classes. May be repeated for credit. (General Education lo wships in the following academic yea r . Fur ther details Staff Code(s): A.) U. Sumarna about the program are available from the Mus i c Dep a rt m e n t . 1C. University Concert Choir (2 credits). F,W,S 5C. West Javanese Gamelan Ensemble: A study of selected works for mixed chorus, with empha- Advanced (2 credits). F,W,S Mas t e r ’s Deg re e sis on masterworks for chorus and orchestra, culminating Ins t r uction in practice and performance of gamelan music from Java or Sunda. Preparation of several works for pub- Req u i re m e n t s in one or more public concerts. Familiarity with basic music notation recommended. Admission by audition lic presentation. Attend first class meeting. See the en- MUSIC 315

rollment conditions section of the quarterly Schedule of 30B. Theory, Literature, and Musicianship I. W fective performance skills, culminating in public per- Classes. May be repeated for credit. (General Education An integrated and intensive approach to musicianship, formance. Attend first class meeting; concurrent enroll- Code(s): A.) U. Sumarna harmony, species counterpoint, and analysis, including ment in individual voice lessons with instructor of this live class performance of all materials. Includes sight- course is required. See the enrollment conditions section 8. Balinese Gamelan Ensemble (2 credits). singing, singing of atonal melody, score reading, keyboard of the quarterly Schedule of Classes. Enr ollment limited to F,W,S h a r m o n y, dictation. Covers early eighteenth-century 20. May be repeated for credit. (General Education Ins t r uction in practice and performance of gamelan music style. Specified keyboard skills must be demonstrated at Code(s): A.) P. Maginnis, B. Staufenbiel from Bali and Indonesia, including ritual and new music. the end of each quarter (see undergraduate Music Student Preparation of several works for public presentation. At- Handbook for a complete listing of skills). Prerequisite(s): 54. Nor th Indian Music Wor kshop (2 credits). S tend first class meeting. See the enrollment conditions sec- course 30A; instructor determination at first class meeting. A course covering the music of North India taught using tion of the quarterly Schedule of Classes.(F ormerly Bal i n e s e Concurrent enrollment in 30M required; concurrent en- the oral traditions of Indian music. For beginners as well Gamelan Angklung.) May be repeated for credit. (General rollment in course 60 unless prior keyboard training can as more experienced students, this course is well suited for Education Code(s): A.) L. Burman-Hall be demonstrated. Enrollment limited to 20. H. Kim, instrumentalists and vocalists. Interview; instructor de- A. Leikin, P. Nauert, J. Schechter termination at first class meeting. May be repeated for 9. Wind Ensemble (2 credits). F,W,S credit. (General Education Code(s): A.) The Staff A study of selected advan c e d - l e v el works for wind ensem- 30C. Theory, Literature, and Musicianship I. S ble, culminating in one or more public concerts. Admis- An integrated and intensive approach to musicianship, 60. Group Instruction in Piano (2 credits). sion by audition with conductor prior to first class harmony, species counterpoint, and analysis, including F,W,S meeting. May be repeated for credit. (General Education live class performance of all materials. Includes sight- Elementary instruction in piano technique, including Code(s): A.) R. Klevan singing, singing of atonal melody, score reading, keyboard group and individual performance experience. A mini- harmony, dictation. Covers late eighteenth-century style. mum of six hours per week of individual practice is re- 11. Introduction to Western Music. F,W q u i red. Curriculum is coordinated with keyboard A study of selected masterworks in relation to the periods Specified keyboard skills must be demonstrated at the end of each quarter (see undergraduate Music Student Hand - requirements of courses 30A-B-C. Students are billed for which they represent. Emphasis upon the listening expe- a course fee. Instructor determination prior to first class rience and awareness of musical style and structure. Illus- bo o k for a complete listing of skills). Prer equisite(s): course 30B; instructor determination at first class meeting. Con- meeting. See the enrollment conditions section of the trated lectures and directed listening. (General Education qu a r terly Schedule of Classes. Enr ollment limited to 8. May Code(s): IH, A.) A. Beal, D. Cope, A. Leikin, L. Miller current enrollment in 30N required; concurrent enrollment in course 60 unless prior keyboard training can be be repeated for credit. The Staff 13. Beginning Theory and Musicianship I. demonstrated. En rollment limited to 20. H. Kim, 61. Individual Lessons: Half Hour (2 credits). F,W,S A. Leikin, P. Nauert, J. Schechter F,W,S Fundamentals of music and notation. Maj o r , minor scales, 30L. Theory, Literature, and Musicianship I One-half hour of individual instrumental or vocal in- in t e r vals, triads, and inversions, root-position 7th chords , struction. Repertory, technique, and performance prac- and the beginning harmonic analysis. Emphasis on the de- Laboratory (2 credits). F Ke y b o a rd (score - reading, figured-bass, pro g re s s i o n s , tice. A minimum of six hours per week of individual velopment of the ear and coordination. Exer cises of pulse, practice is required. Concurrent enrollment in an ensem- rhythm, pitch, and coordination. Dictation and sight chorales) and musicianship (sight-singing, atonal melody, rhythm) laboratory sequence illustrating topics cover ed in ble in the lesson instrument or voice is required. Students singing. En rollment restricted to first-year students, ar e billed for a course fee. Admission by audition with the sophomores, and juniors. Enrollment limited to 35. courses 30A-B-C, res p e c t i ve l y . Two 1-hour laboratory sessions per week. Prerequisite(s): admission by core cur- instructor prior to first class meeting. See the enrollment L. Bu rm a n - Hall, K. He s t e r, H. Kim, J. Sa c k e t t , conditions section of the quarterly Schedule of Classes. En- J. Schechter riculum placement examination or by passing course 14 with a final examination score of approximately 80% or rollment priority given to music majors and minors. May 14. Beginning Theory and Musicianship II. higher. Concurrent enrollment in course 30A required. be repeated for credit. The Staff W,S Enrollment limited to 6. The Staff 62. Individual Lessons: One Hour (3 credits). Continuation of course 13. Triads and 7th chords and F,W,S their inversions. Introduces Church modes, melodic and 30M. Theory, Literature, and Musicianship I Laboratory (2 credits). W One hour of individual instrumental or vocal instruc t i o n . harmonic analysis, four-part harmony, and keyboard har- Repertory, technique, and performance practice. A mini- mony. Sight-singing, ear training, and dictation. Knowl- Ke y b o a rd (score - reading, figured-bass, pro g re s s i o n s , chorales) and musicianship (sight-singing, atonal melody, mum of nine hours per week of individual practice is re- edge of musical notation and scales required. Students quired. Concurrent enrollment in an ensemble in the who wish to take this course and have not taken course 13 rhythm) laboratory sequence illustrating topics cover ed in courses 30A-B-C, res p e c t i ve l y . Two 1-hour laboratory ses- lesson instrument or voice is required. Students are billed or the placement exam should consult the instructor. See for a course fee. Admission by audition with the instruc- the enrollment conditions section of the quarterly Sched - sions per week. Prer equisite(s): instructor determination at first class meeting of course 30B; concurrent enrollment tor prior to first class meeting. See the enrollment condi- ule of Classes. Enrollment priority to freshmen, sopho- tions section of the quarterly Schedule of Classes. mores, and juniors. Prerequisite(s): course 13 or music in courses 30B re q u i red. En rollment limited to 6. The Staff Enrollment priority given to music majors and minors. core curriculum placement exam. Enrollment limited to May be repeated for credit. The Staff 25. L. Burman-Hall, H. Kim, J. Sackett 30N. Theory, Literature, and Musicianship I Laboratory (2 credits). S 63. Group Instrumental and Vocal Lessons (2 30A. Theory, Literature, and Musicianship I. F credits). F,W,S An integrated and intensive approach to musicianship, Ke y b o a rd (score - reading, figured-bass, pro g re s s i o n s , chorales) and musicianship (sight-singing, atonal melody, Elementary group instruction in instrumental (excluding harmony, species counterpoint, and analysis, including piano) or vocal techniques, including group and individ- live class performance of all materials. Includes sight- rhythm) laboratory sequence illustrating topics cover ed in courses 30A-B-C, res p e c t i ve l y . Two 1-hour laboratory ses- ual performance experience. A minimum of six hours per singing, singing of atonal melody, score reading, keyboard week of individual practice is req u i r ed. Students are billed harmony, dictation. Covers sixteenth through early eigh- sions per week. Prer equisite(s): instructor determination at first class meeting of course 30C. Concurrent enrollment for a course fee. Admission by audition with the instruc- teenth centuries. Specified keyboard skills must be tor prior to first class meeting. See the enrollment condi- demonstrated at the end of each quarter (see undergrad- in courses 30C required. Enrollment limited to 6. The Staff tions section of the quarterly Schedule of Classes. uate Music Student Handbook for a complete listing of Enrollment limited to 6. May be repeated for credit.The skills). Prerequisite(s): admission by core curriculum 42. Student-Directed Seminar. F,W,S Staff placement examination or by passing course 14 with a Seminars taught by upper-division students under faculty final examination score of approximately 80% or higher. su p e r vision. (See course 192.) Students submit petition to 75. Jazz Theory. S Concurrent enrollment in 30L required; concurrent en- sponsoring agency. The Staff Studies in the modes, scales, chord alternations and ex- rollment in course 60 unless prior keyboard training can tensions, chord voicings, chord progressions, and forms be demonstrated. Enrollment limited to 20. A. Leikin, 51. Vocal Repertoire Class (2 credits). F,W,S that underlie jazz improvisation, composition, and ar- J. Schechter, H. Kim, P. Nauert The study and performance of vocal rep e rt o i r e from 1400 ranging in a variety of styles. Prerequisite(s): course 14. to the present, including solo song, oratorio, opera, en- Enrollment limited to 30. (General Education Code(s): semble music. Emphasis is given to the development of ef- A.) K. Hester 316 PROGRAMS AND COURSES

80A. Music Cultures of Asia. * perience helpful but not req u i r ed. Off e r ed in alternate ac- limited to 15. Offered in alternate academic years. (Gen- A survey designed to introduce several music cultures ademic years. (General Education Code(s): T4 - Hu - eral Education Code(s): T4-Humanities and Arts, A.) from Asia. Focus on understanding and appreciating the manities and Arts, A.) F. Lieberman F. Lieberman musical styles, the performance practices, and the cultural functions of music and dance in the Orient. Performance 80H. American Popular Music. F 80Q. A Survey of African Music. S in a related music culture is strongly recommended and Covers vernacular styles including Stephen Foster, vaude- Traces the various stylistic musical areas throughout the may be satisfied by concurrent enrollment in course 5A, ville, Tin Pan Alley, the Hit Parade, blues, gospel, soul, African continent and explores the development of tradi- 5B, 5C, or 8, as available. Offered on a rotational basis rhythm and blues, Anglo-American folk ballads, country tional African music from antiquity into the twentieth with other non-Western music courses in the 80 series. music, bluegrass, hillbilly, and the merger of these roots ce n t u r y. (General Education Code(s): T4 - H umanities and (G eneral Education Code(s): T4 - H umanities and Arts, A, into rock and roll in the mid-1950s, the parallel develop- Arts, A, E.) K. Hester E.) L. Burman-Hall, F. Lieberman ment of doo-wop, girl groups, and the rise of rock with the British invasion in the mid-60s—mainly the Beatles. 80R. Music and the World Wide Web. * 80B. Music Cultures of Africa, South and Musical experience helpful but not req u i r ed. (General Ed- A survey of musical applications of the World Wide Web North America, and Europe. * ucation Code(s): T 4 - Humanities and Arts, A.) and the technologies they employ: tools for musical re- Topics reflecting distinctive features of selected music cul- F. Lieberman search, playback, composition, performance, and pub- tu r es of Eur ope, Africa, and the Americas. Focuses on un- lishing. Historical perspectives and artistic ethics also derstanding and appreciating the musical styles and 80J. American Folk Music. * discussed. Students prepare a creative project using soft- cultural functions in the performing arts of these areas. In- Surveys American folk music, both instrumental and ware tools, techniques, sound sources available on the corporates live class performance of musics discussed. Of- vocal, by region and period. Approach is primarily web , and learn how to publish the results on the web . En- fered on a rotational basis with other non-Western music through listening. Previous musical experience helpful, rollment limited to 44. Offered in alternate academic courses in the 80 series. (General Education Code(s): T4- but not required. Offered in alternate academic years. years. (General Education Code(s): T6-Natural Sciences Humanities and Arts, A, E.) J. Schechter (General Education Code(s): T4-Humanities and Arts, or Humanities and Arts, A.) G. Bassermann A.) F. Lieberman 80C. History, Literature, and Technology of 80S. Women in Music. F Electronic Music. F 80K. Opera and Drama. * An exploration of the sociological position of women as This survey of electronic music from previous centuries to A survey of opera from its beginnings ca. 1600 to the pres - composers and performers in Western music history with the present studies the works and aesthetics of important ent, with emphasis on the ways in which opera’s formal a focus on specific figures from the Middle Ages to pres- composers, acoustics, musical perception, the effects of structures express dramatic content. Class screenings and ent. (Also offered as Women’s Studies 80S. Students can- technological innovation on cultural evolution, and the critical readings provide the basis for discussion of specific not receive credit for both courses.) Offered in alternate development of synthesizers and computer music. (Gen- operas. Offered in alternate academic years. (General Ed- academic years. (General Education Code(s): T 4 - eral Education Code(s): T6-Natural Sciences or Human- ucation Code(s): T4-Humanities and Arts, A.) The Staff Humanities and Arts, A.) L. Miller ities and Arts, A.) G. Bassermann 80L. Artificial Intelligence and Music. W 80T. Celtic Music. * 80D. Music of Indonesia. * An introduction to basic concepts in music and artificial An introduction to traditional folk music of Ireland, Scot- A detailed study of musical style in cultural context in In- intelligence, and to algorithmic composition (composition land, Brittany, and Wales. Covers the history of Celtic donesia, including court and village traditions and recent by a set of explicit instructions, often using the computer). music beginning in the sixteenth century and finishing developments. The comparative approach includes refer- Other topics include basic introductions to related con- with the contemporary Celtic music, with an emphasis on ence to Balinese, Jav anese, and Sundanese music cultures , cepts in linguistics, mathematics, neural nets, pattern traditional Irish music. Offered in alternate academic and traditions of other regions, such as Madura, Cireb o n , matching, genetic algorithms, fuzzy logic, and interactive years. (General Education Code(s): T4-Humanities and and/or the outer islands. Performance in a related music systems. Previous experience in one or more of these top- Arts, A.) The Staff culture is strongly recommended and may be satisfied by ics is helpful but not required. Students produce a project based on one of the models presented in class. Offered in 80V. The Music of the Beatles. S concurrent enrollment in course 5A, 5B, 5C, or 8, as The most significant group in the history of popular available. Offered on a rotational basis with other non- alternate academic years. (General Education Code(s): T6 - N atural Sciences or Humanities and Arts, A.) D. Cope music, the Beatles spanned the gamut of styles from hard- Western music courses in the 80 series. (General Educa- edged R & B to sophisticated art-rock. This course ex- tion Code(s): T 4 - Humanities and Arts, A, E.) 80M. Film Music. * plores their work in detail, in its own terms, and in the L. Burman-Hall A survey of film music by the major film composers. In- historical/cultural/technological contexts. Course 80H is 80E. History of Jazz. F cludes study of film scores by, among others, Alfred New- recommended but not required as preparation. (General Designed to provide students with thorough and com- man, Max Steiner, Bernard Herrmann, Toru Takemitsu, Education Code(s): T 4 - Humanities and Arts, A.) prehensive background in history and roots of jazz as a and Ennio Morricone, as well as a discussion of current F. Lieberman musical style from its African roots to the present. Essen- tr ends and film composers. Discussion of the contribution of composers such as Aaron Copland, Serge Prok o f i e v , and 80W. Music Business. * tial jazz styles and traditions are discussed through lec- Explores the many facets of the music industry: history, tu r es, req u i r ed listening, readings, lecture demonstrations, Leonard Bernstein. Techniques and styles of film music are explored through lectures, required listenings, read- te c h n o l o g y , economics, sociology, and legislation. Provi d e s and film presentations. (General Education Code(s): T4- both a broad understanding of the industry and a prag- Humanities and Arts, A, E.) K. Hester ings, and viewing of rel e v ant films. A musical backgrou n d , including the ability to read music, is helpful but not nec- matic survey of available career paths. Off e r ed in alternate 80F. Music in Latin American Culture: essary. Offered in alternate academic years. (General Ed- academic years. (General Education Code(s): T4-Hu- Regional Traditions. * ucation Code(s): T4-Humanities and Arts, A.) D. Cope manities and Arts, A.) F. Lieberman In-depth study of select music cultures of Mexico, Central 80N. Music of the Grateful Dead. * 80X. Music of India. W America, and Caribbean, Brazil, Chile, Argentina, Colom- A survey course in Hindustani (North Indian) and Kar- bia, and Peru. Characteristic regional genres, ensembles, In-depth exploration of the music of the Grateful Dead. Contextual study of the sociology and history of the late natak (South Indian) music covering the Raga (modal sys- instruments, and music rituals. Case studies by ethno- tem) and Tala (metric system) as they have developed in musicologists with expertise in specific regional musics. 1960s psychedelic movement supplies background for study of the music as the band evolved through time. Of- the two traditions. Consideration is given to the histori- Also Latin American Nueva Canción, women’s musics, cal development of the music, from Vedic chanting to the and overarching themes in Latin American music, as a fered in alternate academic years. (General Education Code(s): T4-Humanities and Arts, A.) F. Lieberman modern Raga system; social functions of the music whole. Off e r ed on a rotational basis with other non-Wes t - throughout history; and instrumental and vocal forms ern courses in the 80 series. (General Education Code(s): 80P. Wagner’s Operas. * with an emphasis on listening. (General Ed u c a t i o n T4-Humanities and Arts, A, E.) J. Schechter Int r oduction to operas of Richard Wagner including their Code(s): T4-Humanities and Arts, A, E.) The Staff 80G. American Musical Theater. W artistic, mythic, and political dimensions. Primary course work includes careful study of the late operas from the 80Y. Music of Bob Dylan. * Surveys American musicals from operetta through rock In-depth exploration of Bob Dylan’s music and lyrics fo- musicals with a historical approach focusing on selected Ring Cycl e th r ough Parsifal. Previous experience in music and/or German is helpful but not required. Enrollment cusing both on their artistic value and their significant in- examples from the literature. Music reading or musical ex- fluences on the development of popular music. Musical MUSIC 317

contemporaries, historical and cultural context, and biog- 101C. History of Western Art Music. F 160. University Opera Theater. S raphical information enrich the story. Course 80H is rec- Third quarter of a four-quarter, detailed chronological A production workshop, culminating in one or more ommended but not re q u i red. (General Ed u c a t i o n study of Western art music from antiquity to the present. staged performances of an entire opera or selected scenes Code(s): T4-Humanities and Arts, A.) F. Lieberman Co o r dinated lectures, readings, listening assignments, and from the operatic repertory. Admission by audition with analysis of representative works: Classical and Romantic. instructor prior to first class meeting; auditions usually 81. Electronic Sound Synthesis. W Prerequisite(s): course 30C. A. Beal, A. Leikin take place in fall quarter. See the enrollment conditions Introduction to electronic music studio techniques, rele- section of the quarterly Schedule of Classes. May be re- vant electroacoustical studies, and proc e d u r es of electron i c 101D. History of Western Art Music. W peated for credit. (General Education Code(s): A.) music composition. Practical experience in the UCSC Fourth quarter of a four-quarter, detailed chronological P. Maginnis, B. Staufenbiel electronic music studio with an analog synthesizer; mix- study of Western art music from antiquity to the present. ing, equalization, multitrack recording equipment, and Co o r dinated lectures, readings, listening assignments, and 161. Individual Lessons: One Hour (3 credits). other sound processing. Prer equisite(s): see the enrol l m e n t analysis of representative works: twentieth century. Pre- F,W,S conditions section in the quarterly Schedule of Classes; requisite(s): course 30C. A. Beal, D. Jones, P.Nauert One hour of individual instrumental or vocal instruc t i o n . completion of course 80C. Application available at de- Repertory, technique, and performance practice. A mini- pa r tment office during last two weeks of previous quarte r . 120. Seminar in Music Composition. W mum of nine hours per week of individual practice is re- Preference given to music majors, film and digital media Instruction in individual composition offered in the con- quired. Concurrent enrollment in an ensemble in the majors, and students with substantial musical experience. text of a group; composition in traditional large and small lesson instrument or voice is required. Students are billed Enrollment limited to 25. P. Elsea forms. Prerequisite(s): course 30C. Enrollment limited to for a course fee. Admission by audition with the instruc- 16. D. Cope, D. Jones, H. Kim, P. Nauert tor prior to first class meeting. See the enrollment condi- 94. Group Tutorial. F,W,S tions section of the quarterly Schedule of Classes. Provides a means for a small group of students to study a 124. Intermediate Electronic Sound Synthesis. S Enrollment priority given to music majors and minors. pa r ticular topic in consultation with a faculty sponsor. Ad- May be repeated for credit. The Staff mission requires approval of department. The Staff Composition with the use of small computers in the electronic music studio.Techniques covered include hybrid 162. Advanced Individual Lessons: One Hour. 99. Tutorial. F,W,S synthesis, digital synthesis, and MIDI-controlled systems. F,W,S A program of directed study arranged with a department No programming is involved, but basic computer literacy One hour of individual instruction for advanced students. faculty member. Students submit petition to sponsoring is helpful. Prerequisite(s): course 81. Enrollment limited Study of repertory, technique, and performance practice. agency. The Staff to 25. P. Elsea A minimum of 18 hours per week of individual practice 99F. Tutorial (2 credits). F,W,S 125. Advanced Electronic Sound Synthesis. F and at least one 30-minute recital are required. May be A program of directed study arranged with a department Continuing study in the electronic music studio, with taken three times for credit. Concurrent enrollment in an faculty member. Class time is proportionally less than a concentration on compositional development. Includes ensemble in the lesson instrument or voice is required. fi ve - c r edit course. Students submit petition to sponsoring advanced applications of skills developed in courses 81 Students are billed for a course fee. Admission by juried agency. The Staff and 124, expansion of background knowledge and rele- audition. See the enrollment conditions section of the vant electroacoustical studies. Prerequisite(s): course 124. quarterly Schedule of Classes. The Staff Upper-Division Courses Enrollment limited to 25. P. Elsea 163. Early Music Consort (2 credits). W 130. Orchestration. F A study of selected works for varied early music instru- 100A. Theory, Literature, and A study of the nature of each instrument of the orchestra. mental and vocal res o u r ces, culminating in one or more Musicianship II. F Scoring for various small instrumental combinations, cul- public concerts. Individual lessons are recommended in Tonal counterpoint. Chromatic harmony and its ramifi- minating in a transcription for full orchestra. Prerequi- conjunction with consort work. Recommended for stu- cations. Prerequisite(s): courses 30C and 30N and Piano site(s): course 30C. Enrollment limited to 15. H. Kim dents who have instrumental or vocal competence and Proficiency Exam; instructor determination at first class music literacy. Admission by audition with instructor prior meeting. Enrollment limited to 20. B. Carson, D. Cope, 140. Film Music Composition. * to first class meeting. See the enrollment conditions section D. Jones, H. Kim, P. Nauert Co vers basic principles of film composition, terminology, of the quarterly Schedule of Classes. May be repeated for general technology, and strategies for film scoring. Con- cre d i t . L. Bu rm a n - Hall, L. Mil l e r , N. Trea d we l l 100B. Theory, Literature, and sists of discussions of particular film types, and students Musicianship II. W will compose music appropriate to the genre and mood of 164. Jazz Ensembles (2 credits). F,W,S Ch r omatic harmony and its ramifications. Int r oduction to the film clips. Enrollment limited to 20. D. Cope Instruction in combo performance and techniques of the twe n t i e t h - c e n t u r y methods of composition, including se- jazz idiom. The class forms several ensembles that prep a r e rial techniques. Prerequisite(s): course 100A; instructor 159A. Opera Workshop (2 credits). F,W a specific rep e rt o r y for public performance. Admission by determination at first class meeting. Enr ollment limited to A workshop for singers, accompanists, and directors, the audition with instructor prior to first class meeting. See 20. B. Carson, D. Cope, D. Jones, H. Kim, P. Nauert course develops a wide variety of skills related to opera the enrollment conditions section of the quarterly Sched - th r ough scenewo r k. Attention will be given to movem e n t , ule of Classes. May be repeated for credit. The Staff 100C. Theory, Literature, and acting, coaching, and operatic stage-directing technique. Musicianship II. S Instruction culminates in studio productions of scenes 165. Chamber Music Workshop Twentieth-century methods of composition. Prerequi- from operas and musicals. Admission by permission of (2 credits). F,W,S site(s): course 100B; instructor determination at first class vocal instructor, or by audition with instructor prior to A study of selected works for various small combinations meeting. Enrollment limited to 20. B. Carson, D. Cope, first class meeting. Enrollment limited to 30. May be re- of instruments, culminating in one or more public con- D. Jones, H. Kim, P. Nauert peated for credit. (General Education Code(s): A.) certs. Admission by audition with instructor prior to first P. Maginnis, B. Staufenbiel class meeting. See the enrollment conditions section of the 101A. History of Western Art Music. W quarterly Schedule of Classes. May be repeated for credit. First quarter of a four-quarter, detailed chronological 159B. Opera Workshop (3 credits). F,W The Staff study of Western art music from antiquity to the present. A workshop for singers, accompanists, and directors, the Co o r dinated lectures, readings, listening assignments, and course develops a wide variety of skills related to opera 166. Chamber Singers (2 credits). F,W,S analysis of representative works: Antiquity, Middle Ages, th r ough scenewo r k. Attention will be given to movem e n t , The study of selected works for small vocal ensemble from Renaissance. Pre requisite(s): course 30A. L . Mi l l e r, acting, coaching, and operatic stage-directing technique. the fifteenth through twentieth centuries, with perform- N. Treadwell Instruction culminates in studio productions of scenes ances on and off campus throughout the academic year. Students must have demonstrated vocal and music read- 101B. History of Western Art Music. S from operas and musicals. Admission by permission of vocal instructor, or by audition with instructor prior to ing skills. Admission by audition with instructor prior to Second quarter of a four-quarter, detailed chronological first class meeting. See the enrollment conditions section study of Western art music from antiquity to the present. first class meeting. Enrollment limited to 30. May be repeated for credit. (General Education Code(s): A.) of the quarterly Schedule of Classes. May be repeated for Co o r dinated lectures, readings, listening assignments, and credit. (General Education Code(s): A.) N. Paiement analysis of representative works: Baroque. Prerequisite(s): P. Maginnis, B. Staufenbiel course 30B. L. Miller, N. Treadwell

*Not offered in 2004–05 318 PROGRAMS AND COURSES

167. Workshop in Electronic Music (2 credits). and aspects of field research. Prerequisite(s): course 30B; 199F. Tutorial (2 credits). F,W,S F,W,S concurrent enrollment in a non-Western performing en- A program of directed study arranged with a department Continuing studio work in electronic music. Students semble is strongly recommended. Enr ollment restricted to faculty member. Class time is proportionally less than a carry out individual projects, meeting in weekly seminar music majors and graduate students. Anthropology majors fi ve - c r edit course. Students submit petition to sponsoring to share problems and discoveries. Rel e v ant advanced top- may enroll with permission of instruc t o r . Enr ollment lim- agency. The Staff ics are covered, including new developments in the art. ited to 30. (General Education Code(s): A, E.) Prerequisite(s): course 124. Enrollment limited to 20. J. Schechter Graduate Courses May be repeated for credit. P. Elsea 180V. Seminar in the Music of the Beatles. S 168. Contemporary Music Ensemble (2 Detailed study of the Bea t l e s ’ music. While course 80V in- 200. Introduction to Research Methods. F credits). W troduces the Beatles to general students, this course is de- A practical introduction to graduate study in music. Be- A study of selected works for various small combinations signed for music majors, music minors, students able to ginning with the kinds of questions asked, exploring the of instruments and voice, culminating in one or more read music, or non-majors with strong knowledge of the various strategies for finding answers, and finally present- public concerts. Admission by audition with instructor Beatles’ repertory. Interview only; instructor determina- ing results in varied public forms (lecture, performance, prior to first class meeting. See the enrollment conditions tion at or before first class meeting. Prer equisite(s): course research paper). A. Beal, L. Burman-Hall, B. Carson, section of the quarterly Schedule of Classes. May be re- 80H or equivalent experience; basic knowledge of Beatles A. Leikin, L. Miller peated for credit. A. Beal, D. Cope, D. Jones, H. Kim repertory. Enrollment limited to 30. F. Lieberman 201. Pretonal and Tonal Analysis. W 170. Gender Wayang Ensemble (2 credits). * 180W. Seminar in Music Business. * A study and analysis of pre-tonal and tonal music from the Techniques and rep e rt o r y of Gender Way a n g , a traditional An exploration of the many facets of the music industry: Greeks through the mid-nineteenth century. The course Balinese ensemble of metal-keyed percussion instrum e n t s . hi s t o r y, technology, economics, sociology, and legislation. combines a history of theory with analyses that utilize con- Works may include music for shadow plays and ritual Intended to provide both a broad understanding of the in- temporaneous theoretical concepts. Enr ollment res t r i c t e d pieces. Intermediate to advanced level skills in mallet per- dustry and a pragmatic survey of available career paths. to graduate students. Offered in alternate academic years. cussion (individual lessons, gamelan, or percussion en- While designed for general students, this seminar is specif- L. Burm a n - H all, D. Cope, A. Leikin, L. Mil l e r , P. Nau e r t semble experience). Admission by audition with instruc t o r ically directed to those students desiring to pursue a music 202. Tonal and Posttonal Analysis. * business caree r , whether in performance, management, the at first class meeting. See the enrollment conditions sec- Encompasses various forms of linear analysis, set theory, record business, writing about music (journalism, criti- tion of the quarterly Schedule of Classes. Enrollment lim- and selected topics in current analytical practice. Offered cism), or entertainment law. Admission by permission of ited to 4. May be repeated for credit. (General Education in alternate academic yea r s . B. Carson, D. Cope, D. Jon e s , in s t r uctor at or before first class meeting. Enr ollment lim- Code(s): A.) L. Burman-Hall H. Kim, P. Nauert ited to 25. F. Lieberman 174A. Beginning Jazz Improvisation. F 203. Special Topics in Performance Practice. 192. Directed Student Teaching. F,W,S Int r oduction to the basics of jazz improvisation, including Investigation of primary and secondary sources of infor- Teaching of a lower-division seminar under faculty su- theory, harmony, rhythm, improvisation techniques, aes- mation about the culturally and historically accurate per- pervision. (See course 42.) Upper-division standing and a thetics and idiomatic devices. Exposure to jazz repertoire formance of music in various times and places. proposal supported by a music faculty member willing to th r ough in-class performances of swing, blues, modal and Undergraduates who have completed the appropriate supervise required. The Staff Latin styles. Admission by audition with instructor at first course 101 courses may enroll in 203 courses by intervi e w class meeting. Enr ollment limited to 20. May be rep e a t e d with the instructor. The Staff for credit. K. Hester 195A. Senior Thesis. F,W,S Preparation of senior thesis over one or two quarters. If 203A. Performance Practice in the Middle 174B. Intermediate Jazz Improvisation. W taken as a multiple-term course, the grade and evaluation Ages. * Continued development of basic skills in jazz improvisa- submitted for the final quarter applies to the previous A study of performance practices in medieval music tion through in-class performances, including theory, har- quarter. Students submit petition to sponsoring agency. from Gregorian chant to the 14th century. History of mony, rhythm, improvisation techniques, aesthetics, and The Staff in s t r uments and notation. Rhythmic interpretations of idiomatic devices. Introduction of intermediate materials 195B. Senior Thesis. F,W,S chant and a study of improvised practices in organum. and approaches; extended harmony; bebop, ballad, and Editing and performance of representative works. Of- jazz-rock/fusion styles. Admission by audition with in- Preparation of senior thesis over one or two quarters. If taken as a multiple-term course, the grade and evaluation fe r ed on a rotational basis with other courses in the 203 structor at first class meeting. Enrollment limited to 20. series. E. Houghton, L. Miller May be repeated for credit. K. Hester submitted for the final quarter applies to the previous quarter. Students submit petition to sponsoring agency. 203B. Performance Practice in the 180A. Studies in World Musics: Asia and the The Staff Renaissance. * Pacific. * A study of performance practices in Renaissance music, In-depth ethnomusicological studies of selected music cul- 196A. Senior Recital Preparation (without including concepts of mode, musica ficta, ornamenta- tures of East Asia, Southeast Asia, and the Pacific. Em- individual lessons). F,W,S tion, text underlay, tempo, and articulation. Basic prin- phasizes comparison of historical, theoretical, contextual, Prerequisite(s): juried audition or approved composition ciples of white notation and a brief history of and cultural features. Includes basic ethnomusicological portfolio. May be repeated for credit. The Staff instruments. Transcription, editing, and performance points of reference, as regards organology, music ritual, 196B. Senior Recital Preparation (with of a Renaissance work. Offered on a rotational basis notation and transcription, and aspects of field research. individual lessons). F,W,S with other courses in the 203 series. E. Houghton, Prerequisite(s): course 30B. Concurrent enrollment in a Students are billed for a course fee. Prerequisite(s): juried L. Miller non-Western performing ensemble is strongly recom- audition. May be repeated for credit. The Staff 203C. Performance Practice in the mended. Enr ollment restricted to music majors and grad- Baroque. W 197. Senior Exit Seminar (2 credits). S uate students. Anthropology majors may enroll with An examination of historically informed performance Designed for music majors in their final quarter. Focuses permission of instruc t o r . Enr ollment limited to 30. (Gen - practice techniques in Baroque music, with attention on music in social context while seeking to integrate eral Education Code(s): A, E.) L. Bu rm a n - Ha l l , to aspects of ornamentation, articulation, figured bass knowledge from previous music courses in preparation of F. Lieberman realization, dance choreography, rhythm and tempo, a series of analytical projects. Admission by instructor de- and organology. In-class performances and editing of 180B. Studies in World Musics: Africa and the termination at first class meeting. L. Burman-Hall, source materials are included. Offered on a rotational Americas. S D. Cope, D. Jones, H. Kim, A. Leikin, L. Miller In-depth ethnomusicological studies of selected music cul- basis with other courses in the 203 series. L. Burman- tures of sub-Saharan Africa and South and North Amer- 199. Tutorial. F,W,S Hall, L. Miller ica, including Nat i v e America. Emp h a s i z es comparison of A program of directed study arranged with a department 203D. Performance Practice in the Classic historical, theoretical, contextual, and cultural features. In- faculty member. Students submit petition to sponsoring Period. * cludes basic ethnomusicological points of ref e r ence, as re- agency. The Staff Issues in performance practice focusing on selected ga r ds organology, music ritual, notation and transcription, topics and styles from the time of C.P.E. Bach throu g h OAKES COLLEGE 319

Haydn. Development of selected genres and ensem- 220. Graduate Seminar in Music 299. Thesis Research. F,W,S bles, sources and editing, and interpretation and im- Composition. S A thesis consisting of a substantive and original crea t i v e or provisation. L. Burman-Hall Instruction in individual composition offered in the con- scholarly work, related to the graduate recital, under the 203E. Performance Practice in the Romantic text of a group; composition in large forms of the twenti- su p e r vision of a faculty member. Students submit petition Period. S eth century with emphasis on techniques since 1950. May to sponsoring agency. May be repeated for credit. The Interpretation of music from Beethoven to Scriabin be taken by upper-division undergraduates for credit. May Staff be repeated for credit with a different instruc t o r . Int e rv i e w through examinations of both the musical texts (form, ◆◆ ◆ genre, harmony, texture, orchestration, etc.) and the with instructor at first class meeting. Enrollment limited period performance practices. Topics range from in- to 16. May be repeated for credit. D. Cope, D. Jones, terpretative analyses of selected compositions to criti- H. Kim, P. Nauert Additional Courses of Int e re s t cal assessments of modern as well as documented 225. Computer Assisted Composition. * Check the quarterly Schedule of Classes for 2004–05 nineteenth- and early twe n t i e t h - c e n t u ry perf o r m- An introduction to techniques of algorithmic and com- course offerings. ances. Offered on a rotational basis with other courses puter assisted composition in a variety of contemporary Physics 80A, Physics and Psy chophysics of Mus i c in the 203 series. A. Leikin idioms. Topics include stochastic methods, advanced con- Economics 80G, Money and Art: Two All - C o n s u m i n g 203F. Performance Practice in the Twentieth structions such as probability and Markov chains, fuzzy Pas s i o n s Century. * logic or generative grammars, and the realization of ab- Economics 137, Perf o r ming Arts in the Public and Projects in analysis, notational studies, extended in- stract compositional design. Pioneering algorithmic work Pri v ate Eco n o m y strumental techniques, and the aesthetics and per- by composers such as Hiller and Xenakis will be studied. formance practices associated with composers from Students will be introduced to a widely used composi- Debussy to the present. Reading and listening focuses tional language such as Lisp or Max and use it to imple- Natural History on the writings and performances of the composers ment a series of studies and compositions. Admission by i n t e rv i ew with instructor; composition portfolio re- th e m s e l v es and upon interpret i v e writings by informed See Env i r onmental Studies, page 226. performers of twentieth-century music. Offered on a quired. Enrollment restricted to graduate students. En- rotational basis with other courses in the 203 series. rollment limited to 10. D. Cope May be repeated for credit. A. Beal, B. Carson, 261. Graduate Applied Instruction (3 credits). Natural Sciences D. Cope, D. Jones F,W,S 203G. Concepts, Issues, and the Practice of One hour of individual instrumental or vocal instruction See Physical and Biological Sciences, page 329. Ethnomusicology. * for graduate students. Repertory, technique, and per- Ethnomusicological field methodology; vocal and in- formance practice. A minimum of nine hours per week of st r umental performance practices as related to the eth- individual practice is req u i r ed. Students are billed a course Neuroscience and Behavior nomusicological endeavo r. Specific topics: fee. Admission by audition with the instructor prior to philosophical paradigms, historical overview, and def- first class meeting; see the enrollment conditions section See Biological Sciences, page 136. initional issues of ethnomusicology; field res e a r ch con- of the quarterly Schedule of Classes. May be repeated for cepts and proc e d u r es; studies in instrumental and voc a l credit. The Staff pe r formance practices of diverse cultures; selected writings of Charles Seeger; transcription and analysis issues; 265. Graduate Ensemble Participation (2 studies in micromusics. Offered on a rotational basis credits). F,W,S Oakes College with other courses in the 203 series. J. Schechter Participation by graduate students in ensembles. Enroll- ment limit appropriate to the size of each ensemble. Ad- 203H. Area Studies in Performance mission by audition with the instructor prior to first class College Off i c e Practice. W meeting; see the enrollment conditions section of the (831) 459-2418 Intensive examination of the vocal and instrumental quarterly Schedule of Classes. May be repeated for credit. ht t p : / / o a k e s . u c s c . e d u performance practices of living musical traditions of The Staff For college description and list of faculty, see page 86. Indonesia, Latin America, or other regions. Topics may incorporate soloistic and ensemble traditions, secular 281. Electronic Sound Synthesis. W and sacred traditions. Res e a r ch rubrics include tuning, Introduction to electronic music studio techniques, rele- Lower-Division Courses tone quality, performance posture and rhetoric, and vant electroacoustical studies, and proc e d u r es of electron i c improvisational and fixed patterns, as dictated by re- music composition. Practical experience in the UCSC 10. Academic Success (2 credits). F gional norms. May be repeated for credit in a different electronic music studio with an analog synthesizer; mix- Provides opportunity to assess and revise methods of and ar ea. Off e r ed on a rotational basis with other courses in ing, equalization, multitrack recording equipment, and purposes in studying. Critical, effective approaches to the 203 series. May be repeated for cred i t . L. Burm a n - other sound processing. Prerequisite(s): permission of in- reading, writing, participating in lectures and sections, Hall,, H. Kim, J. Schechter structor; course 80C. Enrollment restricted to graduate taking exams, balancing competing responsibilities, and students. Enrollment limited to 5. P. Elsea utilizing campus resources explored. Enrollment by per- 204. Graduate Seminar on Music Education. * mission of college adviser. R. Bartee Designed to provide a coherent and integrated approach 295. Directed Reading. F,W,S to classroom music teaching. Students have part-time re- Directed reading which does not involve a term paper. 42. Student-Directed Seminar. sponsibility for public elementary school classes under the May be repeated once for credit. Students submit petition Seminars taught by upper-division Oakes students under supervision of the instructor.Weekly seminars cover the to sponsoring agency. The Staff faculty supervision. (See course 192.) The Staff practical application of music knowledge to young people in a systematic and comprehensive manner. Interview 297. Independent Study. F,W,S 75. Oakes Student Development and with instructor at first class meeting. Enr ollment res t r i c t e d Independent study, crea t i v e work, or res e a r ch for graduate Leadership Theory (2 credits). S to graduate students. Enrollment limited to 6. The Staff students who have not yet begun work on their thesis. Stu - Overview of theories, methods, applications, skills, and dents submit petition to sponsoring agency. The Staff special topics focusing on college student development 206D. Perception and Cognition. F and leadership. Uses a variety of learning modes including Applications of experimental mind science research to 298. Graduate Recital. F,W,S lecture, discussion, case studies, small group interaction, questions about perception, attention, and awareness in A public performance in the student’s primary area of in- and presentations. Interview only: see Oakes coordinator the experience of music. Topics include multidimensional terest, related to the thesis project, under the supervision for residential education during spring enrollment period. aural perception, studies of memory and linguistics, ap- of a faculty member. Students submit petition to spon- Enr ollment restricted to Oakes College members. Enro l l - plied to questions of music theory and analysis. Enroll- soring agency. The Staff ment limited to 30. May be repeated for credit. The Staff ment restricted to graduate students. Enrollment limited to 16. May be repeated for credit. B. Carson

*Not offered in 2004–05 320 PROGRAMS AND COURSES

80. Values and Change in a Diverse Society 199. Tutorial. F,W,S Le c t u re r (Oakes Core Course). F Individual study for junior and senior members of Oakes EDWAR D F. DELO N G Examines historical and contemporary aspects of multi- College directed by a fellow of Oakes. Students submit pe- Marine microbial ecology, diver s i t y , and phylogeny culturalism in the U.S. Students explore how social in- tition to sponsoring agency. The Staff equality based on race, class, and gender occurs among all JOE L GOL D M A N levels of society. Students encouraged to continue to ad- 199F. Independent Study (2 credits). F,W,S Phytoplankton ecology, microbial food chain dynamics dress these issues after completion of course. Enrollment Independent study on various topics to be arranged be- tw een student and instruc t o r . Students submit petition to MARC I A GOWI N G restricted to first-year college members. Enrollment lim- Marine plankton, ecology, polar biology ited to 20. (General Education Code(s): T5-Humanities sponsoring agency. May be repeated for credit. The Staff and Arts or Social Sciences, E.) The Staff THO M A S GUI L D E R S O N Pal e o c e a n o g ra p h y , tracer chemistry, carbon cycle, climate 93. Field Study. F,W,S ch a n g e Sup e r vised off-campus study conducted under the imme- Ocean Sciences BAL D O MAR I N OV I C diate and direct guidance of a faculty supervisor.To be Plankton biology, Euphausiid (krill) population biology, used primarily by lower-division students doing part- t i m e zooplankton ecology, pelagic food web dynamics, climate off-campus study. Prer equisite(s): approval of student’s ad- A312 Earth and Marine Sciences Bui l d i n g change potential impacts on zooplankton and fisheries viser, certification of adequate preparation, approval of (831) 459-4730 provost. May be repeated for credit. The Staff CAR R I E POM E R OY ht t p : / / o c e a n s c i . u c s c . e d u / Marine policy and fisheries management 94F. Group Tutorial (2 credits). F,W,S ◆ ◆ ◆ A program of independent study arranged between a Faculty and Professional Int e re s t s group of students and a faculty instructor. Students submit petition to sponsoring agency. The Staff Prof e s s o r Prof e s s o r 95. Directed Reading. F,W,S KEN N E T H W. BRULA N D DAN I E L P. COS T A (B iological Sciences) Directed reading on selected topics in literature. Students Chemical oceanograp h y , biogeochemistry of trace metals and Physiological ecology of marine mammals and birds submit petition to sponsoring agency. The Staff radionuclides, aquatic chemistry, geochemistry PHI L L I P CREW S (C h e m i s t ry ) 99. Tutorial. F,W,S MARG A R E T L. (PEG G Y ) DELA N E Y Marine natural products chemistry, bioorganic chemistry, Individual study for lower-division students directed by a Pal e o c e a n o g ra p h y , marine geochemistry organic struc t u r al analysis by NMR, natural products of fellow of Oakes. Students submit petition to sponsoring marine macro- and microo r g a n i s m s ROB E R T E. GAR R I S O N (Eme r i t u s ) agency. The Staff STAN L E Y M. FLATTÉ (Ph y s i c s ) MAR Y W. SILV E R Wav e propagation in random media, geophysics 99F. Independent Study (2 credits). F,W,S Biological oceanograp h y , marine plankton, midwater ecology Independent study on various topics to be arranged be- A. RUS S E L L FLE G A L (En v i r onmental Toxi c o l o g y ) tw een student and instruc t o r . Students submit petition to JON AT H A N P. ZEH R Ant h r opogenic perturbations of biogeochemical cycl e s Aquatic microbial ecology, biological oceanograp h y sponsoring agency. The Staff LAUR E L R. FOX (B iological Sciences) Associate Prof e s s o r Ter r estrial population and community ecology, plant-animal Upper-Division Courses in t e ra c t i o n s A. CHR I S T I N A RAVE L O Stable isotope geochemistry and chemical oceanograp h y , JAM E S B. GIL L (E a r th Sciences) 192. Directed Student Teaching. F,W,S pa l e o c l i m a t o l o g y Igneous petrol o g y, geochemistry of island arcs Teaching a lower-division seminar under faculty supervi- LYN D A J. GOF F (B iological Sciences) sion. (See course 42.) Prerequisite(s): upper-division Assistant Prof e s s o r Algal symbiosis, host-parasite relationships, molecular standing in Oakes; a proposal supported by a faculty evo l u t i o n member willing to supervise. The Staff CHR I S TO PH E R A. EDWAR D S Physical oceanograp h y , numerical modeling of coastal- and GAR Y B. GRI G G S (E a r th Sciences) 193. Field Study. F,W,S basin-scale dynamics Coastal processes, hazards and engineering Sup e r vised off-campus study conducted under the imme- RAPH A E L M. KUD E L A BUR N E Y J. LEBOE U F (Emeritus, Biological Sciences) diate and direct guidance of a faculty supervisor.To be Ecological modeling and remote sensing, satellite used primarily by upper-division students doing part- t i m e oc e a n o g ra p h y , phytoplankton ecology and harmful algal MAR C S. MAN G E L (Engineering [App l i e d off-campus study. Prer equisite(s): approval of student’s ad- bl o o m s Mathematics and Sta t i s t i c s ] ) viser, certification of adequate preparation, approval of Mathematical modeling of biological phenomena, especially provost. If taking two or more such courses in any one MATTH E W D. MCCART H Y the evol u t i o n a r y ecology of growth, aging, and longevity; quarter, must obtain approval of academic adviser. The Organic geochemistry, marine organic geochemistry, global qu a n t i t a t i v e issues in fishery management; mathematical and Staff biogeochemical cycl e s computational aspects of disease 195. Senior Thesis. F,W,S Associate Adjunct Prof e s s o r J. CAS E Y MOO R E (E a r th Sciences) Geofluids, struc t u r al geology, tectonic hydro g e o l o g y, marine Senior thesis related to college-sponsored individual ma- JEF F R E Y D. PAD UA N ge o l o g y jors. Students submit petition to sponsoring agency. Spo n - Coastal ocean dynamics: surface currents, wave heights, wind A. TOD D NEWB E R R Y (E meritus, Bio l o g i c a l soring faculty must be member of individual major and tidal forcing from high-frequency radar data committee. May be repeated for credit. The Staff Sc i e n c e s ) CHR I S TO PH E R A. SCH O L I N 198. Independent Field Study. F,W,S Species-specific DNA probes, algal bloom species CHA R L E S L. (LEO ) ORTI Z (B iological Sciences) College-sponsored individual study programs off campus Phy s i o l o g y of marine mammals, physiological integrat i o n , RAN D A L L S. WEL L S ph y s i o l o g y of secret i o n for which faculty supervision is not in person (e.g., su- Beh a v i o r al ecology and conservation biology of small cetaceans pervision is by correspondence). Up to three such courses JOH N S. PEA R S E (Emeritus, Biological Sciences) may be taken for credit in any one quarte r . Prere q u i s i t e ( s ) : Assistant Adjunct Prof e s s o r DON A L D C. POTTS (B iological Sciences) approval of the student’s adviser, certification of adequate Co r al reef ecology, genetics, evolution, and geological history; pr eparation, and approval by provost. May be repeated for JOH N CAR LO S GAR Z A marine biodiversity; tropical biology, global change, and credit. The Staff Population and ecological genetics of marine organisms remote sensing PET E R RAI M O N D I (Biological Sciences) Marine ecology, evol u t i o n a r y ecology, experimental design, applied ecology OCEAN SCIENCES 321

ELI A. SILV E R (E a r th Sciences) plankton ecology, paleoceanography, aquatic microb i a l examination are req u i r ed, generally in the second or third Marine geology and geophysics, active tectonics, remote sensing ec o l o g y , ecological modeling, and remote sensing (satel- year of graduate study. A dissertation based on original lite oceanography); coastal circulation processes and the res e a r ch is req u i r ed, and the final examination is a public LIS A SLOAN (Ea r th Sciences) Pal e o c l i m a t o l o g y, climate change, Ear th system science, de v elopment of software applications for real-time data oral defense of the dissertation. Students are encouraged su r ficial processes acquisition and data visualization; and midwater ecology, to prep a r e their dissertation, or certain chapters of it, in a cl i m a t o l g o y, and many more. form suitable for publication. LIN C O L N TAI Z (B iological Sciences) Ocean sciences affiliated faculty in other departm e n t s Plant development, light regulation of stomatal opening rep r esent a deep res o u r ce of res e a r ch interests and Sample Pat h w a y s TER R I E M. WIL L I A M S (B iological Sciences) methodologies including those pertaining to coral ree f The pathways within the ocean sciences Ph.D. prog r a m Vert e b r ate locomotor and thermo re g u l a t o r y physiology; and kelp forest ecology, plate tectonics and continental ar e differentiated from related degrees in the traditional marine biodiversity; comparat i v e vert e b r ate energetics, exerc i s e margins, marine mammal behavior and physiology, and disciplines by their focus on global-scale problems and ph y s i o l o g y natural products from marine organisms. Stu d e n t interactions, a focus on the ocean, and their inheren t l y res e a r ch projects have included participation in major sci- in t e rd i s c i p l i n a r y approach. Int e rd i s c i p l i n a r y proj e c t s JAM E S C. ZACH O S (Ea r th Sciences) Pal e o c e a n o g ra p h y , marine strat i g ra p h y , geochemistry entific expeditions to various marine environments rang- ac r oss and between pathways are encouraged, as are inter- ing from polar regions to the trop i c s . actions with faculty in related departm e n t s . Associate Prof e s s o r • Biological Oce a n o g ra p h y GIAC O M O BER N A R D I (B iological Sciences) Und e r g r aduate Prog ra m s This area invol v es the interactions of organisms with Fish biology, phylogenetics, evolution Although offering a range of undergraduate courses, the their chemical and physical environments. It includes Ocean Sciences Dep a r tment presently offers only gradu- res e a r ch on the physiology and ecology of organisms, MAR K CAR R (Biological Sciences) but differs from marine biology in the focus on the Marine ecology, applied marine ecology ate degrees. The undergraduate major in marine biology, sp o n s o r ed by the Biological Sciences Dep a rt m e n t s , oceanographic setting of the organism in rel a t i o n s h i p GRA N T H. POG S O N (Biological Sciences) includes req u i r ed and elective courses in ocean sciences; to, for example, biogeochemical cycling and the Molecular population genetics, ecological genetics, marine and there is an ocean sciences concentration in Earth sci- effects of ocean currents on distributions of organ- in ve rt e b r ates and fishes ences for undergraduates. Students interested in ocean isms. The focus is mainly on small oceanic life-forms DON A L D R. SMI T H (En v i r onmental Toxi c o l o g y ) sciences should major in a discipline such as biology, (plankton and bacteria, molecular ecology) and their Organismal responses and therapeutic treatment of toxi n s marine biology, chemistry, Earth sciences, physics, or roles in biogeochemical cycles of marine systems. mathematics and take ocean sciences-related electives . • Chemical Oce a n o g ra p h y Students with a bachelor’s degree in one of these disci- Assistant Prof e s s o r Chemical interactions of trace metals and radionu- plines or equivalent course work may apply directly for clides in the sea are the focus of this grou p . Res e a rc h DON CROL L (Biological Sciences) admission to the graduate program through the Div i s i o n For aging ecology of marine birds and mammals, island includes development of analytical techniques and of Graduate Stu d i e s . co n s e r vat i o n / e c o l o g y me a s u r ement of trace species in seawater and inves t i - gation of the effects and interactions of trace elements Adjunct Prof e s s o r Graduate Prog ra m s on biological processes using analytical and isotopic ap p ro a c h e s . JAM E S EST E S The graduate programs in ocean sciences are designed to Marine sciences, community ecology pre p a r e students for careers in res e a r ch, teaching, and • Geological Oce a n o g ra p h y other environmentally related endeavors. The fundamen- ROLA N D W. GAR WOO D Pal e o c e a n o g r a p h y , paleoclimatology, and sediment tal req u i r ement for admission to the program is substan- Air-sea interaction, ocean turbulence dynamics ge o c h e m i s t r y are the focus in this pathway. Res e a rc h tial evidence of superior scholarship and aptitude for ar eas include the history of global geochemical cycl e s RON A L D J. SCH U S T E R M A N original res e a r ch. Preparation in any of the basic natural and composition of the ocean on various timescales, Psyc h o b i o l o g y and sociobiology of marine mammals, animal science disciplines, equivalent to req u i r ements for a bach- cognition and communication the fate and diagenesis of materials in sediments and el o r ’s degree, is expected. their contribution to the paleoceanographic rec o rd , understanding ocean and climate history by the use Prog r am Des c r i p t i o n Ocean Sciences Ph.D. Deg r ee Prog ra m of rec o r ds of stable isotopes and trace elements, and The Ocean Sciences Dep a r tment includes faculty and The program leading to a doctorate in ocean sciences is paleoclimate modeling. students invol v ed in oceanography and other marine sci- designed with a core training in oceanography for all stu- • Physical Oce a n o g ra p h y ences and sponsors undergraduate and graduate courses dents, supplemented and focused by advanced training in The physics and dynamics of the ocean and atmos- in these disciplines. Th r ough faculty sponsors, students oceanography and in the traditional disciplines (biology, ph e r e are the main aspects of this program. Res e a rc h ha v e access to a wide variety of res e a r ch facilities and ch e m i s t r y, Earth sciences, and physics) as chosen by the includes observational, computational, theoret i c a l , equipment, including on-campus analytical chemistry, student and her or his advisers. The core training is pro- and experimental physical oceanography, geophysical ge o l o g y , and molecular biology laboratories for marine vided through core courses in ocean sciences; a subset of fluid dynamics, ocean acoustics, dynamical meteorol - res e a r ch; computing and imaging facilities; an onshore which is taken by all students in the first two years and og y , climate, and global change. marine laboratory two miles from campus (Long Mar i n e rei n f o r ced by the student’s seminars throughout the pro- La b o r a t o r y), with aquariums and holding tanks that are gram. In addition to core courses in ocean sciences, Req u i r ements for Ph.D. Students in the supplied with running sea water; and a unique field sta- pr eparation includes upper-division/graduate courses in tion on Año Nue v o Island (19 miles north of San t a ocean sciences and in the specialty discipline, graduate Ocean Sciences Dep a rt m e n t Cruz), especially suited for studies on pinnipeds and seminars, independent res e a r ch credits, participation in To introduce students to the breadth and depth of the marine birds. The department supports collaborative de p a r tmental student seminar series, and a minimum field of ocean sciences, students will be req u i r ed to com- studies utilizing the innovat i v e technologies of the nearby req u i r ement of two quarters as a teaching assistant. Th e r e plete the followi n g . Mon t e r ey Bay Aquarium Res e a r ch Institute, the Nava l is no formal language req u i re m e n t . 1. Four core courses. These courses are expected to be Postgraduate School, Sta n f o r d Uni ve r s i t y ’s Hop k i n s The results of a scheduling meeting in the first quarte r completed in the first year of the program (and Marine Station, CSU Moss Landing Laboratory, and of enrollment are used to map out the course program in prior to taking the departmental exam) in the others. Students may also work at other Uni v ersity of the first yea r . The course program is determined by a fac- sequence listed below: California facilities, including the Bodega Mar i n e ulty advisory committee in consultation with the student; Laboratories and Scripps Institute of Oce a n o g r a p h y . and courses are drawn from ocean sciences and other sci- fall 200, Physical Oce a n o g ra p h y In addition to res e a r ch and instructional activities ence departments (e.g., biology, chemistry, Earth sci- 280, Marine Geo l o g y along the California coast, interests of the core faculty ences, physics). No later than fall quarter of their second winter 220, Chemical Oce a n o g ra p h y and their students include biological, chemical, and phys- yea r , students must take a departmental oral exam that spring 230, Biological Oce a n o g ra p h y ical oceanography; plus sediment, marine, organic, and tests knowledge of ocean sciences and general expertise in 2. A minimum of three graduate-level or upper- trace metal biogeochemistry; marine plankton, phyto- their parent discipline. An oral and a written qualifying division elective courses to provide depth in the 322 PROGRAMS AND COURSES

chosen area of emphasis or supporting disciplines. ocean sciences faculty and any of the affiliated faculty in 80A. Life in the Sea. F,W,S These courses are chosen in consultation with you r other departments. Cus t o m i z ed programs of study that The ecology of plants and animals in oceans and coastal adviser and department graduate advising combine related disciplines are supported in the master’s ar eas. Consideration of life in various marine habitats, in- committee (a maximum of one can be a graduate- pro g r a m . cluding the open ocean, rocky shores, estuaries, and the le v el seminar (290); at least two must be graduate sea. Includes field trips. High school biology and chem- or upper-division undergraduate lecture courses). Course Req u i r ements for the Ocean Sciences is t r y courses are recommended prior to taking this course. 3. Course 296, Teaching in Ocean Sciences, to be taken Mas t e r ’s Deg re e ( General Education Code(s): T 2 - Natural Sciences.) J. Zehr prior or concurrent to being a teaching assistant To introduce students to the breadth and depth of the 4. Teaching experience satisfied by two quarters of field of ocean sciences, students will be req u i r ed to com- 80B. Our Changing Planet. W teaching assistant experience in Ocean Sciences or plete the followi n g : Interdisciplinary scientific perspective on Earth system, su p p o r ting departm e n t s 1. Complete three of the four core courses (one of focusing on human impacts on global environment. In- 5. Course 293, a 2-credit Graduate Res e a r ch Sem i n a r , which must be course 200, Physical Oce a n o g ra p h y ). troduces concepts of Earth system science and explores req u i r ed to be taken each spring quarter by all Students are expected to complete all three of these topics such as global warming, ozone depletion, pollution, Ph.D. students courses in the first year of the program, and they deforestation, and future climate change. Prerequisite(s): should be taken in the order listed below. All four high school chemistry course recommended. (General 6. Course 292, attendance at the Ocean Sciences Education Code(s): T2-Natural Sciences.) A. Ravelo Sem i n a r series each quarter of enrol l m e n t co r e courses are recommended. If taken, the fourth course counts as an elective. 7. A minimum of three courses in Thesis Res e a rc h 80C. Introduction to Marine Policy. S (course 299) under direction of a sponsor. Each fa l l 200, Physical Oce a n o g ra p h y Introduction to marine policy, its historical, legal, and qu a r ter in residence a student should take 15 280, Marine Geo l o g y socio-political foundations, processes, and role of science cr edits of classes; students beyond their first yea r wi n t e r 220, Chemical Oce a n o g ra p h y th e r ein, using comparative case studies (e.g., fishery man- will usually take 10 or 15 credits of Thesis Res e a rc h sp r i n g 230, Biological Oce a n o g ra p h y agement, offshore oil and gas) and including recent each quarte r . 2. A minimum of three graduate-level or upper- changes in California’s marine policy. (General Edu c a t i o n Code(s): T2-Natural Sciences.) C. Pomeroy 8. Co m p re h e n s i v e departmental exam. This oral division elective courses to provide depth in the exam, covering material from the core courses, is chosen area of emphasis. These courses are chosen usually taken at the beginning of a student’s second in consultation with an adviser and departm e n t Upper-Division Courses year in the program. This exam must be completed graduate advising committee (only one of these successfully within two years of entering the can be a graduate seminar (290); at least two must 101. The Marine Environment. W pro g r a m . be lecture courses). An introduction to the marine environment stressing the interaction of physical, chemical, and geological factors in 9. Pass the Qualifying Exam to Adv ance to 3. A minimum of three courses in Thesis Res e a rc h the ocean. Provides the oceanographic background needed Ca n d i d a c y . This exam req u i r es a written res e a rc h (course 299) under direction of a sponsor. Each for studies in marine biology. Students taking the prereq- pr oposal to be defended orally in front of the qu a r ter a student should take 15 credits of classes. uisite math courses concurrently may enroll in the course st u d e n t ’s dissertation committee and is normally Students beyond their first year will usually take with permission from instructor. Prerequisite(s): Chem- taken at the beginning of the third year of the 10 or 15 credits of Thesis Res e a rc h each quarte r . istry 1C and Mathematics 11B or 19B. Students taking pr ogram. This exam is expected to be completed 4. Course 296, Teaching in Ocean Sciences, to be the prerequisite math courses concurrently may enroll in successfully within three years of entering the taken prior or concurrent to being a teaching the course with permission from instructor. R. Kudela pro g r a m . as s i s t a n t 10 . Ph.D. dissertation. The Ph.D. disserta t i o n , 5. Teaching experience satisfied by one quarter of 102. Oceans and Climate: Past, Present, and demonstrating original thought and res e a r ch, must teaching assistant experience Future. * be written, presented in an open seminar, and 6. Attendance at the Ocean Sciences Sem i n a r se r i e s An introduction to Earth’s environment, particularly its defended to the student’s thesis committee. (course 292) each quarter of enrol l m e n t oceanic and climatic components. Emphasizes interac- Chapters of the dissertation may be written in tions between chemical, physical, biological, and geolog- publication format, but must conform to univer s i t y 7. Complete a master’s thesis, and present it at an ical processes, and fundamentals of past, present, and publication guidelines for submission. open seminar. f u t u re global environmental change. Provides back- Details reg a r ding admission to graduate standing, finan- grounds for specialized courses in oceanic or climatic cial aid, examinations, and the req u i r ements for the mas- change. Prerequisite(s): Chemistry 1C. A. Ravelo Ocean Sciences Mas t e r ’s Deg r ee Prog ra m ter of science and doctor of philosophy degrees are avai l - The Ocean Sciences Dep a r tment offers a master of sci- able from the Division of Graduate Studies (see Gra d u a t e 118. Marine Microbial Ecology. S ence degree in ocean sciences. The degree combines core Studies, page 45; or visit the web site: The study of marine bacteria and their role in the marine courses and electives to provide depth and breadth in ht t p : / / o c e a n s c i . u c s c . e d u / . ecosystem. Emphasis on biochemistry and physiology in ocean sciences, with a focused thesis to provide experi- relation to metabolic activity and elemental cyc l e s , ence in original res e a r ch. Graduates from the prog r a m trophic interactions, and flows of material and energy in ar e excellently prep a r ed to take res e a r ch or management Lower-Division Courses marine food webs. Exams and term paper required. Stu- positions in organizations concerned with the marine dents cannot rec e i v e credit for this course and course 218. en v i r onment, become educators, or enter doctoral pro- 1. The Oceans. F,W,S (Also offered as Biology 171. Students cannot receive grams in ocean sciences or related fields. An interdisciplinary introduction to oceanography focus- credit for both courses.) Prerequisite(s): Biology 20C or In addition to undergraduate courses req u i r ed for ing on biological, chemical, geological, and physical 21C, and Chemistry 1C. J. Zehr en t r y into the master’s program, students matriculated in processes. Covers topics such as origins and structure of planet Earth and its oceans, co-evolution of Earth and life, 120. Aquatic Chemistry: Principles and the program must complete at least three of the ocean Applications. S sciences core courses, 15 credits of independent res e a rc h , plate tectonics, liquid water and the hydrologic and hydr othermal cycles, salinity and elemental cycles, ocean cir- An integrated study of the chemical behavior of natural and three graduate or upper-division courses in their waters with an emphasis on both principles and applica- specific field of interest; participate for two quarters in culation, primary production and nutrient cyc l e s , plankton and nekton, life on the sea floor, near shore and tions. Topics include chemical equilibrium, kinetics, an ocean sciences seminar; and complete a master’s the- acids/bases, oxi d a t i o n / r eduction, complexation, solid dis- sis, which is presented at an open seminar. Wh e r eas the estuarine communities, future environmental problems our oceans face. Students may also enroll in and receive solution and precipitation, and reactions on solid surfa c e s . doctoral program has an oceanographic orientation, the Prerequisite(s): Chemistry 108B or 112C. K. Bruland marine sciences master’s program is even more broa d credit for Earth Sciences 1. (Note: General Education and has traditionally attracted many students in marine credit will not be granted for this course and Biology 124. Aquatic Organic Geochemistry. W 80D.). (General Education Code(s): IN, Q.) M. Del a n e y , biology and ecology. As with the doctoral program, stu- Introduction to organic geochemistry with emphasis on M. McCarthy dents are encouraged to select a course of study and a aquatic environments. Explores how non-living organic res e a r ch program that draws on the expertise of the core matter shapes biogeochemical cycles by carrying and se- OCEAN SCIENCES 323

questering reduced carbon and major nutrients and ex- Graduate Courses iments; geology of oceanic crust; evolution of continental amines influence of chemical structure and environmen- margins and plate boundaries; introduction to paleo- tal factors on transport and fate of organic molecules. 200. Physical Oceanography. F ce a n o g r a p h y . Students cannot rec e i v e credit for this course Provides an introduction to organic biomarkers. Stu d e n t s Introduction to the physics of the ocean-atmosphere sys- and Earth Sciences 102. Enr ollment restricted to graduate cannot receive credit for this course and course 224. Pre- tem. Structure of the ocean and atmosphere. Energy bal- students. M. Delaney requisite(s): basic college chemistry (Chemistry 1B, 1C); ance and radiative transfer. Atmospheric circulation; 290. Proseminar. at least one quarter of college level organic chemistry re- weather and climate. Physical properties of seawater, air- quired (e.g., Chemistry 7). M. McCarthy Special topics in marine sciences to be offered form time sea interaction, mixing, water masses, ocean circulation, to time by professors and staff members. The Staff 130. Biological Oceanography. S waves; CO2 and global change. Designed for beginning graduate students in ocean sciences and upper-division 290A. Topics in Chemical Oceanography. * Biological description of sea, with emphasis on processes A weekly seminar series covering recent developments and patterns. Topics include microbial dynamics, phyto- science majors. Calculus and physics recommended as preparation. C. Edwards in chemical oceanography. Different topics and ap- plankton and zooplankton production, and ecology of proaches will be stressed from year to year. May be re- marine food webs. Emphasis placed on understanding 218. Marine Microbial Ecology. S peated for credit. K. Bruland how physical, chemical, and geological environment Recent developments in the study of marine bacteria and shapes biology and ecology of oceans, including such top- their role in the marine ecosystem. Emphasis on bio- 290B. Topics in Biological Oceanography. * ics as harmful algal blooms, global estimates of produc- ch e m i s t r y and physiology in relation to metabolic activity Explores different problems of special interest in bio- tivity, and effects of humans on environment. (Formerly and elemental cycles, trophic interactions and flows of ma- logical oceanography. Different topics and approaches Ocean Processes and Ecology. )Students may not receive terial and energy in marine food webs. Exams and res e a rc h will be stressed from year to year. May be repeated for credit for this course and course 230. Prerequisite(s): pre- paper required. Students cannot receive credit for this credit. M. Silver vious course in ocean sciences recommended. Enro l l m e n t course, course 118, and Biology 171. Biology 20C and 290C. Topics in Marine Geochemistry. W restricted to juniors (with instructor approval), seniors, Chemistry 1C recommended. J. Zehr Selected topics in geochemistry. Discussion of theoret - graduate students. R. Kudela ical models, different approaches, and recent research. 220. Chemical Oceanography. W 142. Ocean Ecosystems. W Topics vary from year to year. May be repeated for A chemical description of the sea; emphasis on the chem- credit. M. Delaney Discussion of selected topics in animal ecology of the open ical interactions of the oceans with the biosphere, atmos- sea: zooplankton production, variability of pelagic popu- phere, and lithosphere. Topics include biogeochemical 290D. Topics in Marine Microbiology. W lations, food webs, deep-sea pelagic and benthic ecology, cy cles and the use of chemical tracers to study oceanic and A weekly seminar series covering topics in environ- fisheries oceanography, and human effects on the open coastal processes. Course designed for graduate students; mental microbiology.Topics vary from year to year, ocean biota. Students cannot re c e iv e credit for this course available to upper-division science majors. K. Bruland and will include res e a r ch in ecology, methodology, bio- and course 242. (Also offered as Biology 142. Students ch e m i s t r y and physiology of bacteria. Emphasis on the cannot rec e i v e credit for both courses.) Prer equisite(s): Bi- 224. Aquatic Organic Geochemistry. W role of bacteria in biogeochemical cycling from micro- ology 20A-B-C and 20L or an equivalent introd u c t o r y bi- Introduction to organic geochemistry with emphasis on zone to global scales, with particular focus in marine ology sequence with lab; one ocean sciences course aquatic environments. Explores how non-living organic systems. May be repeated for credit. J. Zehr recommended. M. Silver matter shapes biogeochemical cycles by carrying and se- questering reduced carbon and major nutrients and ex- 290E. Topics in Climatic and Oceanic 156. Marine Plankton. * amines influence of chemical struc t u r e and environ m e n t a l Change. S Rev i e w of morphology, systematics, and natural history of factors on transport and fate of organic molecules. Pro- Weekly seminar series covering recent developments in major marine planktonic taxa and evaluation of local vides an introduction to organic biomarkers. Students climatic and oceanic change. Different topics and ap- plankton forms. Two lecture/lab sessions of three and one- cannot receive credit for this course and course 124. Pre- proaches stressed from year to year. Prerequisite(s): in- half hours each, and two field trips during the quarter. requisite(s): permission of instructor. Enrollment re- te rv i e w with instructor prior to first class meeting. May Recommended for upper-division and graduate students. stricted to graduate students. M. McCarthy be repeated for credit. A. Ravelo Prerequisite(s): one of the following recommended as 290H. Topics in Ocean Optics. * preparation: course 118, 142, or 242; or Biology 136, 230. Biological Oceanography. S Examines recent developments and application of bio- 146, or 170. Recommended for upper-division and grad- Biological description of sea, with emphasis on processes optics to the marine environment, including theory, in- uate students. M. Silver and patterns. Topics include microbial dynamics, phyto- strumentation, and remote sensing. Different topics plankton and zooplankton production, and ecology of and approaches emphasized from year to year. Prereq- 156L. Marine Plankton Laboratory (2 credits). * marine food webs. Emphasis placed on understanding Two lab meetings wee k l y . Concerned primarily with eval - uisite(s): previous course in marine sciences recom- how physical, chemical, and geological environment mended. Enrollment restricted to graduate students; uation of local plankton forms. Must be taken concur- shapes biology and ecology of oceans, including such top- rently with course 156. Pre requisite(s): one of the senior undergraduates with permission of instructor. ics as harmful algal blooms, global estimates of produc- May be repeated for credit. R. Kudela following recommended as preparation: course 118, tivity, and effects of humans on environment. (Formerly 140,or 240 or Biology 136,146, or 170. Must be taken Ocean Processes and Ecology. )Students may not receive 290J. Topics in Marine Organic concurrently with course 156. M. Silver credit for this course and course 130. Prerequisite(s): pre- Geochemistry. * Examines recent developments in uses of organic geo- 157. Ecology of Reefs, Mangroves, and vious course in ocean sciences recommended. Enro l l m e n t restricted to graduate students. R. Kudela chemistry to trace oceanographic and biogeochemical Seagrasses. S processes. Focuses on introduction to organic bio- Integrated treatment of coral reefs, sea grasses, and man- 242. Ocean Ecosystems. W markers, current literature, and evolving applications. groves emphasizing interactions and processes through Discussion of selected topics in animal ecology of the open Dif f e r ent topics and approaches emphasized from yea r time. Major topics: biological and geological history, bio- sea: zooplankton production, variability of pelagic popu- to year. Prerequisite(s): previous course in marine ge o g r a p h y , evolution and ecology of dominant organisms, lations, food webs, deep sea pelagic and benthic ecology, (ocean) sciences and organic chemistry are recom- biodiversity, community and ecosystem ecology, geology, fisheries oceanography, and human effects on the open mended. Enrollment restricted to graduate students; bi o g e o c h e m i s t r y, global change, human impacts. (Also of- ocean biota. Students cannot re c e i ve credit for this course seniors with instructor’s permission. May be repeated fered as Biology 158. Students cannot receive credit for and course 142. (Also offered as Biology 242. Students for credit. M. McCarthy both courses.) Prerequisite(s): Biology 20A-B-C and one cannot rec e i v e credit for both courses.) Prer equisite(s): Bi- relevant upper-division course in biology, Earth sciences, ology 20A-B-C and 20L or an equivalent introd u c t o r y bi- 292. Seminar (no credit). F,W,S or ocean sciences, such as Biology 150 or 175; Earth Sci- ology sequence with lab; one ocean sciences course Weekly seminar on various topics attended by faculty, ences 101, 102, or 105; or course 101. The Staff recommended. Enrollment restricted to graduate stu- graduate, and upper-division undergraduate students. Th e Staff 199. Independent Study. F,W,S dents. M. Silver Students submit petition to sponsoring agency. The Staff 280. Marine Geology. F 293. Graduate Research Seminar (2 credits). S Geology of the marine environment. Topics include con- Weekly seminar series covering a spectrum of topics in trols on the types, origin, and distribution of marine sed- oc e a n o g r a p h y . Designed for Ph.D. program graduate stu-

*Not offered in 2004–05 324 PROGRAMS AND COURSES

dents in ocean sciences and those in biology, Earth sci- Associate Professor nication. Students may major or minor in philosophy. ences, chemistry, and physics with research interests in The department also offers a major in philosophy with JOHN M. DORIS oc e a n o g r a p h y . Enr ollment restricted to graduate students. a concentration in religious thought. Ethics, moral psychology, cognitive science, philosophy of May be repeated for credit. The Staff social science Philosophy prepares students for many careers as well as for most professional schools, including law and 294L. Ocean Ecology Laboratory. S ROBERT A. GOFF medicine. Students who wish to go to graduate school Provides hands-on introduction to laboratory and field ap- Philosophy of religion, religious philosophy, philosophy in in philosophy are encouraged to study logic at both the plications of ocean ecology. Designed to augment lecture and as literature, Kierkegaard, Wittgenstein introductory and intermediate levels and any languages material from courses 218, 230, and 242; but this class is DANIEL GUEVARA that are necessary for advanced scholarship in the differ- self-contained. Includes independent projects and field Kant, moral philosophy, social and political philosophy, ent historical eras of philosophy. trips. Prerequisite(s): courses 218, 230, 242 or equivalent history of modern philosophy recommended. Enr ollment restricted to graduate students Major Requirements or permission of instructor. May be repeated for credit. Assistant Professor The Staff Courses JONATHAN ELLIS 296. Teaching in Ocean Sciences (2 credits). F Eleven courses are required: two at the introductory Philosophy of mind, epistemology, metaphysics, philosophy of level, three in the history of philosophy sequence For new and/or rel a t i v ely inexperienced graduate students language, Hume, Wittgenstein in pedagogy of ocean sciences. Role and responsibilities of (91–113), and six additional courses (including one JULIE TANNENBAUM teaching in ocean sciences described and developed. In- advanced seminar). For the lower-division required Ethical theory, applied ethics, metaethics, moral psychology, cludes discussions about effective teaching methods; courses and for some history of philosophy courses, stu- philosophy of mind dents may petition to substitute courses taken at other hands-on issues for work in the laboratory; university ex- institutions. These 11 courses must meet the following pectations; and regulations regarding teaching, organiza- Lecturer tional strategies, time management, and working with distribution requirements: instructors and staff. Prerequisite(s): graduate standing or JOCELYN HOY Introductory. Course 9 and at least one of courses 11, permission of instructor. Enrollment restricted to gradu- Feminist philosophy, 19th- and 20th-century continental 22, 24, and 26; philosophy ate students. The Staff History of philosophy. Two of 91, 93, or 94, plus any 297. Independent Study. ◆ ◆ ◆ third course numbered between 91 and 113 (with all Independent reading, res e a r ch, and written rep o r ts not re- three—91, 93, and 94—strongly recommended for students who anticipate graduate work in philosophy). lated to thesis research. Students submit petition to spon- Professor soring agency. The Staff History of philosophy courses taken at other institutions may be substituted by petition, provided that such SANDRA CHUNG (Linguistics) 297C. Independent Study (15 credits). S Syntax, semantics, Austronesian languages courses have included intensive study of primary Independent reading, res e a r ch, and written rep o r ts not resources; JEROME NEU (Humanities) lated to thesis research. Students submit petition to spon- At least six additional courses numbered 91 and above, soring agency. The Staff Philosophy of mind, emotions and culture, philosophy of law, psychoanalytic theory one of which must be an advanced seminar numbered 190. Note that the courses counted toward fulfilling the 299. Thesis Research. GEOFFREY PULLUM (Linguistics) Students submit petition to sponsoring agency. The Staff history of philosophy requirement cannot be counted Syntax, English gram m a r , mathematical and computational among these six additional courses. Courses 195A, linguistics, philosophy of linguistics 195B, and 199 also cannot be counted among these six additional courses. All upper-division courses except Faculty Fellow those in the history of philosophy sequence must be Philosophy CHRISTOPHER HOM completed at UCSC. Philosophy of language, philosophy of mind, philosophical Normal prog r ess for a philosophy major is as follows : logic, metaphysics 234 Stevenson College first yea r , take the introd u c t o r y courses; second yea r , (831) 459-4578 complete the req u i r ed three courses in the history of phi- http://philosophy.ucsc.edu losophy; third and fourth years, upper-division course Program Description wo r k, plus work in advanced seminars. Students are Philosophy studies many of life’s most significant ques- advised to complete lower-division and history of philos- Faculty and Professional Interests tions. It investigates issues about the fundamental ophy req u i r ements by their third year at the latest. nature of reality, the relation of the mind to the body, Transfer students are particularly advised that completion the existence of a divine being, and the basis of our Professor of one or more courses in the history of philosophy is most fundamental values: moral, aesthetic, and spiritu- assumed as background for most other upper-division W. EMMANUEL ABRAHAM, Emeritus al. In addition, philosophy is concerned with problems courses in philosophy. concerning the possibility of knowledge, including DAVID C. HOY questions arising from the role of reason and experience Comprehensive Requirement Contemporary French and German philosophy in justifying claims to know and from the challenges S. PAUL KASHAP, Emeritus raised by various types of skepticism. Therefore, the stu- In the fourth year, students satisfy the comprehensive dent of philosophy can pursue a broad range of topics (exit) requirement by taking one course numbered 190. CARLOS G. NOREÑA, Emeritus of the greatest historical, intellectual, and personal This advanced seminar involves a major coherent proj- RICHARD E. OTTE interest. ect that meets the standards of the senior-year level of Philosophy of science, philosophy of religion, philosophical The department offers courses that relate these tradi- achievement in philosophy. Students who do superior logic, epistemology tional philosophical questions to contemporary work in work in an advanced seminar can be awarded a notation of Honors in the evaluation for that course. In PAUL A. ROTH, PROFESSOR linguistics, literature, and the social and natural sci- addition to Honors in an advanced seminar, graduating Philosophy of social science, philosophy and sociology of ences. In addition, the department offers several courses science, epistemology, history of analytic philosophy that make a careful study of the classic texts in philoso- seniors with a distinguished record of achievement in phy, ancient and modern. Moreover, the curriculum their philosophy courses may be awarded Honors or ELLEN KAPPY SUCKIEL covers all the dominant contemporary schools of philos- Highest Honors in the philosophy major. Ethics, William James, American philosophy, philosophy of ophy in the Anglo-American and European traditions. religion The study of philosophy enables students to expand RICHARD A. WASSERSTROM, Emeritus their abilities in critical thinking and reasoning as well as to improve their skills in verbal and written commu- PHILOSOPHY 325

Minor Requirements Course Req u i re m e n t s the area of value theory according to a list determined annually by the graduate committee. A minor in philosophy consists of any nine of the 11 Fourteen courses are required: two introductory philos- courses required for the major. There is no senior exit ophy courses, two in the history of philosophy Ph.D. Program requirement for the minor. sequence, five additional upper-division philosophy The Ph.D. program provides students with closely courses, and five upper-division courses in the area of monitored training in philosophy. The program is religious thought. For required lower-division courses designed to be completed in six years or less. Graduate Philosophy Major Planners and for some history of philosophy courses, students work in philosophy can lead to careers both inside and Getting started in the right way is important in the may petition to substitute courses taken at other insti- outside academia. Because most doctoral students will study of philosophy. The following are two recom- tutions. These 14 courses must meet the following dis- be preparing for a career that involves teaching philoso- mended academic plans for students to complete during tribution requirements: phy, they are encouraged to be teaching assistants for at their first two years as preparation for the philosophy Introductory. Two of courses 11, 22, 24, or 26; least three quarters. major. Plan One is a guideline for students who are Courses: a minimum of 12 graduate courses. Up to two committed to the major early in their academic career. History of philosophy. Course 91 and one of course 93 or 94; courses may be taken from the offerings of other Plan Two is for students who are considering the philos- departments, and up to two courses may be independ- ophy major, but who are interested in other possible Upper-division. Five courses, including course 170 or ent studies. majors as well. 171, one advanced seminar (190 series), and any three additional upper-division philosophy courses (excluding Language requirement: knowledge of foreign languages Plan One 195A and 195B; course 108 is recommended); will be individually determined based on the relevance Ye a r F a l l Wi n t e r S p r i n g of such linguistic skills to the research interests of the Co n c e n t r ation in religious thought. At least five upper- student. Proficiency can be demonstrated either by 1st Phil 9 Phil 11 or 22 division courses in the area of religious thought from pro- passing a written exam administered by the department (frsh) grams on campus such as anthrop o l o g y , literature, history, or by successfully completing a language course 2nd Phil 91 Phil 93 Phil 106 and history of art and visual culture. One of these five approved by the graduate director. (soph) Phil 117 courses can be an upper-division philosophy course with a focus on religious topics or figures; howeve r , this course Qualifying examination: near the end of the required Plan Two must be in addition to course 170 or 171 and the course work, doctoral students will develop a research Ye a r F a l l Wi n t e r S p r i n g req u i r ed two courses in the history of philosophy. Th e project and write a detailed dissertation prospectus. The upper-division concentration courses may include individ- qualifying examination, normally taken during the third 1st Phil 9 Phil 11 or 22 year of enrollment, is centered on a qualifying essay that (frsh) ual study courses (199). A current list of UCSC courses focusing upon religious history, figures, and texts is main- demonstrates the candidate’s ability to do extended, dis- 2nd Phil 91 Phil 93 sertation-level research and analysis relevant to the pro- (soph) tained by the Philosophy Dep a r tment Office. All courses fr om other departments to be used towa r d the major posed thesis topic and dissertation plan. The exam req u i r ements must be approved in advance by the depart- focuses on the student’s research project and on the me n t ’s adviser for the concentration. fields of scholarship it presupposes. Program Planning Notes Dissertation: the final requirement for the Ph.D. degree Although not as a substitute for the advanced seminar is a dissertation representing a contribution to philo- requirement, a student may be given the option of writ- Graduate Program sophical research. An oral defense is normally expected. ing a senior essay (course 195A) when a faculty member The Department of Philosophy conceives of philosophy M.A. Program thinks that the student has already done exceptional as a broad and inherently cross-disciplinary enterprise. Applications to the M.A. program are welcomed from work that could be carried to a more advanced level. Graduate students are able to take advantage of a wide talented students with diverse academic backgrou n d s . Normally, the senior essay is completed in one quarter; range of courses in the history of philosophy, including The program is open not only to applicants who majored in unusual circumstances, it can be continued for a sec- ancient, early modern, Kantian, nineteenth-century, in philosophy as undergraduates, but also to applicants ond quarter (course 195B), but only if the writing American, and early analytic philosophy. Faculty who majored in other disciplines and who now want to requirements for course 195A are completed successful- research has focused on such conceptual clusters as study philosophy more intensivel y . The program is ly and on time. The senior essay, like individual studies mind, brain, and body; consciousness, perception, and designed to be completed in one or two yea r s . more generally, does not count toward the 11 courses action; understanding, interpretation, and language; required for the major. religion, reason, and probability; moral motivation, Courses: a minimum of nine graduate courses. Up to After undergraduates have taken the requisite intro- practical reason, and virtue ethics; the emotions, psy- two courses may be taken from the offerings of other du c t o r y courses, they have a wide range of upper-division choanalytic theory, and the will; science and technolo- departments, and up to two courses may be independ- courses from which to choose. Those who are consider- gy; and society and the law. ent studies. ing advanced study are encouraged to consult reg u l a r l y Both the M.A. and the Ph.D. programs encourage Languages: there is no foreign language requirement for with any member of the philosophy faculty about the interaction with other fields, and the curriculum M.A. students. courses that would best prep a r e them for graduate work. includes graduate and undergraduate courses cross- Master’s paper: by the end of the second year of study listed with departments such as Psychology, Linguistics, and the completion of 45 credits, M.A. students will Anthropology, Environmental Studies, History of Philosophy Major with Concentration in submit a master’s paper, which will normally be defend- Consciousness, Legal Studies, Politics, and Women’s ed orally before a committee of two faculty members. Religious Thought Studies. Furthermore, the programs allow for graduate- This program is for students who wish to use the disci- level study of phenomenology, hermeneutics, critical Relationship of the M.A. and Ph.D. pline of philosophical studies as a basis for pursuing an theory, and poststructuralism. interest in religion. It consists of an individually Programs planned sequence of at least five courses dealing with Graduate Program Requirements Students in the M.A. and Ph.D. programs will be in the religious thought, supplementing a core of courses in Breadth Requirements in the First Year same classes and work on the same course distribution philosophy. During their first year, all graduate students are expect- requirements. Enrollment in the M.A. program confers A student enters the concentration by petitioning the ed to fulfill a set of breadth requirements. These no advantage for admission to the Ph.D. program. Department of Philosophy and by proposing, in consul- requirements are designed to provide both a common tation with a member of the philosophy faculty, a experience on which students can build their individual Applications and Admissions sequence of upper-division courses to fulfill the reli- projects and a shared framework within which they can Requests for application forms should be directed to the gious thought concentration. The current adviser is exchange ideas. In addition to Philosophy 217, Department of Philosophy, 234 Stevenson College, Professor Robert Goff, and prospective philosophy Intermediate Logic, and Philosophy 201, First Year (831) 459-4578, [email protected]. Further informa- majors who are interested in this concentration are Seminar, students must take at least one course in the tion regarding the program may be requested from the encouraged to consult with him in advance. area of metaphysics and epistemology and one course in Department of Philosophy at (831) 459-4578, fax: 326 PROGRAMS AND COURSES

(831) 459-2650, [email protected]. Visit the web site at caust and death by technology. Enrollment limited to 60. enna Circle: intellectual climate under which these ideas http://humanities.ucsc.edu/phil/home.html. (General Education Code(s): T4-Humanities and Arts.) wer e formed, how thoughts of its members found an echo R. Goff outside of Austria, and how they made a lasting influence Lower-Division Courses on philosophical thinking in England and in U.S. 80G. Bioethics in the Twenty-First Century: The Staff Science, Business, and Society. F 9. Introduction to Logic. W Serves science and non-science majors interested in 106. Kant. F A study of correct reasoning, concentrating on devel o p i n g bioethics. Guest speakers and instructors lead discussions Int e n s i v e study of Kant’s philosophy, particularly his epis- the skills necessary to distinguish logically correct from of major ethical questions having arisen from research in temology and metaphysics developed in his Critique of logically incorrect arguments. The emphasis is on modern genetics, medicine, and industries supported by this Pure Reason. Prerequisite(s): one course in philosophy. symbolic logic, although the traditional theory of the syl- knowledge. (Also offered as Biomolecular Engineering D. Guevara logism is also covered. (General Education Code(s): IH.) 80G and Chemistry 80G.) (General Education Code(s): S. Chung T2-Natural Sciences.) D. Deamer, E. Suckiel 108. Nineteenth-Century Philosophy. W A study of some Eur opean philosophers of the nineteenth 11. Introduction to Philosophy. F,S 80H. The Rationality of Belief in God. * ce n t u r y, with particular attention to Hegel, Schopenhauer, An introduction to the main areas of philosophy using An investigation into whether it is rational to believe that and Nietzsche. Prerequisite(s): one course in philosophy. both classic and contemporary sources. Focuses on central God exists. Study of arguments for and against the exis- J. Hoy and enduring problems in philosophy such as skepticism tence of God, as well as whether arguments or proofs are about the external world, the mind-body problem, and necessary for belief in God to be rational. (General Edu- 109. Contemporary French Philosophy. the nature of morality. (General Education Code(s): IH.) cation Code(s): T4-Humanities and Arts.) R. Otte A study of the French philosophical movements of exis- J. Neu, J. Hoy tentialist phenomenology, structuralism, and poststruc- 80L. Language and Mind: Chomsky’s Program. turalism, with close critical analysis of original texts by 21. Wilderness Studies. S A critical overview of the research program initiated by Sartre, Merleau-Ponty, Derrida, Foucault, and others, Through the writings of Abbey, Peacock, and others, at- Noam Chomsky and its implications for theories of the showing changes in conceptions of a human being, con- tempts to understand the interaction of human beings and human mind and brain. (Also offered as Linguistics 80D. sciousness, language, the body, other minds, freedom, the wilderness—especially as this interaction has devel- Students cannot rec e i v e credit for both courses.) (Gen e r a l power, and history. Prerequisite(s): course 11 or one oped in the U.S. Concern to understand the spiritual con- Education Code(s): T5-Humanities and Arts or Social course in the history of philosophy. J. Hoy ditions under which this interaction might become less Sciences.) The Staff destructive to non-human organisms and ecosystems. 110. Heidegger. * J. Doris 80S. The Nature of Science. F A close study of early and late texts by Martin Heidegger, A survey of what philosophers have said about the nature especially Being and Time. Prerequisite(s): two courses in 22. Introduction to Ethical Theory. * of science and scientific change. Emphasis is placed on philosophy. J. Hoy A consideration of ethical issues and theories focusing on whether science is best characterized as the gradual accu- the foundation of moral value and the principles govern- mulation of truth or whether truth is irrelevant to scien- 112. American Philosophy. * ing character and behavior. Designed to extend and de- tific change. (General Education Code(s): T6-Natural Study of classical American philosophers, specifically velop the student’s abilities in philosophical reasoning Sciences or Humanities and Arts.) R. Otte Emerson, Peirce, James, and Dewey, with emphasis on about ethics. (General Education Code(s): IH.) their views of metaphysics, epistemology, ethics, and phi- J. Tannenbaum 80T. Introduction to Feminist Philosophy. * losophy of religion. Some attention is also paid to recent A survey of key authors, texts, and issues constituting re- pragmatic tendencies in American philosophy. Prerequi- 24. Introduction to Ethics: Contemporary cent feminist philosophy. Authors such as Wol l s t o n e c r a f t , site(s): one course in philosophy. E. Suckiel Moral Issues. W Beauvoir, Firestone, and Gilligan provide a background An examination of the conceptual and moral issues that for more contemporary feminist explorations of rights, 113. The Origins of Analytic Philosophy. * arise in connection with such topics as abortion, racism justice, autonomy, and res p o n s i b i l i t y . Questions about the An examination of the beginnings of analytic philosophy, and war and violence, world hunger, humans and their in- relation of mind and body, emotions and belief, knowl- with primary interest in the reformulation of traditional teractions with the nonhuman environment. The rea d i n g s edge and situation, self and identity are also explored from philosophical problems by Frege, Russell, and the early ar e drawn from recent philosophical articles on these top- various feminist perspectives. (General Ed u c a t i o n Wittgenstein. Some attention is also paid to the develop- ics. (General Education Code(s): IH.) J. Tannenbaum Code(s): T4-Humanities and Arts.) J. Hoy ment of Vienna Circle logical positivism (Schlick, Carnap, Waismann). May be repeated for credit. The Staff 26. Existentialism and After. W 91. Ancient Greek Philosophy. F A survey of recent movements in Eur opean thought, such A study of Socratic method, of Platonic metaphysics, epis- 115. Formal Methods in Philosophy. * as phenomenology, existentialism, hermeneutics, critical te m o l o g y , and ethical theories, and of Aristotle’s moral and Study of formal methods commonly used in analytic phi- t h e o ry, continental feminism, and poststru c t u r a l i s m , political views through intensive reading of selected Pla- losophy. Emphasis is on developing the technical tools to with some attention to their nineteenth-century precur- tonic dialogues and Aristotelian texts. J. Doris enable one to read and do modern analytic philosophy. sors. Selections from major philosophical treatises are sup- Applications of various formal tools to philosophical prob - plemented with literary works. (General Ed u c a t i o n 93. The Rationalists. W lems will also be discussed. R. Otte Code(s): IH.) R. Goff A study of the historical background and the present relevance of Descartes, Spinoza, and Leibniz. D. Guevara 117. Intermediate Logic. * 28. Environmental Ethics. * Natural deduction and semantics of first order predicate This course is an introduction to the moral issues raised by 94. The Empiricists. S logic. Metatheory, including completeness theorems for our interactions with nonhuman animals and with the res t A critical study (based on original texts) of Locke, Berke- pr opositional and predicate logic. Students cannot rec e i v e of the natural environment. The course will relate tradi- le y , and especially Hume on the nature of knowledge, per- credit for this course and course 217. Prerequisite(s): tional moral theories to contemporary literature on the ception, causation, morality, religion, and political society. course 9. Enrollment limited to 40. R. Otte ethics of nature conser vation and environmental protec- The Staff tion. The course is intended as a first course in philosophy 119. Advanced Logic. * as well as a first course in ethics; therefore, questions con- 99. Tutorial. F,W,S Review of propositional and predicate logic, and an in- cerning the nature of philosophical inquiry and the ways The Staff vestigation of topics such as the completeness and consis- in which philosophical inquiry is different from inquiries tency of logical systems, the nature of computation, and conducted within other disciplines will also be addressed. Upper-Division Courses the incompleteness of various theories, and non-standard (General Education Code(s): IH.) D. Guevara logics such as modal logic. Course 9 or equivalent is rec- 100. Vienna Circle and American Philosophy. S ommended prior to taking this course. R. Otte 80D. Death and Mortality. * Study of philosophical movement called the Vienna Cir- 120. Philosophical Writing. W Death as a source of moral and philosophical thought. cle, named so chiefly for intellectual excellence of its mem- Death and the self; death, writing, and language; Holo- Training in philosophical thinking and its expression in bers, but also for external historical reasons. Course pays written form. Prer equisite(s): course 11, 22, 24, or 26; sat- ca r eful attention to intercultural aspects of ideas of the Vi- PHILOSOPHY 327

isfaction of Subject A and Composition req u i r ements. En- 142. Advanced Ethics. * 171. Faith and Reason. F rollment restricted to philosophy majors. Enr ollment lim- An examination of central issues in ethical theory includ- Recent work in analytic philosophy of religion, concen- ited to 30. (General Education Code(s): W.) D. Guevara ing the nature of and justification for the moral point of trating on traditional theism. Topics include arguments vi e w, the place of reason in ethics, the status of moral prin- for and against the existence of God, religious experience, 121. Knowledge and Rationality. F ciples, and the nature of moral experience. Prere q u i s i t e ( s ) : miracles, the relation of faith and reason, and problems An investigation of modern theories of knowledge, justi- two philosophy courses including course 22, 24, or 28. such as freedom and divine forek n o wledge. Prere q u i s i t e ( s ) : fication, and rationality. One course in philosophy is E. Suckiel course 9. R. Otte st r ongly recommended prior to taking this course. J. Dor i s 143. Philosophy and Personal Relations. * 174. Spirituality and the Sacred. * 122. Metaphysics. W Analysis of the nature of personal relationships, their An examination of the personal, moral, and aesthetic ele- Focuses on one or two topics selected from among the structure, moral expectations, and requirements. Love, ments of spirituality, their relationship to the individual’s central issues in metaphysics. Topics may include causal- friendship, family relationships, and others are explored. idea of the sacred, and to philosophical and rational as- ity; possibility and necessity; universals and particulars; Prerequisite(s): two philosophy courses. E. Suckiel sessments of religion. Prerequisite(s): one philosophy time, change, and identity over time. Prerequisite(s): one course. E. Suckiel course in philosophy. C. Hom 144. Social and Political Philosophy. * A study of selected classical and contemporary writings 180H. Philosophy Colloquia (2 credits). F,W,S 123. Philosophy of Language. S dealing with topics such as the nature and legitimacy of A colloquia series that sponsors four speakers each quar- Current theories of the nature and preconditions of lan- the liberal state, the limits of political obligation, and the- ter. Students required to attend all colloquia and class guage, the nature of meaning, and the nature of truth. ories of distributive justice and rights. (Also offered as meetings and encouraged to form discussion groups after (Also offered as Linguistics 123. Students cannot receive Legal Studies 144. Students cannot rec e i v e credit for both each lecture. Enrollment restricted to philosophy majors. cr edit for both courses.) Prer equisite(s): one course in phi- courses.) Prerequisite(s): one course in philosophy. Of- May be repeated for credit. R. Otte losophy, psychology, or linguistics. C. Hom fered in alternate academic years. J. Doris 190. Advanced Seminar. 125. Philosophy of Science. * 145. Brave New World: Ethical Issues in An examination of various topics that arise in thinking 190A. Metaphor. F Genetics. F Advanced seminar on the theory of metaphor. De- about science. Different philosophical problems, such as Study of ethical issues involved in recent and upcoming realism, instrumentalism, confirmation, explanation, signed to be of interest to those wishing to pursue lit- advances in genetic research and technology such as ge- e r a ry studies, as well as linguistically and space and time, and rational decision making are exten- netic engineering, cloning, human embryo research, ge- sively discussed and criticized. R. Otte philosophically minded students. The fact that the netic experimentation, use of an individual’s genetic phenomenon of metaphor is at the crossroads of liter- 133. Philosophy of Mind. F information, and the manipulation of human evolution. ature, linguistics, and philosophy is reflected in the An exploration of the mind-body problem. What is the re- Also discusses fundamental issues such as the moral re- choice of authors to be discussed, starting with Aristo- lationship between mind and brain? Can consciousness be sponsibility of scientists, our obligations to future gener- tle, then focusing on twentieth-century views repre- explained in physical terms? Prer equisite(s): one course in ations, and the notion of human perf e c t a b i l i t y. sented by literary critics, by linguistics, and by philosophy. C. Hom Prerequisite(s): one philosophy course. The Staff philosophers. Students cannot receive credit for this course and course 290A. Enrollment restricted to jun- 135. Philosophy of Psychology. * 146. Philosophy of Law. W ior and senior philosophy majors. Enrollment limited Looks at philosophical issues raised by current res e a r ch on Exploration of selected problems in jurisprudence: “legal to 18. The Staff the nature of perception, cognition, and consciousness in rea s o n i n g ” and social policy, rules and individual cases, the psychology and cognitive science. Can there be a science mental element in the law, punishment and res p o n s i b i l i t y , 190B. Nietzsche. * of the mind? Could machines be conscious? Do animals causation and fault, liberty and paternalism, etc. (Also of- Int e n s i v e reading of not only Nie t z s c h e ’s own texts, but have minds? How did the mind evolve? These and a host fered as Legal Studies 146. Students cannot receive credit important contemporary interpretive works on Niet- of related questions form the subject matter of this course. for both courses.) J. Neu zsche. Mainly covers nihilism and the aestheticization Students cannot receive credit for this course and course 147. Women: The Philosophical Issues. W of existence, will-to-power, genealogy and interpreta- 235. Prer equisite(s): one course in philosophy, psych o l o g y , Study of philosophical issues reg a r ding women, including tion, and Nietzsche’s use or misuse for feminism. En- or linguistics. Enrollment restricted to sophomores, jun- women’s roles and women’s rights. Such notions as op- rollment restricted to junior and senior philosophy iors, and seniors. The Staff pression, liberation, sexuality, equality, and autonomy are majors. Enrollment limited to 20. J. Hoy 139. Freud. * ex p l o r ed, along with questions concerning the rel a t i o n s h i p 190C. Advanced Topics in Contemporary The development of Freud’s concept of mind. Extensive be t w een biological and social facts and moral values. (Also Ethics. * reading tracing the origins and development of Freud’s offered as Women’s Studies 168. Students cannot receive Examines one or more leading ethical theories, such as theories and concepts (e.g., abreaction, psychic energy, de- credit for both courses.) J. Hoy Kantianism, Virtue Theory, Consequentialism, and Humean ethical theory. Examines different founda- fense, wish-fulfillment, unconscious fantasy, dre a m s , 152. Aesthetics. S symptoms, transference, cure, sexuality) and emphasizing tional ethical principles and arguments for those prin- Problems about form, meaning, and interpretation in art, ciples, contrasting accounts of moral action and moral the underlying model of the mind and mental function- as found in major aesthetic theories from the philosophi- ing. (Also offered as Psychology 163. Students cannot re- mo t i v ation, as well as epistemological and motivat i o n a l cal tradition, and also in a variety of encounters between role of emotions in ethical theory. Students cannot re- c e i ve credit for both courses.) Of f e red in alternate recent philosophy and the arts. One course in philosophy academic years. J. Neu ceive credit for this course and course 290C. Prerequi- is strongly recommended prior to taking this course. site(s): course 140 or 142 and one other upper-division 140. History of Ethics. * (General Education Code(s): A.) R. Goff philosophy course. Enr ollment restricted to junior and A careful study of any one or a number of select primary 154. Philosophy in Literature. * senior philosophy majors. Enrollment limited to 22. texts in the history of moral philosophy, with some em- Story, drama, and poetry considered as sources of philo- May be repeated for credit. J. Tannenbaum phasis on the relation to contemporary issues. D. Gue va r a sophical perspective or as particular challenges to philo- 190D. Kant’s Moral Theory. * 141. Epistemology and Cognition. * sophical interpretation. Also, discussion of literary and A careful study of Kant’s moral theory, with an em- Epistemology is preoccupied with skepticism, the view i m a g i n a t i ve elements in philosophical writing. On e phasis on the Grou n d w o r k for the Metaphysics of Mora l s that knowledge is unobtainable. Recently, there has been course in philosophy is strongly recommended prior to , the Critique of Practical Reason, and the Metaphysics skepticism voiced about the status of epistemology itself; taking this course. R. Goff of Morals. Recent secondary sources are considered as philosophers conversant in cognitive science suggest that well. Enrollment restricted to junior and senior phi- 170. The Interpretation of Religion. * losophy majors. Enr ollment limited to 20. D. Gue va r a epistemology is beset with dubious presuppositions. We A study of different philosophical responses to religious su r vey epistemology, cognitive science, and their interfa c e . belief and practice, from the classical “proofs” of religion, 190E. Kierkegaard. * Students cannot receive credit for this course and course to skeptical critiques of religious experience, to conceptual Close study and discussion of major works by Soren 241. Enrollment restricted to junior and senior philoso- issues in the interpretation of religious texts. R. Goff Kierkegaard. Assessment of his influences on twenti- phy majors. J. Doris

*Not offered in 2004–05 328 PROGRAMS AND COURSES

eth-century philosophy, literature, psychology, and re- 190S. Philosophy of Science. * 195A. Senior Essay. F,W,S ligious thought. Enrollment restricted to junior and An examination of a topic in current philosophy of sci- Preparation of senior essay (approximately 25 pages) dur- senior philosophy majors. R. Goff ence. The material for the course is chosen from top- ing one quarter. Students submit petition to sponsoring 190G. Hegel. * ics such as realism and instrumentalism, scientific agency. The Staff explanation, space and time, and the confirmation of Intensive introduction to Hegel’s philosophy, particu- 195B. Senior Essay. F,W,S larly to the Phenomenology of Spirit, with its account theories. Enrollment restricted to junior and senior philosophy majors. May be repeated for cred i t . R. Ott e Under exceptional circumstances, a second senior essay of the dialectical method, its critique of Kantian epis- continuing the work of the first essay is permitted but only temology and moral philosophy, its master-slave di- 190T. Advanced Feminist Philosophy. * when the first senior essay has been completed. Students alectic, and its social ethics as derived from an Focuses on issues in epistemology and ontology: the submit petition to sponsoring agency. The Staff interpretation of Antigone . Supplementary readings construction of knowledge and objectivity, rationality on the nature of morality are drawn from The Philos - and emotions, subjectivity and personal identity, and 199. Tutorial. F,W,S ophy of Right, and readings from Kant’s and Hegel’s the body and sexuality. (Also offered as Wom e n ’s Stu d - The Staff philosophies of history. Prerequisite(s): two courses in ies 194J. Students cannot receive credit for both ph i l o s o p h y . Enr ollment restricted to senior philosophy courses.) Prer equisite(s): course 147 or Wom e n ’s Stu d - 199F. Independent Study (2 credits). F,W,S majors. D. Hoy ies 100. Enrollment limited to 20. J. Hoy Students submit petition to sponsoring agency. The Staff 190I. Studies in Religious Philosophy. * 190W. History of Consciousness. * Philosophy authorship and self-understanding from Historical study of philosophical theories of con- Graduate Courses Plato and Augustine, Montaigne and Descartes, and sciousness and self-consciousness. Problems include the Kierkegaard and Wittgenstein to recent Continental relation of self and other, consciousness and body, and 200A. Political and Social Thought Core figures including Levinas, Foucault, Derrida, Lyotard, self-consciousness and ethical agency. Readings are Seminar: Politics of Recognition. * and Agamben. Prer equisite(s): two philosophy courses. fr om Kant, Hegel, Nietzsche, and Hei d e g g e r , followed Investigates issues about identity and recognition as basis Enrollment restricted to juniors and seniors. Enroll- by phenomenologists, poststructuralists, and analytic for claims about institutional legitimacy and social strug- ment limited to 20. R. Goff philosophy. Enrollment restricted to junior and senior gle. Paradigm is Hegel’s account of relation of master and philosophy majors. Enrollment limited to 10. D. Hoy slave in Phenomenology of Spirit. Contemporary political 190J. Advanced Topics in the History of philosophy examines differing accounts of reason, power, Ethics. * 190X. The Good Life. * resistance, liberation, morality, difference, and the other. A careful study of any one of the main moral theories Study of alternative conceptions of the elements of a Concludes with discussion of identity and interest politics, in the history of philosophy, with some emphasis on good life, including topics such as courage, loya l t y , de- multiculturalism and assimilation, and moral bases of the relation to contemporary moral philosophy. En- votion to ideals, personal flourishing, commitment to struggle, reconciliation, and compromise in the political rollment restricted to junior and senior philosophy ma- a community or tradition, spiritual enlightenment, in- arena. (Also offered as Politics 200A. Students cannot re- jors. Enrollment limited to 20. D. Guevara tegrity, compassion, and intellectual understanding. ce i v e credit for both courses.) Enr ollment restricted to pol- 190K. The Phenomenology of Perception. * Also covered are fundamental questions such as the itics and philosophy graduate students. En ro l l m e n t The study of perception is an important and flourish- meaning of life, the relationship of “living right” to limited to 15. The Staff ing area of res e a r ch within contemporary philosophy of “living well,” and the role of feelings in the justification of action. Enrollment restricted to junior and senior 201. First Quarter Seminar. F mind and cognitive science. This seminar examines re- First quarter required course for philosophy graduate stu- cent approaches to perception and considers the sig- philosophy majors. En rollment limited to 20. E. Suckiel dents. Introduces the work of the philosophy faculty nificance for the study of perception of work in the members to the new graduate students. Helps new stu- phenomenological tradition. Among authors read: 190Y. Insults and Intentions. * dents form a cohort. Each week different faculty members Ayer, Evans, Gibson, Gurwitsch, Husserl, Marr, Mer- Schoolyard wisdom about “sticks and stones” does not will visit the class and discuss materials of their own as wel l leau-Ponty, Peacocke, and Strawson. Students cannot take one very far: insults not only take the form of as materials or topics that they study. Enrollment re- receive credit for this course and course 290K. Prereq- words, and even words have effects; popular as well as stricted to graduate philosophy majors. D. Guevara uisite(s): two philosophy courses. En rollment rest a n d a r d legal distinctions between speech and conduct stricted to junior and senior philosophy majors. are, at least, as problematic as helpful. Questions to be 217. Intermediate Logic. W Enrollment limited to 20. The Staff addressed include, What kind of injury is an insult? Is Natural deduction and semantics of first order predicate 190M. William James. * its infliction determined by the insulter or the insulted? logic. Metatheory, including completeness theorems for Intensive study of James’s philosophy, including his Philosophical, anthropological, psychoanalytical, and pr opositional and predicate logic. Students cannot rec e i v e philosophical psychology and pragmatic method. legal approaches to questions emphasized. Enrollment credit for this course and course 117. Prerequisite(s): Covers James’s epistemology, metaphysics, ethics, and restricted to juniors and seniors. Enr ollment limited to course 9. Enrollment restricted to graduate students. En- philosophy of religion. Prerequisite(s): satisfaction of 22. J. Neu rollment limited to 40. The Staff the Subject A and Composition requirements. Enroll- 190Z. Moral Psychology. * 222. Metaphysics. * ment restricted to junior and senior philosophy majors. An interdisciplinary seminar on topics in moral psy- Adv anced introduction to topics in twentieth century and En rollment limited to 20. (General Ed u c a t i o n chology: moral development, moral education, and contemporary analytic metaphysics. Divided into five Code(s): W.) E. Suckiel moral personality. There are empirical questions: e.g., main parts dealing, respectively, with issues about the na- 190N. Philosophy of Religion. * how do developing persons develop moral concern, tu r e of existence, prop e r ties, time, change and persistence, An examination of recent work in philosophy of reli- and what facilitates this development? But inescapably and material constitution. Students cannot receive credit gion. The approach may vary between an analytic and no r m a t i v e questions quickly arise: e.g., what is prop e r l y for this course and course 122. Enrollment restricted to continental approach in different years. Topics might moral concern, and what, if anything, makes some graduate philosophy majors. Enrollment limited to 10. include the rationality of belief in God, religious epis- forms of moral concern “mo r e devel o p e d ” than others? The Staff The aim is to make sense of both sorts of questions, temology, hermeneutics, and religious experience. En- 223. Recent European Philosophy. * rollment restricted to junior and senior philosophy and see their interaction. Prerequisite(s): one psychol- Seminar on recent developments in Eur opean philosophy, majors. R. Otte ogy course, and course 22 or 24 or permission of instructor. Enrollment restricted to senior and junior with particular attention to German theorists such as Ni- 190O. Epistemology. * philosophy majors. Enrollment limited to 20. J. Doris etzsche, Heidegger, Gadamer, Horkheimer, Adorno, or An examination of recent work in epistemology. May Habermas. Theorists such as Sartre, Merleau-Ponty, Der- focus on topics such as perception, naturalized episte- 192. Directed Student Teaching. rida, Foucault, Bourdieu, Levinas, Laclau, or Vattimo may mology, probabilistic epistemology, theories of justifi- Teaching of a lower-division course under faculty’s super- be read as well. (Also offered as History of Consciousness cation, a priori knowledge, and memory. Enrollment vision. (See course 42.). The Staff 223. Students cannot rec e i v e credit for both courses.) En- restricted to junior and senior philosophy majors. rollment restricted to graduate students. Enrollment lim- R. Otte ited to 15. Offered in alternate academic years. May be repeated for credit. D. Hoy PHYSICAL AND BIOLOGICAL SCIENCES 329

224. Philosophy of Language. * 241. Epistemology and Cognition. * Jam e s ’s philosophy will also be highlighted. Enr ollment re- Adv anced introduction to issues in the philosophy of lan- Epistemology is preoccupied with skepticism, the view stricted to graduate students. Enr ollment limited to 20. E. guage—primarily concerning the nature of reference, that knowledge is unobtainable. Recently, there has been Suckiel meaning, and truth. Works from such twentieth-century skepticism voiced about the status of epistemology itself; figures as Russell, Wittgenstein, Kripke, Lewis, and Put- philosophers conversant in cognitive science suggest that 290W. History of Consciousness. * nam discussed. Topics include what it is for a sign or a bit epistemology is beset with dubious presuppositions. We Historical study of philosophical theories of consciousness of language to be meaningful, or for it to identify or rep- su r vey epistemology, cognitive science, and their interfa c e . and self-consciousness. Problems include the relation of resent something; what it is for a statement to be trut h f u l ; Students cannot receive credit for this course and course self and other, consciousness and body, and self-con- what it is to be a language; and how ref e r ence works when 141. Enr ollment restricted to graduate philosophy majors. sciousness and ethical agency. Readings are from Kant, attributed to beliefs. Cannot receive credit for this course J. Doris Hegel, Nietzsche, and Heidegger, followed by phenome- and course 123. Enr ollment restricted to graduate philos- nologists, poststructuralists, and analytic philosophy. ophy majors. Enrollment limited to 10. The Staff 245. Brave New World: Ethical Issues in Students cannot receive credit for this course and course Genetics. F 190W. Enrollment restricted to graduate students. En- 231. Metaphysics and Epistemology. S Ethical issues in genetic research and technology, includ- rollment limited to 10. D. Hoy Focuses on topic or topics in metaphysics and/or episte- ing genetic engineering, cloning, stem cell res e a r ch, uses of mology. May focus on topics such as perception, natural- genetic information, and manipulation of human evolu- 290X. The Good Life. * ized epistemology, probabilistic epistemology, theories of tion. Also considers the moral responsibility of scientists, Proposed elements of a good life, e.g., courage, loya l t y , de- justification, a priori knowledge, and memory. Topics obligations to future generations, and the concept of votion to ideals, personal flourishing, integrity, compas- might include one or more of causation, possible worlds, human perfectibility. Students cannot receive credit for sion, and intellectual understanding. Also discusses id e n t i t y , necessity, time, realism, universals, and existence. this course and course 145. Enrollment restricted to phi- fundamental questions such as the meaning of life, the re- Enr ollment restricted to graduate philosophy majors. En- losophy graduate students. E. Suckiel lationship of “living right” to “living well.” Students can- rollment limited to 22. P.Roth not receive credit for this course and course 190X. 252. Poststructuralism. * Enr ollment restricted to graduate philosophy majors. En- 232. Advanced Topics in Value Theory. W French poststructuralism, with particular attention to the rollment limited to 20. E. Suckiel Considers topics central to contemporary philosophy main philosophical texts of Jacques Derrida and Michel ethics: justification, normativity, diver s i t y , skepticism, rel - Foucault. Other rep re s e n t a t i v e theorists as well as critics of 294. Teaching-Related Independent Study. ativism, rationality, motivation, obligation, res p o n s i b i l i t y , poststructuralism are studied as time permits. (Also of- F,W,S emotion, and so forth. In some instances, the inves t i g a t i o n fered as History of Consciousness 252. Students cannot Directed graduate research and writing coordinated with proceeds through readings by historical figures such as receive credit for both courses.) Enrollment restricted to the teaching of undergraduates. May be repeated for Wollaston and Cudworth. Enrollment restricted to grad- graduate students. Enrollment limited to 15. May be re- credit. The Staff uate philosophy majors. Enr ollment limited to 20. J. Tan - peated for credit. The Staff 295. Directed Reading. F,W,S nenbaum 290A. Metaphor. F Directed reading which does not involve a term paper. 233. Seminar in Philosophy of Mind. * Advanced seminar on the theory of metaphor. Designed The Staff Focuses on topics in the philosophy of mind. Topics may to be of interest to those wishing to pursue literary stud- 296. Special Student Seminar. F,W,S include consciousness, mental content, the mind-body ies, as well as linguistically and philosophically minded A seminar for graduate students arranged between stu- problem, and mental causation. Enrollment restricted to students. The fact that the phenomenon of metaphor is at dents and a faculty member. Students submit petition to graduate students. Enrollment limited to 15. May be re- the crossroads of literature, linguistics, and philosophy is sponsoring agency. May be repeated for credit. The Staff peated for credit. J. Ellis reflected in the choice of authors to be discussed, starting with Aristotle, then focusing on twentieth-century views 297. Independent Study. F,W,S 235. Philosophy of Psychology. * represented by literary critics, by linguistics, and by Students submit petition to sponsoring agency. The Staff Looks at philosophical issues raised by current res e a r ch on philosophers. Students cannot rec e i v e credit for this course the nature of perception, cognition, and consciousness in and course 190A. Enrollment restricted to graduate stu- psychology and cognitive science. Can there be a science dents. Enrollment limited to 10. The Staff of the mind? Could machines be conscious? Do animals have minds? How did the mind evolve? These and a host 290C. Advanced Topics in Contemporary Physical and Biological of related questions form the subject matter of this course. Ethics. * Students cannot receive credit for this course and course Examines one or more leading ethical theories, such as Sc i e n c e s 135. Prerequisite(s): One course in philosophy, psychol- Kantianism, Vi rtue T h e o ry, Consequentialism, and ogy, or linguistics. Enrollment restricted to graduate stu- Humean ethical theory. Examines different foundational 204 Natural Sciences 2 Annex dents. The Staff ethical principles and arguments for those principles, con- (831) 459-2931 trasting accounts of moral action and moral motivation, ht t p : / / n a t s c i . u c s c . e d u 236. On Insults. F as well as epistemological and motivational role of emo- What is the role of insult in social and legal life (from play tions in ethical theory. Students cannot receive credit for A broad range of majors is offered through the physical to jokes to ritual to war and from blasphemy to defama- this course and course 190C. Enrollment restricted to and biological sciences. The intellectual rigor of these tion to hate speech)? Emphasizes philosophical, anthro- graduate philosophy majors. Enrollment limited to 22. J. majors ensures that our graduates are well prep a r ed for pological, psychoanalytic, and legal approaches to the Tannenbaum fu r ther studies in graduate and professional schools, as issues. (Also offered as Anthropology 236. Students can- well as careers in scientific res e a r ch, environ m e n t a l not receive credit for both courses.) Enrollment restricted 290J. Advanced Topics in the History of res e a r ch, medicine, law, engineering, technology, and to graduate students. Enrollment limited to 20. J. Neu Ethics. * business. Ca r eful study of any one of the main moral theories in the 240. The History of Ethics. * The Division of Physical and Biological Science’s hi s t o r y of philosophy, with some emphasis on the rel a t i o n in t e rd i s c i p l i n a r y framewo r k provides students with the Compares and contrasts two famous ethical works: Aris- to contemporary moral philosophy. Students cannot re- op p o r tunity to attend classes and pursue res e a r ch that to t l e ’s Nicomachean Eth i c s and Kant’s Grou n d w o r k for the ceive credit for this course and course 190J. Enrollment ranges from the study of atoms to the examination of Metaphysics of Mora l s . Tra d i t i o n a l l y , Aristotle and Kant are restricted to graduate students. Enrollment limited to 10. distant galaxies. From abstract number theory to the thought to offer opposing views of good action and good D. Guevara de v elopment of new chemical compounds, from evol u - agents. Closely compares their ethical principles and ar- tion to plate tectonics, we provide students not only with guments for these principles in order to understand each 290M. Advanced Graduate Seminar: William the skills to explore and discover the world but also to philosopher in his own terms, as well as to determine James. * define and improve it. whether this traditional characterization is accurate. Stu- Int e n s i v e study of Jam e s ’s philosophy, including his philo- Dep a r tments and programs affiliated with the dents cannot rec e i v e credit for this course and course 140. sophical psychology and pragmatic method. Cove r s Division of Physical and Biological Sciences include the Enrollment restricted to graduate philosophy majors. J. Jam e s ’s epistemology, metaphysics, ethics, and philosophy Dep a r tments of Astronomy and Astrophysics; Chemistry Tannenbaum of religion. Recent critical analyses of the issues raised in and Bio c h e m i s t r y; Earth Sciences; Ecology and

*Not offered in 2004–05 330 PROGRAMS AND COURSES

Evol u t i o n a r y Biology; Env i r onmental Toxi c o l o g y ; SOO N H O SON G face dives, survival swimming, basic diving, endurance Mathematics; Mol e c u l a r , Cell, and Deve l o p m e n t a l Tae kwon do (karat e ) swimming, and personal and rescue skills. Pre re q u i s i t e ( s ) : Biology; Ocean Sciences; Physics; and the Science pass in Swimming Level III course or possess equivalent PHI L I P C. VAN D E N B E R G Communication Prog r a m . Sai l i n g swimming skill req u i r ements in freestyle, backstroke, sidestroke, or competitive swimming; instructor determines skill level. Enrollment limited to 30. J. McCallum Prog r am Des c r i p t i o n 5E. Aquatics: Lifeguard Training (LT) Physical education offers students an opportunity to (no credit). F,S Physical Education learn and improve skills in a variety of areas while gain- Red Cross certified lifeguard training. Provides the neces- ing knowledge about the relationship between fitness and sary minimum skills training to qualify as a non-surf life- wellness. With this information, participants will be bet- East Field Hou s e guard. Certification includes CPR Pro, AED, PDT, D2, ter prep a r ed to make important choices leading to (831) 459-2531 ADMIN, and Title 22 First Aid. Candidates must suc- healthy lifestyles. ht t p : / / w w w. u c s c . e d u / o p e r s cessfully pass final skill tests and written final exam with Physical education courses at UCSC, which are elec- 80 percent score. Students pay a course fee. Prere q u i s i t e ( s ) : ti v e and without academic credit, are offered in a wide must have ability to swim 500 yards in ten minutes, tread Faculty and Professional Int e re s t s variety of activities. The courses consist of instruc t i o n , water for one minute, strong swimming skills in free, practice, and full participation consistent with each stu- back, breast, side, and elementary backstroke; must pur- de n t ’s ability. While many of the courses are for students Exec u t i v e Dire c t o r chase Red Cross LT text book. Enrollment limited to 20. at the beginning level, some are designed for the more DAN I E L T. WOO D K. Musch, J. McCallum ad v anced student. Most courses invol v e class meetings of one hour’s length, twice a week; but some consist of one Associate Sup e rv i s o r 5F. Water Safety Instructor (WSI) (no credit). S and one-half hours twice a week or a single two-hour Coeducational. A Red Cross course designed to certify REN A V. COC H L I N meeting per week. Students may enroll in as many cours- students who complete all req u i r ed work as swimming in- Int e r national folk dance, Mexican dance, modern dance, yog a es as they desire and are permitted to repeat any course. s t ructors. In s t ruction in teaching techniques, stro k e Students desiring more activity are encouraged to par- analysis, skilled swimming, class organization, pool safety, Physical Education Ins t ru c t o r ticipate in a sports or rec r eation club; the intramural, and pool maintenance. Practice teaching assignments out- rec r eation, or wellness programs; or an interco l l e g i a t e RYA N AND R EW S side of class with practical and written final exams. Scree n - Weight training, wellness and physical conditioning athletic team. ing test given at first class meeting. Prer equisite(s): must be 17 years old, possess valid ARC Instructor Candidate JOH N BAR D O S Training card (ICT), and ARC swimmers-level skills. Rac q u e t b a l l Lower-Division Courses (Emergency Water Safety (EWS), or Lifeguard Training COU RT N E Y BLACK BU R N 5A. Aquatics: Swimming Level I (no credit). (LT) certificate is highly recommended). Students pay a Tai chi ch’uan, fencing F,W,S course fee. En rollment limited to 12. K. Mu s c h , ROB I N F. BUC K Coeducational. Water exploration and primary skills de- J. McCallum Jazz dance, modern dance velopment. Course is designed to teach only “non-swim- 5G. Aquatics: Swimming/Conditioning mers” how to swim. The following is taught: Red Cross TAM M Y D. CHI N N (no credit). F,W,S swimming instruction in overcoming fears, water adjust- Physical conditioning, aerobics, weight trai n i n g Open to all students who wish to explore swimming as a ment, floating, breath holding, and rhythmic breathing. conditioning and fitness exercise. Students should know CHE L S E A GEO RG E Skills to be learned are: water entries, sculling, treading, el- Rac q u e t b a l l three competitive strokes, and should be able to swim fif- ementary backstroke, freestyle, methods of water safety, teen minutes without stopping. Short health and fitness ROB E R T W. HAN S E N and survival techniques. Prerequisite(s): instructor deter- lectures precede some classes. Prerequisite(s): instructor Racquetball, tennis, basketball mines skill level at first class meeting. Enrollment limited determination at first class meeting. Enr ollment limited to to 15. J. Kimball PAUL HOLO C H E R 40. K. Musch, J. McCallum So c c e r 5B. Aquatics: Swimming Level II (no credit). 5H. Aquatics: Competitive Swimming F,W,S JUL I E KIM B A L L (no credit). W Yoga, swimming Coeducational. Str oke readiness and development. Course Emphasis on competitive swimming and conditioning is for those who have completed Swimming Level I or techniques. For students who want instruction at the com- RUS S E L L KIN G O N who can swim freestyle and demonstrate elementary back- Sailing, rowi n g petitive level of swimming. Three hours per week. Pre- stroke. Skills to be learned are underwater swimming, requisite(s): instructor determination at first class meeting. DAN I E L L E LEWI S turns, improvement of freestyle and elementary back- Enrollment limited to 50. K. Musch Weight training, wel l n e s s stroke, beginning side stroke, backstroke, breaststroke, diving, personal safety skills, and basic rescue techniques. 5R. Aquatics: Basic Scuba Diving (no credit). JOAN R. MCCAL LU M Prer equisite(s): instructor determines skill level at first class Swimming, lifeguard training, water safety F,W,S meeting: pass Swimming Level I course or demonstrate Coeducational. Sections geared toward the successful CYN T H I A MOR I equivalent skills. Students pay a course fee. Enrollment completion of NAUI Scuba Diver Certification. The Weight training, physical conditioning, wel l n e s s limited to 20. J. McCallum, J. Kimball course is divided into three parts: lecture, pool lab, and open water experience. Four open water training dives are DAVI D MUL D AW E R 5C. Aquatics: Swimming Level III (no credit). F Tennis, weight trai n i n g of f e r ed. Emphasis is on training for open water scuba div- Coeducational. Stroke refinement and skill proficiency. ing, using the beach as a base of operation. Students pay KIM MUS C H Course teaches refinement of basic strokes and introd u c e s a course fee. Prer equisite(s): pass swimming skills tests and Swimming, lifeguard training, water safety bu t t e rf l y , plus backstroke, surface diving, turns, endurance medical clearance. It is strongly recommended that stu- swimming, and survival techniques. Prerequisite(s): in- LIS A K. NOR R I S dents enroll in course 5S. Enrollment limited to 24. C. Jazz dance, ballet st r uctor determines skill level at first class meeting: pass in Shin Swimming Level II course or possess equivalent skills in MIC H A E L RUN E A R E freestyle, sidestroke, elementary backstroke, and breast- 5S. Aquatics: Boat Scuba Diving (no credit). S So c c e r stroke. Enrollment limited to 30. J. McCallum Coeducational. A minimum of two days of boat diving is of f e r ed. Emphasis is on training for open water scuba div- YOS H I H I T O SHI B A TA 5D. Aquatics: Swimming Level IV (no credit). Ai k i d o ing using a boat as the base of operation. Th e r e is a charge W,S CEC I L I A SHI N Coeducational. Advanced skills. Designed to perfect the Sc u b a techniques and skills of all basic strokes plus butterfl y , sur- PHYSICAL EDUCATION 331

for the boat charter which varies from quarter to quarter. 9H. Boating: Intermediate Rowing (no credit). ing basic technique, styling, rhythm, and isolations. Jazz Prerequisite(s): basic SCUBA certification and receive F,W,S and contemporary music is used as accompaniment. Som e medical clearance. Enrollment limited to 20. C. Shin Coeducational intermediate course designed to cover background in ballet strongly recommended before con- more advanced rowing techniques and the skills needed tinuing to Jazz II or III. Section in jazz dance repertory 5T. Aquatics: Advanced Scuba Diving for safe open water rowing. Students pay a course fee. Pre- wh e r e advanced students have the opportunity to perfo r m (no credit). F,S requisite(s): basic rowing or permission of instructor. En- is offered in spring quarter. Students pay a course fee. En- Coeducational. Sections are offered to facilitate the de- rollment limited to 11. R. Kingon rollment limited to 40. L. Norris, R. Buck velopment of the basic scuba diver’s open water techniques. A minimum of six open water experiences is 9J. Boating: Basic (no credit). F,W,S 20D. Dance: Modern (no credit). F,W,S offered. Course is geared toward successful completion of Coeducational. Course designed to cover types of rowing Coeducational. Sections offered at various technical level s NA UI Adv anced Scuba Div er Certification. Students pay boats, nomenclature, fundamental skills, and specific graded from I to III. Emphasis on basic techniques and a course fee. Prerequisite(s): course 5R or pass swimming safety and rescue aspects related to the activity. Students building phrases of movement. Section in choreography skills test and medical clearance. Enr ollment limited to 25. will row singly as well as in groups using 15-foot to 22- and improvisation offered in spring quarter. Section in C. Shin foot rowing dories. Students pay a course fee. Prerequi- dance rep e rt o r y offered periodically. Students pay a course site(s): swimming ability. Enrollment limited to 12. R. fee. R. Cochlin, R. Buck 5U. Aquatics: Scuba Instruction (no credit). Kingon F,W,S 20F. Dance: Individual Studies in Dance Coeducational. A course designed for the experienced 15B. Court Spo r ts: Basketball (no credit). F,W, S (no credit). F,W,S scuba student who wishes to assist with the scuba in- Coeducational. Ins t r uction in fundamentals, offensive and Coeducational. Designed to give students the opportu n i t y struction program at UCSC. Topics covered include defensive strategies, rules, and conditioning designed pri- of pursuing their particular interests in the field of dance teaching techniques, skin and scuba techniques, rescue marily for beginning and intermediate level players. En- with the support and direction of a faculty member. Pre- techniques, and safety procedures. Specialty labs also of- rollment limited to 20. R. Hansen requisite(s): instructor determination at first class meeting. fered in conjunction with course which cover a variety of R. Cochlin diving skills. Students are req u i r ed to enroll in one lab sec- 15H. Court Sports: Racquetball (no credit). tion per quarter.Supervised teaching experience is also F,W,S 25A. Fencing: Épée (no credit). F,W,S provided. Prerequisite(s): Basic Scuba Certification and Coeducational. The beginning section provides an intro- Coeducational. Basic instruction in the techniques, strat- special prerequisite checking by instructor. Enrollment duction to the basic knowledge and skills involved in this egy, and general methodology of modern épée fencing. limited to 30. C. Shin indoor racquet sport. The advanced beginning section Emphasis on épée fencing as a development from the tra- continues the development of the basic skills emphasizing ditional French and Italian dueling sword styles as they 9B. Boating: Basic Sailing (no credit). F,W,S increased shot variety and advanced strategy. The inter- have evolved to form the modern electrical épée game. Coeducational. Introductory course in practical boating mediate section offers the opportunity for further skill de- Students pay a course fee. C. Blackburn safety using 15-foot, two-person sailboats. Satisfactory velopment and introduces more advanced offensive skills. completion meets prer equisites for intermediate-level sail- Enrollment limited to 18. J. Bardos, C. George, R. 25B. Fencing: Foil (no credit). F,W,S ing courses (dinghy or keelboat). Includes an introd u c t i o n Hansen Coeducational. In s t ruction in modern competitive to rigging, nomenclature, seamanship, proper boat han- Fren c h - I talian foil techniques for beginning, intermediate, dling techniques, and general boating and aquatic safety. 15N. Court Sports: Tennis (no credit). F,W,S and advanced levels. Emphasis on physical and mental Students pay a course fee. Prer equisite(s): swimming abil- Coeducational. The beginning section introduces the ba- conditioning leading to improved skill in rec r eational and ity. Enrollment limited to 18. P. Vandenberg, R. Kingon sics of forehand, backhand, and serve. Advanced begin- competitive areas of involvement. Students pay a course ning section rev i e ws these basics and introduces the vol l e y , fee. C. Blackburn 9C. Boating: Intermediate Sailing (no credit). overhead, and lob. The intermediate section reviews all F,W,S stroke mechanics and covers basic singles and doubles 25C. Fencing: Sabre (no credit). F,W,S Coeducational. Offered for both dinghy and keelboat. st r a t e g y . The advanced section includes use of spins, prac- Coeducational. Ins t r uction and practice in basic offensive Dinghy section includes a review of basic sailing with an tice principles, detailed stroke analysis, and advanced play and defensive skills of modern Hungarian sabre technique. emphasis on the further development and refinement of situations. Competitive Tennis is a year-long program for Emphasis on physical and mental conditioning as a foun- small boat sailing techniques. Fifteen-foot, two-person members of the intercollegiate tennis teams. Students pay dation for more advanced levels of instruction. Prepara- sailboats are used. Keelboat section includes an introduc- a course fee. Enrollment limited to 24. D. Muldawer, R. tion for re c reational and competitive invo l ve m e n t . tion to rigging, handling, and sailing of the heavier dis- Hansen Students pay a course fee. C. Blackburn placement Mo o re-24 sloops. Boating safety and 25D. Fencing: Intermediate Sabre (no credit). seamanship stressed. Students pay a course fee. Prerequi- 15T. Court Sports: Volleyball (no credit). F,W,S Coeducational. Beginning/intermediate, intermediate, F,W,S site(s): course 9B or equivalent skills. Enrollment limited Coeducational. Instruction and practice in intermediate to 16. P. Vandenberg, R. Kingon and advanced sections are offered for students who desire to learn and improve the basic skills, as well as to under- offensive and defensive skills of modern Hungarian sabre 9D. Boating: Advanced Sailing (no credit). F,S stand the rules. Competitive section is open to students technique. Emphasis on physical and mental condition- Coeducational. Offered for both dinghy and keelboat. interested in participation in the UCSC NCAA Women’s ing. Preparation for rec r eational competitive invol ve m e n t . The dinghy sections are designed for students interested in Volleyball team. It covers information and practice in all Students pay a course fee. Enrollment limited to 30. C. high performance sailing using single-handed boats aspects of the competitive volleyball season. Enrollment Blackburn (Lasers and Coronado 15’s). These courses include special limited to 25. The Staff 28J. Field Sports: Rugby Football (no credit). F techniques used in racing conditions. The keelboat section 20A. Dance: Ballet (no credit). F,W,S Coeducational. Ins t r uction and drills for persons with lit- includes a further development and refinement of boat tle or no playing experience. Course covers physical con- handling techniques, including advanced maneuvering, Coeducational. Sections offered at various technical level s graded from I to III. Emphasis on principles of move- ditioning, basic fundamentals, rules, strategy, and anchoring, racing, with an introduction to the use of spin- preparatory development for sports clubs. The Staff nakers. Students pay a course fee. Prerequisite(s): course ment, style, and execution of ballet technique. Section in 9C or equivalent skills. Enrollment limited to 12. P.Van - ballet repertory where advanced students have the oppor- 28K. Field Sports: Soccer (no credit). F,W,S denberg tunity to perform is offered in the spring quarte r . Stu d e n t s Co e d u c a t i o n a l / Wo m e n ’s. Sections are offered in field soc- pay a course fee. L. Norris cer and indoor soccer. Ins t r uction in the basic techniques, 9E. Boating: Competitive Sailing (no credit). F tactics, laws of the game, and injury prevention for be- Coeducational. Instruction and coaching at the advanced 20B. Dance: Folk (no credit). F,W,S Coeducational. International folk dance with an empha- ginners and advanced players. Prerequisite(s): determina- sailing level in racing dinghies and keelboats. Emphasis on tion at first class meeting. M. Runeare, P. Holocher the physical and mental requirements for racing sailboats sis on Balkan and Israeli dances. Sections are also offered and the technical aspects of sail racing. Students will be in- periodically in Mexican dance. R. Cochlin 30G. Fitness Activities: Physical Conditioning volved in intercollegiate competition. Prerequisite(s): ad- 20C. Dance: Jazz (no credit). F,W,S (no credit). F,W,S vanced sailing ability. P. Vandenberg Coeducational. Sections offered at various technical level s Coeducational. An exer cise course designed to increase the graded from I to III. Exploration of jazz dance emphasiz- participants’ strength, flexibility, coordination, and car- 332 PROGRAMS AND COURSES

diovascular endurance. Special attention is given to un- FRA N K G. BRI D G E S Le c t u re r derstanding and utilizing sound and safe principles of Experimental condensed matter physics, microwa v e FRE D KUTT N E R body alignment and movement. T. Chinn, C. Mori, R. sp e c t ro s c o p y, synchrot r on radiation absorption spectros c o p y, Foundations of quantum mechanics; physics education Buck pl a n e t a r y physics ◆ ◆ ◆ 30H. Fitness Activities: T’ai Chi Ch’uan GEO RG E BROWN Experimental condensed matter physics (no credit). F,W,S Prof e s s o r Through balanced movement and breath control, T’ai JOS H U A M. DEU TS C H Chi Ch’uan attempts to forestall many processes of aging Condensed matter theory GEO RG E R. BLUM E N T H A L (A s t r onomy and by cultivating greater strength of body, mind, and spirit. As t ro p h y s i c s ) MIC H A E L DIN E Co s m o l o g y, galaxy formation, high-energy astrophysics C. Blackburn Th e o r y of elementary parti c l e s WIL L I A M G. MATH EW S (A s t r onomy and 30J. Fitness Activities: Weight Training DAVI D E. DOR FA N (no credit). F,W,S Experimental high-energy physics, astrop a r ticle physics As t ro p h y s i c s ) Coeducational. An introduction to safe and effective Galaxies, high-energy astrophysics, gaseous nebulae; corne t t o STAN L E Y M. FLATTÉ , Eme r i t u s (m u s i c ) methods of using weight training and other personal conditioning activities. Topics covered include proper weight GEO RG E D. GAS PA R I , Eme r i t u s training techniques, care of body and equipment, and el- Adjunct Prof e s s o r HOWAR D E. HAB E R em e n t a r y exer cise physiology. D. Mul d a we r , T. Chinn, R. Th e o r y and phenomenology of fundamental particles and WIL L I A M ATWOO D Andrews, C. Mori, D. Lewis their interac t i o n s DON A L D COYN E 30L. Fitness Activities: Yoga Exercises CLE M E N S A. HEU S C H ALAN LIT K E (no credit). F,W,S Experimental high-energy physics Coeducational. Sections offered at beginning, continuing MIC H A E L RIO R D A N ROB E R T P. JOH N S O N beginning, and advanced beginning levels of Hatha Yoga. Experimental high-energy physics, astrop h y s i c s HART M U T F.- W . SAD RO Z I N S K I J. Kimball, R. Cochlin MIC H A E L NAUE N B E R G, Eme r i t u s TER R Y L. SCH A L K 43A. Martial Arts: Aikido (no credit). F,W,S JERO M E D. SWAL E N Coeducational. A nonviolent, noncompetitive Japanese JOE L R. PRI M AC K ma r tial art emphasizing mind-body harmony, balance, re- Th e o r y of fundamental particles, cosmology, astrop h y s i c s DAVI D A. WIL L I A M S laxation, and the understanding of vital energy. Aikido BRUC E ROS E N B LU M , Eme r i t u s self-defense techniques aim towa r d the crea t i v e res o l u t i o n Res e a r ch Phy s i c i s t MATTH E W SAN D S , Eme r i t u s of conflict and the growth of the individual. Sections of- ALE X A N D E R GRI L L O fered at beginning and experienced levels. Y. Shibata ZACK SCH L E S I N G E R Experimental condensed matter physics, correlated electron WIL L I A M LOC K M A N 43G. Martial Arts: Tae Kwon Do (Karate) systems, novel materials (no credit). F,W,S Assistant Res e a r ch Phy s i c i s t Coeducational. Sections offered at the beginning and in- BRUC E SCH U M M Experimental particle physics LIN D A KEL L E Y termediate/advanced levels. Covering basic skills, knowledge, and philosophy of Tae Kwon Do and providing ABR A H A M SEI D E N instruction in the following aspects of martial arts study: Experimental high-energy physics Postgraduate Res e a r ch Phy s i c i s t PATR I C K FOX fundamental techniques of self-defense, physical condi- B. SRI R A M SHA S T R Y tioning, emotional control, self-discipline, and self-confi- Condensed matter physics, strongly correlated matter, Mot t - JUE RG E N KROS E B E R G dence. Enrollment limited to 35. S. Song Hub b a r d physics, high Tc superco n d u c t i v i t y , quantum JEN N I F E R LOTZ 50. Personal Fitness and Wellness (no credit). magnetism, exactly integrable systems, exactly solvable models of many-body systems and in statistical mechanics, quantum GAVI N NES O M F,W,S chaos, geometric frus t ra t i o n Designed to improve the overall health of each partici- DUM I T R U PET RU S C A pant. Course material will touch on all the major compo- A. PET E R YOU N G PAB L O SAZ PAR K I N S O N nents of wellness: physical, emotional, social, spiritual, and Condensed matter theory, statistical mechanics intellectual health. Topics include cardi o vascular training, ALE X A N D E R SHE R strength training, flexibility, fitness testing, stress reduc- Associate Prof e s s o r ASS A F SHO M E R tion, nutrition, and recreation. Enrollment limited to 20. SUE A. CART E R R. Andrews, D. Lewis, C. Mori Experimental condensed matter physics, polymer physics, MUTS U M I SUG I ZA K I molecular electronics, phase transitions, electronic and optical DAVI D C. WIL L I A M S pro p e r ties of materials MARC U S ZIE G L E R ONU T TOM NAR AY A N Ph y s i c s Th e o r etical condensed matter physics Prog r am Des c r i p t i o n PET E R L. SCO TT, EME R I T U S Physics seeks to discover the fundamental regularities or 211 Int e rd i s c i p l i n a r y Sciences Bui l d i n g “l a w s ” that govern our universe and to apply these laws (831) 459-2329 Assistant Prof e s s o r to explain the behavior of fundamental and complex sys- ht t p : / / p h y s i c s . u c s c . e d u ANT H O N Y AGU I R R E tems. The same underlying principles describe the behav- Co s m o l o g y of the early and late universe: inflation and the ior of atoms, lasers, living cells, and galaxies. Physics is, global struc t u r e of cosmological models; the intergalactic th e re f o r e, at the base of all modern science and technolo- Faculty and Professional Int e re s t s medium and its enrichment with heavy elements; galaxy gy , and, even at an elementary level, this fundamental fo r mation, evolution, and feedback processes; dark matter; na t u r e can be apprec i a t e d . Prof e s s o r theories of modified grav i t y The Physics Dep a r tment offers majors in physics; physics (astrophysics), ref e r r ed to subsequently as astro- DAVI D M. SMI T H THO M A S BAN K S physics; and applied physics. These programs prep a r e stu- String and particle theory, quantum grav i t y , and cosmology Hig h - e n e r g y astrophysics; X-ray and gamma-ray detectors and in s t r umentation; solar, terrestrial, and planetary sources of dents for graduate work in physics, astrophysics, and DAVI D P. BELA N G E R gamma rad i a t i o n as t r onomy; for engineering and other technical positions Experimental condensed matter physics, phase tran s i t i o n s in industry; and for careers in education. With approp r i - PHYSICS 333

ate courses in other disciplines, these majors provi d e exposed to new ideas associated with explorations at the 116A-B-C, 133, 134, and 139A. In addition, students ex cellent preparation for advanced study in technical sub- boundaries of human knowledge. Course 10 is a 2-cred i t must pass at least two upper-division electives chosen jects such as biology, chemistry, engineering, geophysics, su r vey course that provides an ove rv i ew of the res e a rc h fr om Physics or the following Astronomy and and the philosophy of science. The applied physics major activities of the physics faculty. It is recommended for all As t r ophysics courses: 112, 113, 117, or 118. At least one is excellent preparation for positions in industry direc t l y beginning physics majors and those considering the of the two electives must be from the following Phy s i c s upon graduation. ma j o r . courses: 129, 139B, 155, or 171. In some cases, the sec- Physics students and faculty often interact closely in The lower-division introd u c t o r y courses in the major ond elective req u i r ement may be satisfied by an approved both formal and informal settings. All undergraduate pr ograms (Physics 5A, 5B, 5C, and 5D sequence) are upper-division science or engineering course. physics majors have the opportunity to work individually well suited to students in the physical sciences and engi- with a faculty member in completing the senior thesis neering. The 6A, 6B, 6C sequence, which also provides a Physics (Astrophysics) req u i re m e n t . calculus-based introduction to the basic concepts in The req u i r ements for the major include courses 5A/L, The main areas of physics res e a r ch at UC Santa Cruz physics, is better suited to students in the life sciences. 5B/M, 5C/N, and 5D; Mathematics 19A or 20A, 19B or ar e the study of fundamental particles and interactions The Physics 6 sequence is also appropriate for nonscience 20B, 23A, and 23B or Physics 14; plus the followi n g (high-energy physics), the study of condensed matter students who have a calculus background. Students who upper-division courses: 101A, 101B, 105, 110A-B, 112, physics, and astrop h y s i c s / c o s m o l o g y . take course 6A instead of course 5A, and do ver y well in 116A-B-C, 133, 135, and 139A. In addition, students Eff o r ts in high-energy physics are aided by the pres - it, may contact the department chair for permission to must pass at least three upper-division electives selected ence of an organized res e a r ch unit, the Santa Cruz enter the major. The Physics 7A, 7B sequence is an alge- fr om the following upper-division courses: Astron o m y Institute for Par ticle Physics (SCIPP). The SCIPP experi- bra- and trigonometry-based sequence covering the basic and Astrophysics 112, 113, 117, 118, or 171 (cros s - l i s t e d mentalists play significant roles in experiments at some of ideas and applications of physics. The laboratory courses, with Physics 171). the major accelerator laboratories in the world, including 5L-5M-5N, 6L-6M-6N, and 7L-7M, should be taken SL AC at Sta n f o r d Uni v ersity and the Eur opean centers at co n c u r r ently with the corresponding lecture courses. Applied Physics CERN and DESY. The SCIPP theorists are active in the Fin a l l y , courses 1 and 2 are conceptual introductions to The req u i r ements for the major include courses 5A/L, phenomenology of high-energy particle interactions; the physics for nonscience majors. 5B/M, 5C/N, and 5D; Mathematics 19A or 20A, 19B or th e o r y of strong and electroweak interactions; elec- 20B, 23A, and 23B or Physics 14; Computer Science tr oweak symmetry breaking and Higgs bosons; and theo- Major Prog ra m 60N; Chemistry 1B; plus the following upper-division ries of supersymmetry, superstrings, and gravity. SCIPP The physics, astrophysics, and applied physics major pro- Physics courses: 101A, 101B, 105, 110A-B, 112, 116A- also maintains a vigorous program in particle astro- grams provide a compreh e n s i v e coverage of the field and B-C, 133, and 134. In addition, students must pass at physics. SCIPP theorists are invol v ed in res e a r ch in high- the background necessary for graduate school or industri- least three upper-division applied physics electives select- energy astrophysics, dark matter, formation of galaxies al careers. Students earn a bachelor of science (B.S.) ed from the following approved list of courses: Bio l o g y and large-scale struc t u r e in the universe, and theories of de g r ee. The UCSC physics, astrophysics, and applied 21A, Electrical Engineering 103, 127, 128, 145, Phy s i c s co s m o l o g y . SCIPP experimentalists are playing an impor- physics programs begin with a four-quarter pres e n t a t i o n 109, 115, 152, 155, 156, and 160. tant role in creating the next major satellite for gamma- of the introd u c t o r y concepts of the subject, Int ro d u c t i o n ray astron o m y , the Gamma Large Area Space Tel e s c o p e to Physics. Note: the applied physics program also req u i re s Comprehensive Requirement (G LA S T ). In addition, SCIPP experimentalists, worki n g completion of a beginning programming course and a Fin a l l y , to satisfy the compreh e n s i v e req u i r ement (see with colleagues at Los Alamos, conduct a thriving parti - general chemistry course. This is followed by courses, be l o w) via a thesis, courses 195A and 195B are req u i re d . cle astrophysics program detecting TeV gamma rays. which provide an introduction to relativity and quantum Note that successful completion of 195A and 195B satis- The presence of the strong astrophysics group from physics. The programs continue with a three - q u a rt e r fies the “W” or Writing Int e n s i v e general education the Astronomy and Astrophysics Dep a r tment in the same sequence in mathematical methods of physics designed to req u i r ement. building provides a healthy symbiosis in this area. Not e pr ovide the mathematics preparation necessary for most In special cases, minor modifications of these req u i r e- that the Astronomy and Astrophysics Dep a r tment does of the upper-division physics courses req u i r ed for the ments may be granted to suit the specific program of a not offer an undergraduate major. UCSC is the head- majors. Included in the upper-division programs are two pa r ticular student. Bef o r e embarking on a program need- qu a r ters for the Uni v ersity of California Obs e r vat o r i e s , in t e n s i v e laboratory courses designed to illustrate both ing such waivers, students should discuss their plans with which include Lick Obs e r vat o r y near San Jose and the historical experiments in the development of physics, a physics adviser and seek approval by petition from the Keck Obs e r vat o r y in Hawaii; these provide additional as t r ophysics, applied physics, and modern experimental Physics Dep a r tment Off i c e . op p o r tunities for collaboration between res e a r chers in methods. Adv anced and especially motivated students physics and astron o m y . may enroll in some graduate courses with the approval of Physics Major Pla n n e r Condensed matter physics res e a r ch at UCSC covers a the instruc t o r . The following is a recommended academic plan for stu- range of topics including the behavior of exotic many- The senior thesis, req u i r ed of all physics, astrop h y s i c s , el e c t r on systems (for example, superconductors); the dents to complete during their four years to fulfill and applied physics majors at UCSC, provides the req u i r ements for the physics major. study of magnetic phase transitions; the organization of op p o r tunity for students to apply their skills to prob l e m s complex systems (proteins, DNA, and polymers); the of interest to them, either theoretical or experimental, Sample Physics Major Pla n n e r de v elopment of new electronic devices using novel mate- usually with technical advice from a faculty member. It Yea r Fa l l Win t e r Sp r i n g rials (e.g., polymer-based LEDs); and res e a r ch in bio- may be based on work undertaken in a faculty res e a rc h 1s t Math 19A or 20A Math 19B or 20B Math 23A ph y s i c s . la b o r a t o r y. Topics have included particle physics, con- (f r s h ) Phys 5A/L Phys 5B/M Phys 5C/N The experimental program uses X-ray and synchrot ro n densed matter physics, astrophysics, biophysics, and var i - Phys 10 radiation techniques at facilities such as the Sta n f o r d ous applied technologies. The senior thesis is a distinctive (re c o m m e n d e d ) Syn c h ro t r on Radiation Laboratory (SSRL); neutron scat- pa r t of the UC Santa Cruz physics major program and tering techniques at various national laboratories; and entails a substantial investment of both student and fac- 2n d Phys 101A Phys 101B Phys 116B mi c r owa v e, optical, X-ray, and specific heat techniques at ulty time. The learning experience invol v ed in the thesis, (s o p h ) Phys 5D (2 units) Phys 116A Phys 133* UCSC. Topics include phase transitions, crystal defects, as well as the thesis itself, has proven extremely val u a b l e Math 23B co r r elated electron systems, negative thermal expansion to students in enhancing employment opportu n i t i e s 3r d Phys 105 Phys 110A Phys 110B materials, polymer LEDs, and thermoelectric materials. upon graduation or in gaining admission to graduate (j r ) Phys 116C Phys 112 Phys 139A Res e a r ch topics in theoretical condensed matter physics sc h o o l . Phys 134* include the behavior of high temperature superco n d u c - 4t h Phys 195A Phys 195B tors, phase transitions, and dynamics of polymers such as Course Req u i re m e n t s (s r ) Phys elective Phys elective DNA. Undergraduate students are actively invol v ed in *Course 133 is offe r ed winter and spring quarters. Course 134 is offe re d se v eral condensed matter physics laboratories. Physics fall and winter quarters and may be taken junior or senior year after com- The req u i r ements for the major include courses 5A/L, pleting course 133. Co u r s e s 5B/M, 5C/N, and 5D; Mathematics 19A or 20A, 19B or 20B, 23A, and 23B or Physics 14; plus the followi n g An undergraduate physics education is broad and basic. upper-division courses: 101A, 101B, 105, 110A-B, 112, Undergraduate students, even in introd u c t o r y classes, are 334 PROGRAMS AND COURSES

ments approved by the Physics Und e r g r a d u a t e Syn c h ro t r on Radiation Laboratory provides additional Committee. See Physics Dep a r tment for the listing. local res e a r ch opportunities. UCSC faculty and graduate students also participate in res e a r ch programs at CERN Sample Physics (Ast r ophysics) Major Pla n n e r Advising and Prep a r ation for the Maj o r in Gen e v a, DESY in Hamburg, Los Alamos, Oak Ridge Yea r Fa l l Win t e r Sp r i n g National Laboratory, NASA, Ames, NREL, Luc e n t , Because of the sequential nature of the courses for the 1s t Math 19A or 20A Math 19B or 20B Math 23A Xer ox, IBM, Bell Labs, and other national and interna- (f r s h ) Phys 5A/L Phys 5B/M Phys 5C/N physics major, it is strongly advised that students declare tional laboratories. Phys 10 their major in physics, physics (astrophysics), or applied Application materials and broc h u r es describing the (re c o m m e n d e d ) physics as early as possible (either at initial registration or physics M.S. and Ph.D. graduate programs in more 2n d Phys 101A Phys 101B Phys 116B by the end of the first year). Advising can be arranged detail may be obtained by visiting our web site at (s o p h ) Phys 5D (2 units) th r ough the Physics Dep a r tment Off i c e . http://physics.ucsc.edu/ or by contacting the Division of Math 23B (2 units) Phys 116A Phys 133* High school students coming directly to UCSC Graduate Studies at ht t p : / / g ra d d i v. u c s c . e d u . 3r d Phys 105 Phys 110A Phys 110B should emphasize their mathematics preparation with the (j r ) Phys 116C Phys 112 Phys 139A expectation that they will take calculus in their first quar- Phys 135* Astr elective ter at UC Santa Cruz . Lower-Division Courses Students transferring to UCSC as junior physics, 4t h Phys 195A Phys 195B 1. Conceptual Physics. W (s r ) Astr elective Astr elective physics (astrophysics), or applied physics majors should ha v e completed three quarters of introd u c t o r y calculus- Addressed to majors in non-science disciplines. Topics in *Course 133 is offered winter and spring quarters. Course 135 is based physics with laboratory and three quarters of calcu- classical and modern physics and the relation to physical offered some academic years as a multiple-term course:135A in fall and phenomena in the world around us. Concepts are 135B in winter, depending on astronomical conditions. lus. It is also desirable to have an introd u c t o r y course in modern physics as well as mathematics courses in linear st r essed, but some calculational techniques are devel o p e d . Sample Applied Physics Major Pla n n e r algebra, vector calculus, and differential equations. Th e Knowledge of high school algebra is desirable. (General Yea r Fa l l Win t e r Sp r i n g Physics Dep a r tment advises each junior transfer student Education Code(s): IN, Q.) T. Schalk 1s t Math 19A or 20A Math 19B or 20B Math 23A individually upon their arrival . 2. The Quantum Enigma. * (f r s h ) Phys 5A/L Phys 5B/M Phys 5C/N Add r essed to non-science majors but may be of interest to Phys 10 Cmps 60N science majors as well, since material is largely not covere d (re c o m m e n d e d ) Graduate Prog ra m s in the regular physics program. Focus is the bizarre view 2n d Phys 101A Phys 101B Phys 116B The Physics Dep a r tment offers graduate programs leading to the M.S. and/or the Ph.D. degrees. In the first of physical reality and connectedness demanded by quan- (s o p h ) Phys 5D (2 units) Phys 116A Phys 133* tum mechanics, the basis of modern physics. A brief Math 23B Chem 1B year of study, Ph.D. students are expected to take two overview of classical physics and relativity is included. 3r d Phys 105 Phys 110A Phys 110B co r e graduate-level courses per quarte r , including the courses req u i r ed for the Ph.D. degree (210, 212, 213 or Concepts are stressed, but some calculational techniques (j r ) Phys 116B Phys 112 Apph elective are developed. (General Education Code(s): IN, Q.) Phys 134* 214, 215, 216, 219) and other courses specific to the stu- F. Kuttner 4t h Phys 195A Phys 195B Apph elective de n t ’s field of interest. All first-year students also take (s r ) Apph elective 205, Int r oduction to Res e a rc h . All graduate students also 5A. Introduction to Physics I. F attend a weekly colloquium, 292. Each student has a fac- Elementary mechanics. Vectors, Newton’s laws, inverse *Course 133 is offered winter and spring quarters. Course 134 is offered fall and winter quarters and may be taken junior or senior year ulty adviser who helps to determine which courses are square force laws, work and energy, conservation of mo- after completing course 133. most appropriate, taking into account the student’s back- mentum and energy, and oscillations. Corequisite(s): con- gr ound and interests. The student-faculty ratio is low so cu r r ent enrollment in course 5L and Mathematics 19A or Students who take course 6A instead of course 5A, and do that M.S. and Ph.D. students can work closely with fac- 20A is required. (General Education Code(s): IN, Q.) ver y well in it, may contact the department chair for per- ulty and pursue programs that fit their individual needs. D. Smith mission to enter the major. Res e a r ch is currently conducted in theoretical and experi- Depending on the student’s interests, further prep a r a - mental particle physics, theoretical and experimental con- 5B. Introduction to Physics II. W tion for graduate school in physics, astrophysics, applied densed matter physics, materials physics, biophysics, syn- A continuation of 5A. Wave motion in matter, including physics, or for other careers is obtained by electing more ch ro t r on radiation, cosmic rays, particle astrophysics, and sound waves. Geometrical optics, interference and polar- sp e c i a l i z ed or applied courses (see the descriptions of co s m o l o g y . After passing a written qualifying examina- ization, statics and dynamics of fluids. Prerequisite(s): courses below). In addition, again depending on the stu- tion, Ph.D. students pursue independent res e a r ch leading courses 5A/L and Mathematics 19A or 20A; concurrent de n t ’s academic focus, elective courses may be selected in to an oral examination and completion of a doctoral dis- enrollment in course 5M is required. Corequisite: Math- mathematics, astronomy and astrophysics, and/or other se rt a t i o n . ematics 19B or 20B. (General Education Code(s): IN, Q.) ar eas of physical science. Students may obtain a master’s degree through course W. Atwood For further information on the physics prog r a m , wo r k (eight physics graduate courses) and submission of please request the undergraduate handbook, A Phy s i c s an approved thesis. The thesis may be waived by passing 5C. Introduction to Physics III. S Maj o r ’s Gui d e , from the Physics Dep a r tment Off i c e . four sections of the written Ph.D. qualifying examina- Introduction to electricity and magnetism. Electromag- tion. Mas t e r ’s candidates are encouraged to write a netic radiation, Ma x we l l’s equations. Pre re q u i s i t e ( s ) : Co m p re h e n s i v e Req u i re m e n t res e a r ch thesis and may do so in any of the res e a r ch fields courses 5A/L and Mathematics 19B or 20B. Concurrent The compreh e n s i v e exit req u i r ement is normally satisfied in the program, thereb y developing laboratory and com- enrollment in 5N is required. Corequisite: Mathematics by the submission and approval of a thesis (in conjunc- putational skills in areas such as electronics design, com- 22 or 23A. Courses 5B/M recommended. (General Edu- tion with course 195). For physics majors completing puter simulation and visualization, cryogenics, X-ray cation Code(s): IN, Q.) A. Aguirre either a major or a minor in another field within the scattering, complex novel materials and devices, or mate- 5D. Heat, Thermodynamics, and Kinetics Physical and Biological Sciences Division or the Bas k i n rials science. Each M.S. student is assigned a faculty (2 credits). F School of Engineering, the compreh e n s i v e req u i re m e n t adviser who helps to design a course work plan suited to Introduction to temperature, heat, and thermal conduc- may be satisfied by scoring at or above the 50th per- the interests of the student. tivity, ideal gases, the first and second laws of thermody- centile on the Graduate Rec o r d Examination Phy s i c s Physics students and faculty use a number of UCSC namics, and an introduction to kinetic theory. Subject Tes t . res e a r ch facilities (described at the beginning of this sec- Prerequisite(s): courses 5A/L and Mathematics 19B or tion and elsewh e r e in this catalog): the Santa Cruz 20B. C. Heusch Minor Req u i re m e n t s Institute for Par ticle Physics (SCIPP), Lick Obs e r vat o r y Req u i r ements for the minor in physics include physics (h e a d q u a rt e r ed at UCSC), the Institute of Mar i n e 5L. Introduction to Physics Laboratory 5A/L, 5B/M, 5C/N, 5D (or physics 6A/L, 6B/M, 6C/N Sciences, and the Institute of Tectonics. Th e r e is stron g (1 credit). F with minimum GPA of 3.5); math 19A or 20A, 19B or interaction with other disciplines, especially astron o m y La b o r a t o r y sequence illustrating topics cover ed in 5A-5B- 20B, 23A, 23B or physics 14; physics 101A, 101B, 133, and astrophysics, biology, chemistry, Earth sciences, elec- 5C, respectively. One three-hour laboratory session per and one upper division elective (and any prere q u i s i t e s ) trical engineering, and mathematics. Proximity to the week. Prer equisite(s): concurrent enrollment in course 5A fr om physics or from a list of courses from other depart- Sta n f o r d Linear Accelerator Center and the Sta n f o r d is required. The Staff PHYSICS 335

5M. Introduction to Physics Laboratory 7A. Elementary Physics I. W include Zunian, Mayan, and ancient, medieval, and mod- (1 credit). W The physics of mechanics, wave motion, temperature, ern Judeo-Christian cosmologies. Possible cultural and re- La b o r a t o r y sequence illustrating topics cover ed in 5A-5B- pressure, and fluids. A lecture and discussion course that ligious re p e rcussions of Big Bang, Gaia, and other 5C, respectively. One three-hour laboratory session per provides a basic foundation of physics for students whose modern origin stories. (General Education Code(s): T7- week. Prerequisite(s): courses 5A/L; concurrent enroll- major interest is in biology, a premedical program, or an- Natural Sciences or Social Sciences.) J. Primack ment in course 5B is required. The Staff other science. Concurrent enrollment in course 7L is required. High school algebra, geometry, and trigonometry 80D. The Quantum Century. * 5N. Introduction to Physics Laboratory are recommended. (General Education Code(s): IN, Q.) Historical survey of twen t i e t h - c e n t u r y physics, emphasiz- (1 credit). S S. Carter ing quantum theory and its impact upon science and cul- La b o r a t o r y sequence illustrating topics cover ed in 5A-5B- ture, relativity, atomic structure and applications in the 5C, respectively. One three-hour laboratory session per 7B. Elementary Physics II. S laser, transistor, and nuclear weapons. Impact of World week. Prerequisite(s): courses 5A/L. Concurrent enroll- A continuation of course 7A. The physics of electricity War II, cold war, and the growth of Big Science. (General ment in 5C is required. Courses 5B/M recommended. and magnetism, optics, special relativity, quantum theory Education Code(s): T6-Natural Sciences or Humanities The Staff and the atom. Concurrent enrollment in course 7M is re- and Arts.) M. Riordan qu i r ed. Prer equisite(s): course 7A. Concurrent enrol l m e n t 6A. Introductory Physics I. F,W in course 7M is required. (General Education Code(s): 99. Tutorial. F,W,S Elementary mechanics. Vectors, Newton’s laws, inverse IN, Q.) F. Kuttner Students submit petition to sponsoring agency. The Staff square force laws, work and energy, conservation of momentum and energy, and oscillations. Prerequisite(s): 7L. Elementary Physics Laboratory Upper-Division Courses Concurrent enrollment in course 6L required. Corequi- (1 credit). W,S site: Mathematics 11A or 19A or 20A. (General Educa- Laboratory sequence illustrating topics covered in course 101A. Introduction to Modern Physics I. F tion Code(s): IN, Q.) F. Ku t t n e r, D. Do rfan, Z. 7A-B, respectively. One three-hour laboratory session per Special theory of relativity. Early experiments and models Schlesinger week. Concurrent enrollment in 7A is re q u i re d . The Sta f f in quantum physics. Introduction to concepts and calcu- 6B. Introductory Physics II. W,S 7M. Elementary Physics Laboratory (1 credit). lations in quantum mechanics. Sin g l e - e l e c t r on atoms. Pre- A continuation of 6A. Wave motion in matter, including Laboratory sequence illustrating topics covered in course requisite(s): courses 5A/L, 5B/M, and 5C/N or 6A/L, sound waves. Geometrical optics, interference and polar- 7A-B, respectively. One three-hour laboratory session per 6B/M, and 6C/N. Z. Schlesinger ization, statics and dynamics of fluids. Introduction to week. Concurrent enrollment in 7B is required. The Staff 101B. Introduction to Modern Physics II. W thermodynamics, including temperature, heat, thermal Topics in quantum physics, including angular momentum conductivity, and kinetic energy. Prerequisite(s): courses 10. Overview of Physics (2 credits). F One lecture per week providing a descriptive overview of and spin, the Pauli exclusion principle, and quantum sta- 5A/L or 6A/L and Mathematics 11A or 19A or 20A; con- tistics. Applications in multi-electron atoms, molecules, current enrollment in course 6M required. Corequisite: major areas in the discipline. These include fundamental particles, solid state, fluids, nonlinear dynamics, bio- solid state physics, and nuclear and particle physics. Pre- Mathematics 11B or 19B or 20B. (General Education requisite(s): course 14 or Mathematics 23B; course Code(s): IN, Q.) D. Williams, D. Belanger physics, and cosmology. Lectures by various faculty with research interests in these fields. The course is suggested 101A; 14 or Math 23B; 5A/L, 5B/M, and 5C/N or 6A/L, 6C. Introductory Physics III. F,S for prospective physics majors, or others, before they en- 6B/M, and 6C/N. M. Dine Introduction to electricity and magnetism. Electromag- roll in the Physics 5 sequence. J. Primack 105. Mechanics. F netic radiation, Ma x we l l’s equations. Pre re q u i s i t e ( s ) : Particle dynamics in one, two, and three dimensions. courses 6A/L or 5A/L and Mathematics 11B or 19B or 11. The Physicist in Industry (2 credits). S One two-hour meeting per week. Subjects include roles of Conservation laws. Small oscillations, Fourier series and 20B; concurrent enrollment in course 6N required. Fourier integral solutions. Phase diagrams and nonlinear Corequisite: Mathematics 22 or 23A. Courses 6B/M are the physicist in industry, the business environment in a technical company, economic considerations, job hunting, motions, Lagrange’s equations, and Hamiltonian dynam- suggested. (General Education Code(s): IN, Q.) F. ics. Prerequisite(s): courses 5A/L, 5B/M, 5C/N, and Bridges, B. Schumm and discussions with physicists with industrial experience. Strongly recommended for applied physics majors, but 116A-B. M. Dine 6L. Introductory Physics Laboratory open to all. Enrollment limited to 15. F. Kuttner, 107. Fluid Dynamics. * (1 credit). F,W B. Rosenblum The convec t i v e derivat i v e, the equation of continuity, and La b o r a t o r y sequence illustrating topics cover ed in 6A-6B- the Euler equation are introduced. Additional terms in the 6C, respectively. One three-hour laboratory session per 14. Introduction to Vector Calculus with Applications (2 credits). * equations are provided as applications are introduced from week. 6L is offered in fall and winter; 6M is offered in Earth sciences, oceanography, meteorology, and astro- winter and spring; 6N is offered in spring and fall. Pre- Partial differentiation, the chain rule, multiple integrals, Jacobians, surface integrals and the divergence, line inte- physics. Prerequisite(s): courses 5A/L, 5B/M, and 116A- requisite(s): Concurrent enrollment in course 6A req u i re d . B-C. The Staff The Staff grals and the curl, Stokes theorem, gradients and directional derivat i v es. Prer equisite(s): Mathematics 22 or 23A. 110A. Electricity, Magnetism, and Optics. W 6M. Introductory Physics Laboratory The Staff Maxwell’s equations, electrostatics, magnetostatics, in- (1 credit). W,S 42. Student-Directed Seminar. duction, electromagnetic waves, physical optics, and cir- La b o r a t o r y sequence illustrating topics cover ed in 6A-6B- cuit theory. Prerequisite(s): 116A-B-C. R. Johnson 6C, respectively. One three-hour laboratory session per Seminars taught by upper-division students under faculty week. 6L is offered in fall and winter; 6M is offered in supervision. (See course 192.) The Staff 110B. Electricity, Magnetism, and Optics. S winter and spring; 6N is offered in spring and fall. Pre- 80A. Physics and Psychophysics of Music. * Maxwell’s equations, electrostatics, magnetostatics, in- requisite(s): courses 5A/L or 6A/L; concurrent enrol l m e n t Fundamental theory of vibration, sound waves, sound duction, electromagnetic waves, physical optics, and cir- in course 6B required. The Staff propagation, diffraction, and interference. Free, coupled, cuit theory. Prerequisite(s): course 110A, 114A, and 116A-B-C. M. Dine 6N. Introductory Physics Laboratory and driven oscillations. Resonance phenomena and (1 credit). F,S modes of oscillation. Fou r i e r ’s theorem. Anatomy and psy- 112. Thermodynamics and Statistical La b o r a t o r y sequence illustrating topics cover ed in 6A-6B- chophysics of the ear. Musical scales and intervals. Nat u r e Mechanics. W 6C, respectively. One three-hour laboratory session per of plucked and bowed strings; guitar, violin, piano. Woo d - Consequences of the first and second laws of thermody- week. 6L is offered in fall and winter; 6M is offered in wind and brass instruments. Architectural acoustics. Hig h namics, elementary statistical mechanics, thermodynam- winter and spring; 6N is offered in spring and fall. Pre- school algebra and basic knowledge of musical notation ics of irrev ersible processes. Prer equisite(s): courses 5B/M, requisite(s): courses 6A/L or 5A/L; concurrent enrol l m e n t recommended. (General Education Code(s): T2-Natural 5C/N, 5D, 101A, 101B, 105, and 116A-B. D. Belanger in course 6C required; courses 6B/M are suggested. Sciences, Q.) W. Mathews The Staff 115. Computational Physics. S 80C. Cosmology and Culture. * This course will apply efficient numerical methods to the Int r oduction to scientific cosmology. Examination of cul- solutions of problems in the physical sciences which are tural roles of creation myths and cosmologies; examples otherwise intractable. Examples will be drawn from clas-

*Not offered in 2004–05 336 PROGRAMS AND COURSES

sical mechanics, quantum mechanics, statistical mechan- cr edit for both courses.) Prer equisite(s): course 133 and at 160. Practical Electronics. * ics, and electrodynamics. Students will apply a high-level least one astronomy course. Intended primarily for juniors Provides a practical knowledge of electronics that experi- programming language, such as Mathematica, to the so- and seniors majoring or minoring in astrophysics. R. mentalists generally need in research. The course assumes lution of physical problems and develop appropriate error Dewey no previous knowledge of electronics and progresses ac- and stability estimates. Prer equisite(s): courses 101B, 105, cording to the interest and ability of the class. Based on 116A-B-C, or equivalent. Basic programming experience 135A. Astrophysics Advanced Laboratory (3 weekly lectures. However, with the aid of the instructor, in C or Fortran. No previous experience with Mathemat- credits). F the students are expected to learn mainly through the de- ica is required. Offered in alternate academic years. Introduction to techniques of modern observational assign, construction, and debugging of electronics projects. A. Young trophysics at optical and radio wavelengths through Prer equisite(s): courses 5C and 5N or 6C and 6N. Off e re d hands-on experiments. Intended primarily for juniors and in alternate academic years. D. Dorfan 116A. Mathematical Methods in Physics. W seniors majoring or minoring in astrophysics. Offered in Prob a b i l i t y , infinite series and power series, complex num- some academic years as single-term course 135 in fall, de- 171. General Relativity, Black Holes, and bers, systems of differential equations, linear algebra, and pending on astronomical conditions. (Also offered as As- Cosmology. F matrix operations. Prerequisite(s): courses 5A/L, 5B/M, tr onomy and Astrophysics 135A. Students cannot rec e i v e Special relativity is reviewed. Curved space-time, includ- 5C/N; Mathematics 23A, 23B. A. Young cr edit for both courses.) Prer equisite(s): course 133 and at ing the metric and geodesics, are illustrated with simple least one astronomy course. R. Dewey examples. The Einstein equations are solved for cases of 116B. Mathematical Methods in Physics. S high symmetry. Black hole physics and cosmology are dis- Linear vector spaces and coordinate transformations, ten- 135B. Astrophysics Advanced Laboratory (2 cussed, including recent developments. (Also offered as sor analysis, ordi n a r y differential equations and boundary credits). W As t r onomy and Astrophysics 171. Students cannot rec e i v e value problems, calculus of variations, special functions Introduction to techniques of modern observational as- credit for both courses.) Prerequisite(s): courses 105, and asymptotic series, and Fourier series. (Formerly course trophysics at optical and radio wavelengths through 110A, 110B, and 116A-B-C. A. Aguirre 114A.). Prerequisite(s): courses 5A/L, 5B/M, 5C/N, hands-on experiments. Intended primarily for juniors and 116A; and Mathematics 23A and 23B or equivalent. seniors majoring or minoring in astrophysics. Offered in 191. Teaching Practicum. F,W,S D. Dorfan, A. Young some academic years as single-term course 135 in fall, de- Designed to provide upper-divsion undergraduates with pending on astronomical conditions. (Also offered as As- an opportunity to work with students in lower division 116C. Mathematical Methods in Physics. F tronomy and Astrophysics 135B. Students cannot receive courses, leading discussions, reading and marking sub- Legendre polynomials and Bessel functions, partial dif- cr edit for both courses.) Prer equisite(s): course 133 and at missions, and assisting in the planning and teaching of a ferential equations and boundary value problems, func- least one astronomy course. R. Dewey course. Prerequisite(s): excellent performance in major tions of a complex variable including the residue theorem , courses; instructor approval required; enrollment re- integral transforms, Green function techniques and the 139A. Quantum Mechanics. F,S stricted to senior physics majors. The Staff delta function. (Formerly course 114B.). Prerequisite(s): The principles and mathematical techniques of nonrela- courses 5A/L, 5B/M, 5C/N, 116A-B. D. Do rf a n , tivistic quantum mechanics: the Schrödinger equation, 192. Directed Student Teaching. F,W,S A. Young Dirac notation, angular momentum, approx i m a t i o n Teaching of a lower-division seminar under faculty su- methods, and scattering theory. Offered in spring. Pre- pervision. (See course 42.) Prerequisite(s): upper-division 120. Polymer Physics. * requisite(s): courses 101A, 101B, 116A-B-C. T. Banks standing; submission of a proposal supported by a faculty Statistical prop e r ties polymers; scaling behavior, fractal di- member willing to supervise. The Staff mensions; random walks, self avoidance; single chains and 139B. Quantum Mechanics. F concentrated solutions; dynamics and topological effects The principles and mathematical techniques of nonrela- 195A. Senior Thesis Research (3 credits). F in melts; polymer networks; sol-gel transitions; polymer tivistic quantum mechanics: the Schrödinger equation, A seminar course to help students explore their theses top- blends; application to biological systems; computer sim- Dirac notation, angular momentum, approx i m a t i o n ics and plan, organize, and develop their theses. Choosing ulations will demonstrate much of the above. Students methods, and scattering theory. Offered in fall. Prerequi- a thesis topic, preparing a work plan for the research, as- cannot receive credit for this course and course 240. Pre- site(s): courses 101A, 101B, 116A-B-C, and 139A. sembling an annotated bibliography, and writing a draft requisite(s): courses 112, 116A-B-C. Offered in alternate Z. Schlesinger outline of the thesis. Students must complete 5 credits in academic years. J. Deutsch the 195 series to satisfy the writing intensive (W) general 143. Supervised Teaching (2 credits). F,W,S education requirement. C. Heusch 129. Nuclear and Particle Physics. S Sup e r vised tutoring in selected introd u c t o r y courses. Stu - Properties and classification of the elementary particles, dents should have completed course 101A and 101B as 195B. Senior Thesis Research (2 credits). W their weak and strong interactions, nuclear physics, high preparation. Students submit petition to sponsoring Seminars to help students explore their theses topics and energy phenomena analyzed by quantum mechanical agency. The Staff plan, organize, and develop their theses. Refining the the- methods, experimental methodology. Pre re q u i s i t e ( s ) : sis outline; preparing draft sections, preparing a written courses 116A-B-C and 139A; students with equivalent 152. Optoelectronics. * progress report; delivering an oral progress report. Stu- course work may contact instructor for permission to en- The first half of the course covers the theory of optoelec- dents must complete 5 credits in the 195 series to satisfy roll. C. Heusch tronics including wave, electromagnetic, and photon op- the writing intensive (W) general education requirement. tics, modulation of light by matter, and photons in (General Education Code(s): W.) C. Heusch 133. Intermediate Laboratory. W,S semiconductors. The second half covers applications in- Demonstration of phenomena of classical and modern cluding displays, lasers, photodetectors, optical switches, 199. Tutorial. F,W,S physics. Development of a familiarity with experimental fiber optics, and communication systems. Prerequisite(s): Students submit petition to sponsoring agency. The Staff methods. Special experimental projects may be under- courses 101A, 101B, and 110A. S. Carter taken by students in this laboratory. Prer equisite(s): course 199F. Tutorial (2 credits). 101A. D. Smith 155. Solid State Physics. W Tutorial. The Staff Interatomic forces and crystal struc t u r e, diffraction, lattice 134. Physics Advanced Laboratory. F,W vibrations, free electron model, energy bands, semicon- Individual experimental investigations of basic phenom- ductor theory and devices, optical prop e r ties, magnetism, Graduate Courses ena in atomic, nuclear, and solid state physics. Prerequi- magnetic resonance, superconductivity. Prerequisite(s): 205. Introduction to Research in Physics (2 site(s): courses 133 and 101B. May be repeated for cred i t . courses 112 and 139A; students with equivalent course credits). W S. Carter, F. Kuttner work may contact instructor for permission to enroll. Lectures by UCSC faculty on current areas of physics re- Z. Schlesinger 135. Astrophysics Advanced Laboratory. * se a r ch being carried out locally. Topics of the pres e n t a t i o n s Introduction to the techniques of modern observational 156. Applications of Solid State Physics. S include elementary particle physics, condensed matter and astrophysics at optical and radio wavelengths through Emphasizes the application of condensed matter physics solid state physics, fluids, waves in random media, non- hands-on experiments. Off e r ed in some academic years as to a variety of situations. Examples chosen from subfields linear dynamics, biophysics, and cosmology. Enrollment a multiple-term course: 135A in fall and 135B in winter, such as semiconductor physics, lasers, superconductivity, restricted to graduate students only, except by permission depending on astronomical conditions. (Also offered as low temperature physics, magnetism, and defects in crys- of instructor. D. Dorfan As t r onomy and Astrophysics 135. Students cannot rec e i v e tals. Prerequisite(s): courses 101A and 101B. The Staff PHYSICS 337

210. Classical Mechanics. F Pre requisite(s): course 215. En rollment restricted to 224. Origin and Evolution of the Universe. * Gen e r a l i z ed coordinates, calculus of variations, Lagrange’s graduate students only, except by permission of instruc t o r . Introduction to the particle physics and cosmology of the equations with constraints, Hamilton’s equations, appli- B. Shastry very early universe: relativistic cosmology, initial condi- cations to particle dynamics including charged particles in tions, inflation and grand unified theories, baryos y n t h e s i s , an electromagnetic field, applications to continuum me- 217. Quantum Field Theory I. F nucleosynthesis, gravitational collapse, hypotheses re- chanics including fluids and electromagnetic fields, intro- Lorentz invariance in quantum theory, Dirac and Klein- garding the dark matter and consequences for formation duction to nonlinear dynamics. Enrollment restricted to Gordon equations, the relativistic hydrogen atom, Green of galaxies and large scale structure. (Also offered as As- graduate students only, except by permission of instruc t o r . functions and canonical approach to field theory, quan- tronomy and Astrophysics 224. Students cannot receive D. Belanger tum electrodynamics, Feynman diagrams for scattering cr edit for both courses.) Enr ollment restricted to graduate pr ocesses, symmetries and War d identities. Students learn students only, except by permission of instru c t o r. Off e re d 212. Electromagnetism I. F to perform calculations of scattering and decay of parti c l e s in alternate academic years. J. Primack Electrostatics and magnetostatics, boundary value prob- in field theory. Prer equisite(s): course 216. Enr ollment re- lems with spherical and cylindrical symmetry, multipole stricted to graduate students only, except by permission of 226. General Relativity. * expansion, dielectric media, magnetic materials, electro- instructor. H. Haber Dev elops the formalism of Ein s t e i n ’s general rel a t i v i t y , in- magnetic properties of materials, time-varying electro- cluding solar system tests, gravitational waves, cosmology, magnetic fields, Maxwell’s equations, conservation laws, 218. Quantum Field Theory II. W and black holes. (Also offered as Astronomy and Astro- plane electromagnetic waves and propagation, waveg u i d e s Path integral approach to quantum field theory. Th e o r y of physics 226. Students cannot receive credit for both and resonant cavities. Enrollment restricted to graduate renormalization and the renormalization group, intro- courses.) Enrollment restricted to graduate students only, students only, except by permission of instructor. G. duction to gauge theories and spontaneously broken field ex cept by permission of instruc t o r . Off e r ed in alternate ac- Brown theories. Applications to the standard model of strong, ademic years. A. Aguirre weak, and electromagnetic interactions. Prerequisite(s): 213. Electromagnetism and Plasma Physics. W course 217. Enrollment restricted to graduate students 231. Introduction to Condensed Matter Topics in classical radiation: multipole radiation, syn- only, except by permission of instructor. T. Banks Physics. F chrotron and Cerenkov radiation, Compton scattering, Crystal structures, reciprocal lattice, crystal bonding, bremsstrahlung, stimulated and coherent emission, dif- 219. Statistical Physics. S phonons (including specific heat), band theory of elec- fraction and scattering. Topics in plasma physics: plasma The basic laws of thermodynamics, entropy, thermody- tr ons, free electron model, electron - e l e c t r on and electron - waves, Debye length, adiabatic invariants, wave propaga- namic potentials, kinetic theory of gases, quantum and phonon interactions, transport theory. Prerequisite(s): tion in plasmas, Landau damping, two-stream instability. classical statistical mechanics, virial expansion, linear re- course 216. Enrollment restricted to graduate students (Also offered as Astronomy and Astrophysics 202. Stu- sponse theory. Applications in condensed matter physics. only, except by permission of instructor. B. Shastry dents cannot receive credit for both courses.) Enrollment Enr ollment restricted to graduate students only, except by restricted to graduate students only, except by permission permission of instructor. J. Deutsch 232. Condensed Matter Physics. W Magnetism (para, ferro, anti-ferro, ferri), spin waves, su- of instructor. Offered in alternate academic years. H. 220. Theory of Many-Body Physics. * Haber perconductivity, introduction to semiconductors. Prereq- Finite temperature Green functions, Feynman diagrams, uisite(s): course 231. Enrollment restricted to graduate 214. Electromagnetism II. * Dyson equation, linked cluster theorem, Kubo formula students only, except by permission of instru c t o r. Off e re d Lo r entz covariant formulation of Max we l l ’s equations, dy- for electrical conductivity, electron gas, random phase ap- in alternate academic years. J. Deutsch namics of relativistic charged particles and electrom a g n e t i c proximation, Fermi surfaces, Landau fermi liquid theory, fields, scattering and diffraction. Topics in classical radia- electron phonon coupling, Migdal’s theorem, supercon- 233. Advanced Condensed Matter Physics. * tion theory: simple radiating systems radiation by movi n g ductivity. Prerequisite(s): courses 216 and 219. Enroll- A special topics course which includes areas of current in- charges, multipole radiation, synchro t ron radiation, ment restricted to graduate students only, except by te r est in condensed matter physics. Possible topics include C e re n k ov radiation, bremsstrahlung and radiation damp- permission of instructor. Offered in alternate academic s u p e rc o n d u c t i v i t y, phase transitions, re n o r m a l i z a t i o n ing. Prerequisite(s): course 212. Enrollment restricted to years. B. Shastry group, disordered systems, surface phenomena, magnetic resonance, and spectroscopy. Prerequisite(s): course 231. graduate students only, except by permission of instruc t o r . 221A. Introduction to Particle Physics I. F Offered in alternate academic years. B. Shastry Enr ollment restricted to graduate students only, except by First quarter of a two-quarter graduate level introduction permission of instructor. Offered in alternate academic 215. Introduction to Non-Relativistic to particle physics, including the following topics: discret e years. The Staff Quantum Mechanics. W symmetries, quark model, particle classification, masses Mathematic introduction; fundamental postulates; time and magnetic moments, passage of radiation through mat- 240. Polymer Physics. * evolution operator, including the Heisenberg and Schro- te r , detector technology, accelerator physics, Feynman cal- Statistical prop e r ties polymers. Scaling behavior, fractal di- dinger pictures; simple harmonic oscillator and coherent culus, and electron-positron annihilation. Prerequisite(s): mensions. Random walks, self avoidance. Single chains states; one-dimensional scattering theory, including S-ma- course 217 or concurrent enrollment. Enrollment re- and concentrated solutions. Dynamics and topological ef- trix resonant phenomena; two-state systems, including stricted to graduate students only, except by permission of fects in melts. Polymer networks. Sol-gel transitions. magnetic resonance; symmetries, including ro t a t i o n instructor. B. Schumm Polymer blends. Application to biological systems. Com- puter simulations demonstrating much of the above. Stu- gro u p , spin, and the Wi g n e r - Ec k a rt theorem; rot a t i o n a l l y 221B. Introduction to Particle Physics II. W invariant problems, including the hydrogen atom; gauge dents cannot rec e i v e credit for this course and course 120. Second quarter of a two-quarter graduate level introduc- Enr ollment restricted to graduate students only, except by invariance, including Landau levels; introduction to path tion to particle physics, including the following topics: nu- integral. Enrollment restricted to graduate students only, permission of instructor. Offered in alternate academic cleon structure, weak interactions and the Standard years. J. Deutsch except by permission of instructor. B. Shastry Model, neutrino oscillation, quantum chromodynamics, 216. Advanced Topics in Non-Relativistic CP violation, and a tour of the Stanford Linear Accelera- 242. Computational Physics. S Quantum Mechanics. S tor Center. Prerequisite(s): course 221A; course 217 or This course will apply efficient numerical methods to the Approximate methods: time-independent perturbation concurrent enrollment. Enrollment restricted to graduate solution of problems in the physical sciences which are th e o r y, variational principle, time-dependent pertu r b a t i o n students only, except by permission of instru c t o r. otherwise intractable. Examples will be drawn from clas- th e o r y; three-dimensional scattering theory; identical par- A. Seiden sical mechanics, quantum mechanics, statistical mechanics, and electrodynamics. Students will apply a high-level ticles; permutation symmetry and exchange degeneracy, 222. Quantum Field Theory III. S anti-symmetric and symmetric states; many-body systems programming language such as Mathematica to the solu- Focuses on the theoretical underpinnings of the standard tion of physical problems and will develop appropriate and self-consistent fields: variational calculations; second model, including the spontaneous symmetry breaking, the quantized formalism, including Fock spaces/number rep- error and stability estimates. Prerequisite(s): basic pro- renormalization group, the operator product expansion, gramming experience in C or Fortran. No previous expe- resentation, field operators and Green functions; applica- and precision tests of the Sta n d a r d Model. Prere q u i s i t e ( s ) : tions: electron gas; quantization of the electromagnetic rience with Mathematica is re q u i red. En ro l l m e n t courses 218 and 221B. Enrollment restricted to graduate restricted to graduate students only, except by permission field and interaction of radiation with matter: absorption, students only, except by permission of instru c t or . Off e re d emission, scattering, photoelectric effect, and lifetimes. of instru c t o r. Of f e red in alternate academic ye a r s . in alternate academic years. H. Haber A. Young

*Not offered in 2004–05 338 PROGRAMS AND COURSES

251. Group Theory and Modern Physics. S Faculty and Professional Int e re s t s ◆ ◆ ◆ Finite and continuous groups, group representation theory, the symmetric group and Young tableaux, Lie groups and Lie algebras, irreducible representations of Lie alge- Prof e s s o r Affiliated Graduate Fac u l t y bras by tensor methods, unitary groups in part i c l e SON I A E. ALVAR E Z physics, Dynkin diagrams, Lorentz and Poincaré groups. Latin American politics, the politics of gender, comparat i v e Prof e s s o r Enr ollment restricted to graduate students only, except by political development, feminist theory, social movem e n t s , permission of instructor. Offered in alternate academic de m o c r atization, contemporar y democratic theory, civil society EDM U N D BU R K EI I I (Hi s t o ry ) years. J. Primack MIC H A E L K. BROWN , Ch a i r BAR B A R A EPS T E I N (Hi s t o r y of Consciousness) 290. Special Topics. * ln e q u a l i t y , race and African American politics, political JON AT H A N A. FOX (Latin American and Latino A series of lectures on various topics of current interest in ec o n o m y , political development of wel f a r e states, theories and Stu d i e s ) methods of historical social science physics at UC Santa Cruz. Enrollment restricted to grad- WALT E R L. GOL D F R A N K (So c i o l o g y ) uate students only, except by permission of instructor. J. PET E R EUB E N , Eme r i t u s May be repeated for credit. T. Banks DAVI D E. GOO D M A N (En v i r onmental Stu d i e s ) ISE B I L L V. GRUH N , Eme r i t a DAVI D C. HOY (Ph i l o s o p h y ) 291A. Cosmology (2 credits). F,W,S BRUC E D. LAR K I N , Eme r i t u s Intensive research seminar on cosmology and related top- PAUL M. LUB E C K (So c i o l o g y ) ics in astrophysics: nature of dark matter; origin of cos- RON N I E D. LIP S C H U T Z DAN I E L M. PRE S S (En v i r onmental Stu d i e s ) mological inhomogeneties and other initial conditions of Int e r national relations; international political economy; fo r eign policy; res o u rc e / e n v i r onmental politics; global political the big bang; origin and evolution of galaxies and large CRA I G REI N A R M A N (So c i o l o g y ) ne t w o r ks; global civil society; film, fiction, and politics; scale structure in the universe. Enrollment restricted to te c h n o l o g y and society; states of terror ALAN RIC H A R D S (En v i r onmental Stu d i e s ) graduate students only, except by permission of instruc t o r . J. Primack JOH N A. MARC U M , Eme r i t u s DAVI D WEL L M A N (Community Stu d i e s ) 291C. Developments in Theoretical Particle ROB E R T L. MEI S T E R DON A L D A. WITT M A N (Ec o n o m i c s ) Physics (2 credits). F,W,S Political and moral philosophy, law and social theory, Marx i a n th e o r y, institutional analysis, antidiscrimination law Seminar on the current literature of elementary particle Associate Prof e s s o r physics, ranging from strong and weak interaction phe- JOH N H. SCH A A R , Eme r i t u s AND R E W SZAS Z (So c i o l o g y ) nomenology to Higgs physics, supersymmetry, and su- DAVI D J. THO M A S , Eme r i t u s perstring theory. Students may present their own res e a rc h Le c t u re r results. Enrollment restricted to graduate students only, MIC H A E L E. URB A N except by permission of instructor. May be repeated for Russian politics, postcommunist transitions, U.S.-Rus s i a n SUZA N N E JON A S (Latin American and Latino credit. H. Haber, M. Dine relations, political language and ideology, revo l u t i o n Stu d i e s ) GEO RG E E. VON DE R MUH L L , Eme r i t u s 292. Seminar (no credit). F,W,S Prog r am Des c r i p t i o n Weekly seminar attended by faculty and graduate stu- DAN I E L J. WIR L S dents. Directed at all physics graduate students who have American politics, including national political institutions In describing the department and major at UCSC, the not taken and passed the qualifying examination for the (C o n g r ess) and the President; public policy (military and term politics (rather than political science or gover n - Ph.D. program. Enrollment restricted to graduate stu- fo r eign policy) and political history ment) is used because the study of political life req u i r es a dents only, except by permission of instructor. May be re- far more inclusive approach than that which is associated peated for credit. D. Dorfan Associate Prof e s s o r with conventional social science methods and because politics happens in places other than gover n m e n t s . 292F. Seminar (2 credits). PAUL FRYM E R Courses address issues central to public life, such as American politics, law, race, and civil rights, parties and Seminar The Staff de m o c r a c y , power , freedom, political economy, social elections, organizations and collective action, labor, political hi s t o r y mo vements, institutional reforms, and how public life, as 297. Independent Study. F,W,S distinct from private life, is constituted. Materials and Enr ollment restricted to graduate students only, except by Assistant Prof e s s o r ap p r oaches that seem fruitful for illuminating the issues permission of instructor. The Staff ar e applied. Thus, the program is problem oriented, less 298. Theoretical and Experimental Research ANN E TT E CLE A R concerned with observing the boundaries of subfields or Co m p a ra t i v e democratization, transnationalism, global academic disciplines than with making sense of our lives Project. F,W,S politics, global organization, Southeast Asi a Enr ollment restricted to graduate students only, except by as citizen s . permission of instructor. The Staff DEA N MATH I OW E T Z Mor e specifically, the study of politics is the study of Political theory, philosophy of language, political economy, the way human communities shape and share a common 299. Thesis Research. F,W,S American political thought, public and constitutional law life by their institutional practices, ideas, interests, and Enr ollment restricted to graduate students only, except by expectations. It looks at the way collective decisions are ELE O N O R A PAS O TTI permission of instructor. The Staff made and the obstacles citizens meet as they try to forge Eur opean politics, comparat i v e politics, democrat i z a t i o n , public policy, political economy, methodology a shared and just life. It is concerned with maintaining the integrity of diverse points of view about how we Plant Sciences VAN I T A SET H ought to live and with the need for defining some shared Mod e r n political theory; political movements; feminist theory, language in order to deliberate about the question. See Biological Sciences, page 136. hi s t o r y, and prac t i c e Politics faculty at UCSC emphasize the need for larger MEG A N THO M A S pe r s p e c t i v es, whether they be drawn from studying the Political theory, culture and identity, comparat i v e colonialism, politics and cultures of other societies or of earlier peri- nationalist thought, nineteenth-century thought, Ori e n t a l i s m , ods. They also link the study of domestic to international Southeast Asi a politics and bring theoretical concerns to bear on the cur- Po l i t i c s rent and rec u r r ent issues that mark the modern polity. Acting Assistant Prof e s s o r The study of politics is a critical part of a liberal arts education. Since political issues and practices are embed- 27 Merrill College EVA BERT R A M (831) 459-2451 American politics, including the wel f a r e state and social ded in and ref l e c t i v e of the whole experience of a compo l i t i c s @ u c s c . e d u policy; political economy and the politics of work; civil society mu n i t y , the study of politics can constitute the center of ht t p : / / p o l i t i c s . u c s c . e d u and non-gover nmental organizations; public policy, including such an education drawing on history, sociology, anthro- dru g - c o n t r ol policy po l o g y , philosophy, economics, literature, and law. POLITICS 339

The programs offered by the UCSC Pol i t i c s Four upper-division politics core courses. The fol- Non-Course Credit Opt i o n s Dep a r tment are designed to acquaint students with a lo wing four groups of courses constitute the core of the • passing a one-hour oral compreh e n s i v e examination. br oad range of issues studied by those in the field. Th e politics major. Four courses are req u i r ed: two courses The initial subjects of the exam shall be given by a de p a r tment offers an undergraduate major, a minor, a fr om one grou p , one course from a second grou p , and list of four topics submitted by the student, each combined Latin American and Latino studies/politics one course from a third grou p . In general, upper-division topic defined by (approximately) four books (or ma j o r , and a doctoral degree. The Politics Dep a rt m e n t courses are not recommended for fres h m e n . eq u i v alent articles), subject to prior approval by a reg - also administers a program in legal studies; see the Legal Theory ular member of the faculty in politics by a date fixed Studies section, page 283, for details. by the department. Two examiners shall be designat- A major in politics is appropriate background for stu- 10 5 A Ancient Political Th o u g h t ed by the chair of politics. As the scope of the exam is dents interested in careers in law, journalism, or teaching; 10 5 B Ear ly Mod e r n Political Th o u g h t co m p re h e n s i v e, the examiners will be free to ask in political and governmental work from local to interna- 10 5 C Mod e r n Political Th o u g h t questions which take the exam beyond the topics and tional settings; and in corporations dealing with global U.S. Politics titles submitted. Permission to meet the compreh e n - issues. Many UCSC politics graduates have also gone on 12 0 A Co n g r ess, President, and the Court in si v e req u i r ement by an oral exam shall be subject to to do advanced work in distinguished graduate and pro- American Pol i t i c s selection by lot if applicants exceed spaces (this fessional schools. Others have found active and challeng- 120B Society and Dem o c r acy in American Pol i t i c a l option carries no course cred i t ) ; ing careers in business and community organizing. Sti l l Deve l o p m e n t others have turned to scholarship and writing. But 12 0 C State and Capitalism in American Pol i t i c a l • completion of a satisfactory bibliographic essay, of no reg a r dless of career direction, the most significant pur- Deve l o p m e n t less than 15 pages, identifying those books and arti c l e s pose of the politics major is to help educate a ref l e c t i v e Co m p a r a t i v e which have most influenced the student’s understand- and activist citizen r y capable of sharing power and ing of politics and explaining how they have con- responsibility in a contemporary democracy. 14 0 A Politics of Adv anced Ind u s t r i a l i z ed Societies tributed to that understanding. The paper will adduce Th e r e are many opportunities provided to UCSC pol- 14 0 B Co m p a ra t i v e Post-Communist Pol i t i c s au t h o r s ’ interpretations and arguments as part of a nar- itics students for field work and for internship place- 140C Latin American Pol i t i c s ra t i v e whole, through which the student will identify ments. Students are encouraged to develop their own 140D Politics of East Asi a and develop what the student considers most central to ex t e n s i v e independent res e a r ch proj e c t s . Int e rn a t i o n a l his or her sense of politics; it must not be merely a seri- Students are given individual attention from politics 16 0 A Int e r national Pol i t i c s atim rep o r t of the texts. The list of at least five books faculty members to help them in their studies. The mem- 16 0 B Global Org a n i z a t i o n (or books-and-articles equivalent) shall be subject to bers of the faculty are firmly committed to the value of a 16 0 C Sec u r i t y , Conflict, Violence, War prior approval by a regular member of the faculty in liberal arts education, but they are also actively engaged politics, by a deadline fixed by the department. A rea d - Course 160A, offered fall quarte r , is ver y strongly rec o m - in programs of res e a r ch and writing. The res e a r ch inter- er , and a second reader in the case of doubtful papers mended prior to taking the other international core ests of the faculty range from the theory of justice to the and papers sufficiently strong to be candidates of co u r s e s . pr oblem of war, from campaign strategy to rel a t i o n s Honors, shall be designated by the chair of politics. be t w een the rich and the poor countries of the world. Fiv e upper-division politics electives . Fiv e additional (This option carriers no course cred i t . ) Many upper-division politics courses can serve as sup- politics courses are to be selected from courses numbered plements to the work of students majoring in other disci- 101–199. One of these courses may satisfy the senior plines of the social sciences and humanities. co m p re h e n s i v e req u i re m e n t . Minor Requirements No specific courses at the high school level are To complete a minor in politics, a student must take five req u i r ed for admission to the major in politics at UCSC. Co m p re h e n s i v e Req u i re m e n t s upper-division politics courses. Of these, four are to be Courses in history, literature, philosophy, and the social selected from the core courses, two from one subfield sciences, whether taken at the high school or college The compreh e n s i v e req u i r ement in the Pol i t i c s (g r oups listed above) and two from another subfield. Th e le v el, are appropriate background and preparation for the Dep a r tment can be satisfied in any of the followi n g fifth course is to be selected from courses numbered politics major. me t h o d s : 101–199. The lower-division prer equisite, the Pol i t i c s Course Credit Opt i o n s 100 core seminar, and the senior compreh e n s i v e seminar Major Requirements • successful completion of a politics senior seminar ar e not req u i r ed for the minor. (190-series) that includes the writing of an extensive Eleven courses as follows: paper (no less than 15 pages) with a substantial General Undergraduate Information One lower-division politics course. All students are res e a r ch content. To enroll in a specific 190 seminar, Law in the politics major. Students interested in the law req u i r ed to take one course from those numbered 1 students must have successfully completed the and legal issues may pursue the pathway in law and gov- th r ough 79, except for student-directed seminars (num- Politics 100 core seminar and one of the prere q u i s i t e ernment as part of a politics major. The law and gover n - be r ed 42), as a prer equisite to upper-division courses in courses listed in the seminar’s catalog course ment pathway offers courses in both U.S. and interna- politics. (These have an IS general education code.) Th i s de s c r i p t i o n ; tional law, providing students a solid foundation in such course is normally taken during the first yea r . • successful completion of a politics graduate core sem- ar eas as constitutional law, family law, civil rights, and One core seminar, Politics 100. This seminar exposes inar (enrollment in which is contingent on the writ- human rights. Students who hope to attend law school or students to central problems and debates in the study of ten recommendation of two politics faculty) that pursue law-related careers can best prep a r e themselves for politics. It emphasizes the study of broad theoret i c a l includes the writing of an extensive paper (no less their future academic and professional work in a liberal issues through a variety of analytical and methodological than 15 pages) with a substantial res e a r ch content; ar ts major such as politics, which strongly emphasizes the ap p r oaches. Topics include class, political language, de v elopment of analytic and writing skills. nationalism, state power , imperialism, equality, revo l u - • successful completion of a senior thesis (courses 195A-B-C) of approximately 50 pages, with a sub- Combined major. The Politics Dep a r tment offers a com- tion, and political change. The core seminar is req u i re d bined major with the Latin American and Latino of all majors during the sophomore or junior yea r . Th o s e stantial res e a r ch content, supervised by a politics faculty member with a second rea d e r ; Studies Dep a r tment. Req u i r ements may be rev i e wed in students intending to participate in the UC Edu c a t i o n the Latin American and Latino Studies section of the Abr oad Program are advised to take the core seminar by • successful completion of one additional politics upper- catalog (page 279). the end of the sophomore yea r . Course 100 is also a pre- division course, beyond the req u i r ements of the major, requisite to the Politics 190 senior compreh e n s i v e semi- Double majors. The department accepts proposals for in which the content is linked to another such course double majors. A student pursuing a double major meets nars. Because it is writing intensive, the core seminar pro- in any of the departm e n t ’s major “pa t h w a y s ” (see vides the opportunity for students to develop writing the full req u i r ements of the politics major as well as the be l o w for details), provided that the additional course full req u i r ements of the other major subject. abilities by working closely with the instructor and a itself contains a substantial writing component (e.g., a writing tutor. Because there are discussions, the seminar term paper of no less than 15 pages in length); Peace and security studies. A faculty member is designat- pr ovides the opportunity for students to develop skills in ed to advise students on how to meet the politics major stating a position, offering interpretation, and pres e n t i n g req u i r ements through courses in politics and other disci- arguments in front of their peers. plines which are focused on peace and security studies. 340 PROGRAMS AND COURSES

Adv i s i n g . Declaring the major in politics is a three - s t e p aries of political science and even disciplinary divisions complementary interest in the social foundations of pr ocess: (1) attend a declaration orientation works h o p , that too often serve to fragment, tame, and quarantine democratic politics and democratization is shared by (2) meet with your faculty adviser, and (3) meet with political phenomena, thus diminishing the very rele- those whose research addresses comparative and the politics undergraduate adviser. Each student meets vance that we seek. Impressed by the fact that much of American politics, the sociology of social movements, with an assigned faculty adviser to discuss an intended the best work in political science today overcomes the and area and gender studies. Democracy and democra- pr ogram of study, including its breadth and purpose. conventional boundaries of the discipline’s subfields, the tization are also central to the work of the program’s The faculty adviser may suggest additional courses so Politics Department has structured its graduate program political and social theorists as well as to those focusing that the student can achieve greater breadth or concen- in a new way. It reconnects themes central to political on international relations and political economy. tration. Students are encouraged to select related courses inquiry by reorganizing the field into three related areas Moreover, the graduate faculty, although exceptionally fr om other departments which complement their inter- of emphasis. diverse with respect to the substantive questions engag- ests in politics. Political and Social Thought brings together the ing its members, is uniformly committed to an integrat- Pat h w a y s . The following pathways are suggested to help study of traditional political thought, modern social ed and theoretically informed approach to issues of students choose courses in their area(s) of interest. Th e and critical theory, and the contributions of legal and political analysis. pathways do not constitute tracks within the politics institutional analysis of various kinds. The emphasis Finally, the program places particular emphasis on ma j o r . in this area is on both the tradition of political theory teaching. Developed by a faculty member always and the more recent literatures that challenge the dis- strongly oriented toward—and with a considerable (N ote: in the Politics 100-series courses, topics var y by record of excellence in—undergraduate teaching, the in s t ru c t o r. ) tinctions between political and nonpolitical modes of critique and analysis. Many of the courses offered program’s design incorporates “the teaching of teaching” Conflict and security: courses 70, 107, 129, 160, also address the theoretical and methodological ques- for its students and stresses the component of civic edu- 173, 190B, 190C, 190G. 190W tions underlying social and institutional research. cation in undergraduate instruction. Mar kets and politics: courses 43, 70, 100, Details of the policies for admission to graduate Social Forces and Political Change concerns the standing as well as the program brochure, application, Globalization and Cul t u r al Pol i t i c s ; 100, Power and transformation of social forces into political ones. Ac- Part i c i p a t i o n ; 105C. 111, 120C, 124, 141, 142, 160, and information on financial support opportunities are cordingly, it focuses on the formation, articulation, available through our web site: http://politics.ucsc.edu. 174, 190K, 190S mobilization, and organization of political interests Race, class, and gender: courses 5, 10, 100, Rac e For more information, refer to the Graduate Studies and identities; their mutual interaction; and their ef- section. and Gender Mat t e r s ; 100, Race Law; 100, Fem i n i s m fects on state structures and policies, as well as the ef- and Pol i t i c s ; 100, Power and Part i c i p a t i o n ; 101, 105C, fects of these same structures and policies on them. Ph.D. Program 110, 111, 112, 120B, 120C, 124, 127, 140C, 146, The politics of social movements unites substantive 150, 190Q, 190T, 190V and theoretical concerns from comparative and The graduate curriculum in politics includes six stages: Cul t u r e and power : courses 5, 80T, 100, Pol i t i c a l American politics in addition to some concerns from (1) four core seminars; (2) eight other graduate-level Di s c o u r s e ; 100, Language and Pol i t i c s ; 100, Revo l u t i o n ; international politics as well. This emphasis also courses, three of which must be Politics Dep a rt m e n t 100, Power and Part i c i p a t i o n ; 100, Lo ve and Jus t i c e ; draws upon social historians, community studies courses, along with further training as appropriate in lan- 101, 105A, 105B, 105C, 107, 109, 110, 114, 141, scholars focused on social mobilization, and sociolo- guage and methodology; (3) teaching assistant seminars 142, 146, 150, 190V, 190W gists interested in the relationship between social and graduate colloquia; (4) a qualifying examination con- Citizenship and democracy: courses 5, 10, 20, movements and public policy. sisting of written and oral parts; (5) the res e a r ch and 100, Is Justice Possible? 100, Feminism and Politics; writing of the dissertation; and (6) its oral defense. States, Political Institutions, and the Global Note: Please check with the department office for updat- 100, Power and Participation; 100, Love and Justice; Political Economy emphasizes the study of political 101, 105A, 105B, 105C, 107, 110, 111, 112, 114, ed listings of course offerings and the appropriate year in institutions as instruments of collective decision which to undertake specific electives . 120A, 120B, 141, 142, 146, 150, 190N, 190Q, making and action, both comparatively and interna- 190W tionally. It focuses principally on the state but in- M.A. Degree Law and government: courses 20, 100, Race and cludes analysis of transnational, subnational, and Law; 105A, 105C, 107, 110, 111, 112, 120A, 127, regional political institutions as well. This emphasis Our program is intended to lead to a Ph.D. in politics; 129, 141, 146, 163, 173, 174, 179, 190G, 190N, includes the study of state responses to domestic con- th e r e is no separate M.A. program. All curricular req u i r e- 190Q, 190W flict and to the changing contours of the interna- ments are aimed at preparing students for timely and States and reg i o n s : courses 43, 70, 107, 140C, tional economy, analysis of the role of the state in successful completion of a doctoral disserta t i o n . 140D, 140E, 141, 146, 150, 160, 175, 190V, 190W shaping domestic and international politics, and the Howeve r , all students will be eligible to rec e i v e an M.A. Global gover nance: courses 70, 107, 111, 140E, role of transnational and subnational political institu- upon successfully passing the course work req u i re m e n t s 160, 173, 174, 175, 179, 190B, 190G, 190S, 190W tions. and completing an acceptable 30-page journal-quality pa p e r , either within the context of a course or independ- Course credit from other institutions. Courses from another What unites these three areas of emphasis is that each en t l y , although not the field statement. Students will be institution may be considered only if they appear on the focuses in a different way on the relations among mate- ad v anced to candidacy only upon successful completion st u d e n t ’s Transfer Credit Sum m a r y. Students who wish to rial life, institutional authority, collective mobilization, of the qualifying examination. substitute courses taken elsewh e r e for the Pol i t i c s and political vision at all levels of politics. Our program Dep a rt m e n t ’s req u i r ements should discuss the proc e d u r e has been designed to capture the intellectual synergy with the department assistant. among these elements. Although the best recent schol- Lower-Division Courses Senior thesis. Students interested in working on original arship in political studies is already achieving this level res e a r ch and writing under the supervision of a faculty of integration, no other graduate program in the United 1. Politics: Power and Principle. * member may pursue an independent study, Pol i t i c s States has such an explicit, integrated focus and organi- Systematic introduction to the nature and study of poli- 195A-B-C. Completion of the senior thesis satisfies the zation. It thus provides a rich and unique graduate tics and government, organized around the dynamic rela- co m p re h e n s i v e req u i re m e n t . experience for those interested in thinking beyond the tionship between power and principle. Provides historic state-centered policies and conflicts that still form the and contemporary overview; explores the interactions center of our discipline as it is conventionally taught. among government, laws, and societies at the national and Graduate Prog ra m Additional range and diversity are brought to the international levels. (General Education Code(s): IS.) The organization and character of the graduate program program by including the graduate faculty scholars D. Wirls issue from a fundamental rethinking of what it means working in related disciplines in both the social sciences 4. Citizenship and Action. F to study politics in the twenty-first century. Sensitive to and the humanities: community studies, economics, What does a citizen do? We read, discuss, and write about concerns historically associated with this enterprise, the history of consciousness, Latin American and Latino the words of political thinkers and actors to develop an- program is committed to restoring the relevance of con- studies, philosophy, sociology, and women’s studies. The swers to this question of political identity. Readings in- temporary political life to research and teaching. With graduate faculty coheres around thematic as well as clude Socrates, Aristotle, Rousseau, Locke, Marx, and equal regard for the future, the program has been methodological interests and commitments. Across area Ar endt. (General Education Code(s): IS.) D. Mat h i o wet z designed to supersede the conventional subfield bound- specializations and disciplinary boundaries, a strong POLITICS 341

5. Political Freedom. * erties? Military implications? Costs? How is political dis- Jewish, Roman, and Christian interventions. Includes Deals with themes of citizenship and exile, equality and course deployed? How can it be assessed? (General Edu- Sophocles, Thucydides, Socrates, Plato, Aristotle, Stoics, slavery, liberty and liberation using classical and contem- cation Code(s): IS.) The Staff the Bible, and Augustine. (Formerly Classical Political porary theoretical materials, institutional studies (of slav- Theory. ). (Also offered as Legal Studies 105A. Students er y and the concentration camps), and historical examples 73. Sovereignty and Intervention. S cannot receive credit for both courses.) Enrollment re- (immigration). (General Education Code(s): IS.) The Sta f f Beginning with the basic concept of state sovereignty, ex- stricted to politics and Latin American and Latino stud- pl o r es ways in which different types of intervention prob - ies/politics combined majors during priority enrollment 7. Politics of Pleasure. * le m a t i z e and compromise state sovere i g n t y , particularly in only. D. Mathiowetz Explores topics such as ethical and psychological hedo- the Th i r d World. Examines the dis/incentives behind mil- nism and their critics, sexuality, consumerism, the work it a r y, economic, humanitarian and cultural interven t i o n s , 105B. Early Modern Political Thought. F ethic and the nature of modern jobs, utopian socialism, their un/intended consequences, and their ethical contro- A study of the republican and liberal traditions of politi- racial politics, and social welfare retrenchment through versies. (General Education Code(s): IS.) A. Clear cal thought and politics. Authors studied include Machi- readings drawn from classic texts in political theory and avelli, Hobbes, Locke, and Rousseau. Examination of essays about recent political struggles over criminalization 80T. The Cold War in Film and Fiction. * issues such as political corruption, community, authority, of particular types of pleasures, the manipulation of pleas- Examines the history of the cold war and U.S. foreign pol- “scientific” politics, property, equality, and justice. (For- ure for the sake of corporate profit, the absence of pleas- icy issues, and some of the major questions of politics, merly offered as Modern Political Theory.). (Also offered ure in our working lives, and the regulation of personal such as power and justice, as addressed through films and as Legal Studies 105B. Students cannot receive credit for lives of welfare recipients. (General Education Code(s): fiction in the past 50 years. (General Education Code(s): both courses.) Enrollment restricted to politics and Latin IS.) The Staff T3-Social Sciences.) R. Lipschutz American and Latino studies/politics combined majors during priority enrollment only. V. Seth 10. Women and Politics. * Upper-Division Courses Introduces the politics of gender in advanced capitalist 105C. Modern Political Thought. S and “developing” nations. Uses materials from political 100. Core Seminar in Politics. F,W,S Studies in nineteenth- and early twen t i e t h - c e n t u r y theory, th e o r y, comparative, and American politics. Examines the Focuses on the diverse theoretical and methodological ap- centering on the themes of capitalism, labor, alienation, role of gender, gender-based movements, and sexual pol- proaches to the study of politics. Considers central con- cu l t u r e, freedom, and morality. Authors studied include J. itics in political development and in contemporary polit- cepts and issues in historical and contemporary analysis of S. Mill, Marx, Nietzsche, Foucault, Hegel, and Weber. ical affairs. (General Education Code(s): IS.) S. Alvarez political life. Specific readings within general topics are as- (Formerly Recent and Contemporary Political Theory. ). (Also offered as Legal Studies 105C. Students cannot re- 20. Democracy and Liberalism in American signed by each instructor. Required of all politics majors in the sophomore or junior year. Prerequisite(s): satisfac- ce i v e credit for both courses.) Enr ollment restricted to pol- Politics. * itics and Latin American and Latino studies/politics Analysis of the development and operation of American tion of the Subject A and Composition req u i r ements. En- rollment restricted to sophomore, junior, and senior legal combined majors during priority enrollment only. political institutions, focusing on the constitutional pow- M. Thomas ers of the Congress, presidency, and Supreme Court; and studies, politics, and Latin American and Latino stud- the evolution of the American system of political parties. ies/politics combined majors during priority enrollment 107. After Evil: Political Morality of Topics include the changing balance of power between the only. Enrollment limited to 20. (General Education Survivorship and Recovery. * exe c u t i v e and legislative branches, the expansion of the na- Code(s): W.) The Staff What are the continuing relationships between victims, tional government in the twentieth century, and the 103. Feminist Interventions. S perpetrators, and beneficiaries of a past that is recognized changing character of the party system. Satisfies American Situates ongoing debates around feminist theory and prac- as evil? Focus on contrast between the competing moral History and Institutions Requirement. (General Educa- tice within the context of political theory, the role of the logics of struggle and reconciliation, and various rationales tion Code(s): IS.) The Staff state, and the position of women in contemporary (pre- for allowing beneficiaries to keep their gains in order to bring closure to the past. Topics include post-slaver y U.S., 25. American Social Policy. F dominantly Western) society. Engages with classical political theory, second wave feminism, and the role of the p o s t - a p a rtheid South Africa, post-genocide Rwanda, Examines role of ideas, interests, and institutions in shap- post-Holocaust Germany/Israel, post-authoritarian Latin ing contemporary social policy in the U.S. Focuses on po- state on matters pertaining to pornography and prostitu- tion. Enrollment restricted to politics, legal studies, and America, and post-Soviet Eastern Eur ope. Th e o r etical per- litical struggles and policies in the areas of social welfare, spectives drawn from law, philosophy, theology, and psy- health care, and crime and drug control. (General Educa- Latin American and Latino studies/politics combined majors during priority enrollment only. V. Seth choanalysis. (Also offered as Legal Studies 107. Students tion Code(s): IS.) E. Bertram cannot receive credit for both courses.) Enrollment re- 42. Student-Directed Seminar. F,W,S 104A. American Political Thought. * stricted to politics and Latin American and Latino stud- Seminars taught by upper-division students under faculty Basic problems of political theory within the American ies/politics combined majors during priority enrollment s u p e rvision. Students submit petition to sponsoring setting. The course explores both the mainstream tradition only. R. Meister agency. The Staff and some branches of the counter tradition of political ideas in America, focusing on the themes of authority, 109. Orientalism. F 43. Eurasian Politics. W co m m u n i t y , equality, and liberty . Enr ollment restricted to Studies “Orientalism” as a concept of political theory and Following a survey of the development of the former politics, legal studies, and Latin American and Latino as a historical practice. Considers political, intellectual, USSR that emphasizes those factors responsible for its dis- studies/politics combined majors during priority enroll- and aesthetic projects of eighteenth- and nineteenth-cen- solution, focuses on the politics of nation building and in- ment only. Satisfies American His t o r y and Institutions Re- tu r y Orientalists. Considers contemporary themes of Ori - ternational reintegration, and the prospects of democratic quirement. J. Schaar entalism and uses these concepts to examine current or authoritarian futures. (General Education Code(s): IS.) political discourse. Enrollment restricted to politics and M. Urban 104B. American Political Thought. * politics/Latin American Latino studies combined majors Basic problems of political theory within the American during priority enrollment only. M. Thomas 70. Global Politics. W setting. The course explores both the mainstream tradition Can common global interest prev ail against particular sov- and some branches of the counter tradition of political 110. Law and Social Issues. * ereign desires? Surveys selected contemporary issues in ideas in America, focusing on the themes of authority, Examines the current problems in politics and law. Read- global politics such as wars of intervention, ethnic conflict, co m m u n i t y , equality, and liberty . Enr ollment restricted to ings are drawn from legal and political philosophy, social globalization, global environmental protection, and some politics, legal studies, and Latin American and Latino science, and judicial opinions. (Also offered as Legal Stu d - of the different ways in which they are understood and ex- studies/politics combined majors during priority enroll- ies 110. Students cannot receive credit for both courses.) plained. (General Education Code(s): IS.) The Staff ment only. Satisfies American His t o r y and Institutions Re- The Staff quirement. J. Schaar 72. Politics of War on Terrorism. * 111. Problems in Constitutional Law. S From September 2001 the U.S. committed to a “War on 105A. Ancient Political Thought. W A study of selected problems in constitutional law Te r rorism.” What are its political sources? Ob j e c ti ves? Ef- Ancient political ideas in context of tension between through the use of various common law models (e.g., fects on internal politics, external alliances, and civil lib- democracy and empire, emergence of the psyche, and shift fr om contracts, torts, prop e rt y , etc.) for understanding the from oral to written culture. Emphasis on Athens, with structure of claims to legal rights. Focuses on shifting

*Not offered in 2004–05 342 PROGRAMS AND COURSES

boundaries between public and private law doctrine in 124. Politics, Poverty, and Inequality in dents apply theories of comparative politics to empirical constitutional cases. (Also offered as Legal Studies 111. America. * case studies, integrating statist, social, and cultural factors Students cannot receive credit for both courses.) Enroll- Investigation of the causes and consequences of poverty into their understanding of development. Enrollment rement restricted to politics and Latin American and Latino and income inequality in the U.S., including racial and stricted to politics and Latin American and Latino stud- studies/politics combined majors during priority enroll- gender inequality. Consideration of the origins of con- ies/politics combined majors during priority enrollment ment only. The Staff temporary anti-poverty policies and evaluation of current only. (General Education Code(s): E.) A. Clear policy alternatives. Enrollment restricted to politics and 112. Women and the Law. F Latin American and Latino studies/politics combined ma- 140E. Postcolonial States and Societies. * Int e rd i s c i p l i n a r y approach to study of law in its relation to jors during priority enrollment only. The Staff Explores key contemporary issues and conflicts in post- category “women” and production of gender. Considers colonial states and societies from a range of methodolog- various materials including critical race theory, domestic 127. Black Politics and Federal Social Policy. * ical and theoretical perspectives. While readings focus on case law, international instruments, representations of Examination of changes in the political and economic sta- South Asia, Middle East, and southeast Asia, they reflect la w , and writings by and on behalf of women living under tus of black Americans in the twentieth century; particu- issues of broad theoretical and comparative significance, different forms of legal control. Examines how law struc- lar focus on the role of national policies since 1933 and emphasizing constitutive role of colonialism, modernist tures rights, offers protections, produces hierarchies, and the significance of racism in twentieth-century U.S. po- projects, and social movements in shaping both postcolo- se x u a l i z es power relations in both public and intimate life. litical development. (Also offered as Legal Studies 127. nial politics and scholarship. Enr ollment restricted to pol- (Also offered as Wom e n ’s Studies 112. Students cannot re- Students cannot receive credit for both courses.) Enroll- itics and Latin American and Latino studies/politics ce i v e credit for both courses.) Enr ollment restricted to pol- ment restricted to politics and Latin American and Latino combined majors during priority enrollment only. (Gen- itics, women’s studies, legal studies, and Latin American studies/politics combined majors during priority enroll- eral Education Code(s): E.) The Staff and Latino studies/politics combined majors during pri- ment only. (General Education Code(s): E.) M. Brown ority enrollment only. G. Dent 141. China. * 129. Policies and Politics of American Defense. * Politics and foreign policy of the People’s Republic of 114. Thinking Green: Politics, Ethics, Political Examines evolution of policy and politics of American na- China since 1949. Emphasis on unification, political Economy. S tional security, especially following WW II. Content of movements, and decision; social policy; collectivization, A course on Green political thought and practice, the ori- conventional nuclear defense policies explored with ana- decollectivization, and economic reform; foreign and mil- gins and content of ecological politics, ethics, and politi- lytic focus on formation of policy and interactions be- itary policy. Democratization, suppression of the Tianan- cal economy. Asks whether they offer a “re a l i s t i c” tw een military policies and domestic policies. Enro l l m e n t men demonstrations, and post-Tiananmen political and al t e r n a t i v e to neo-liberalism and other political ideologies. restricted to politics, legal studies, and Latin American and cultural policy. Enr ollment restricted to politics and Latin Enrollment restricted to politics and Latin American and Latino studies/politics combined majors during priority American and Latino studies/politics combined majors Latino studies/politics combined majors during priority enrollment only. D. Wirls during priority enrollment only. (General Education enrollment only. R. Lipschutz Code(s): E.) The Staff 132. California Water Law and Policy. W 120A. Congress, President, and the Court in Explores the rich history and fundamental legal concepts 142. Russian Politics. * American Politics. F s u r rounding water in California. Students identify, eva l u- Historical-political survey of Russia within the U.S.S.R. is Study of political development, behavior, performance, ate, and debate some critical water policy questions faced followed by examination of the 1991 revolution, the at- and significance of central governmental institutions of by Californians today and in the future. R. Langridge tempt to rec o ver a national identity and establish a unified the U.S. While focus is on historical development of Con- Russian state. Topics familiar in the study of politics— gr ess and the presidency and relationship between the two 140A. Politics of Advanced Industrialized mo vements, parties, institutions, proc e s s e s — a r e featured . branches, attention is also given to the judiciary branch Societies. S M. Urban and burea u c r a c y . (Also offered as Legal Studies 120A. Stu - Explores the political and economic systems of advanced dents cannot receive credit for both courses.) Enrollment industrialized societies. In addition to specific compar- 150. Democratization, Citizenship, and restricted to politics and Latin American and Latino stud- isons between the countries of western Eur ope, Japan, and Human Rights in South America. * ies/politics combined majors during priority enrollment the United States, covers important themes and chal- Examines military regimes, transitions to civilian rule, and only. Satisfies American History and Institutions Re- lenges, including immigration, globalization, and social politics of democratization in contemporary Brazil, Ar- quirement. D. Wirls movements. Enrollment restricted to politics, and Latin gentina, and Chile. Focus on the contradictions and lega- American and Latino studies/politics combined majors cies of transition politics, the challenges of democratizing 120B. Society and Democracy in American during priority period. E. Pasotti political institutions, and the political and social conse- Political Development. W quences of neoliberalism. Emphasis on human rights, cit- Examines role of social forces (e.g., race, class, and gender) 140B. Comparative Post-Communist Politics. F i ze n s’ movements (especially feminisms), changing in development of the American democratic processes and Comparative study of revolutionary transformations of dynamics of civil society, and contemporary efforts to in the changing relationship between citizen and state. East European, Soviet, and former Soviet nations to post- deepen democracy and extend meaningful citizenship to Course materials address ideas, social tensions, and eco- Communist political orders. Focus on reemergence of po- subaltern social groups and classes. Prerequisite(s): course nomic pressures bearing on social movements, interest litical society, social and economic problems of transition, 140C or permission of instructor. S. Alvarez groups, and political parties. (Also offered as Legal Stud- and maintenance of many cultural norms and authority ies 120B. Students cannot rec e i v e credit for both courses.) patterns associated with previous regime. M. Urban 154. Brazilian Politics. * Analysis of interface of Brazilian politics and culture— Enrollment restricted to politics and Latin American and 140C. Latin American Politics. W Latino studies/politics majors during priority enrollment with emphasis on contemporary struggles to deepen Overview of major approaches to the study of Latin democracy, foster more equitable development, and pro- period. Satisfies American History and Institutions Re- American politics. Introductory survey of historical and quirement. M. Brown mote social justice. Examination of dynamic interplay of contemporary democratic, populist, authoritarian, and state and opposition forces during Brazil’s twentieth-cen- 120C. State and Capitalism in American revo l u t i o n a r y regimes. Special attention to local, national, tury authoritarian regimes. Special attention to problems Political Development. S and global forces shaping development strategies and pub- and prospects for furthering democratization in the Examines expansion of the American state, its relation to lic policies; changing institutional arrangements and shift- tw enty-first century. Prer equisite(s): course 140C. Enro l l - the development of capitalism, and changing contours of ing discourses of domination; and social movements and ment restricted to senior politics, Latin American and policy intervention in economy and society. Includes reg- strategies of resistance among subaltern social groups and Latino studies, and combined politics/Latin American and ulation of capitalism, origins and growth of welfare state, classes. Students cannot receive credit for this course and Latino studies majors. En rollment limited to 25. and implications of state intervention for economic and course 241. En rollment restricted to politics, Latin S. Alvarez political inequalities in America. (Also offered as Legal American and Latino studies, and politics/Latin American Studies 120C. Students cannot receive credit for both and Latino studies combined majors during priority pe- 156. Asian Women in Politics. * courses.) Enr ollment restricted to politics and Latin Amer- riod. (General Education Code(s): E.) S. Alvarez Uses major theoretical themes from Asian comparative politics considered through the lens of gender politics. ican and Latino studies/politics majors during priority en- 140D. Politics of East Asia. S rollment only. Satisfies American His t o r y and Ins t i t u t i o n s Each week introduces the basic comparative politics of a Exp l o r es dynamics of political and economic devel o p m e n t di f f e r ent Asian country and then examines women in pol- Requirement. E. Bertram in Northeast and Southeast Asia following WWII. Stu- POLITICS 343

itics in that particular country and how women challenge ex p l o r ed from two directions. How are the new issues sim- 179. Negotiation. * theories about Asian politics, integrating other countries ilar to, and different from, those which have been studied Negotiation presented as central practice of politics by and topics into current discussions. (General Education hitherto? And does the Internet lead to insights into pol- parties in conflict, by parties seeking cooperative out- Code(s): E.) A. Clear itics as we have known it in the past? The Staff comes, and by which social expectations and institutions are constructed. Examines case studies in negotiation of 160A. International Politics. F 173. International Law. W international treaties. Exp l o r es how processes and institu- Upper-division introduction to international relations, in- Origins and development of international law: interna- tions of law and economy can be understood as special ternational organizations, international political economy, tional law is examined both as a reflection of the present cases of ongoing, regulated negotiation. Considers the foreign policy, conflict, and war. Explores a range of the- world order and as a basis for transformation. Topics in- special problem of negotiation between parties who are ories, issues and cases that are of interest to students of include jurisdiction and sovereignty, treaties, use of force, not “equal” but in some salient respect, are “strong” and ternational affairs and are helpful in understanding commercial law, and human rights. (Also offered as Legal “weak.” Enrollment restricted to Latin American and recurring patterns of global conflict and cooperation. Ad- Studies 174. Students cannot receive credit for both Latino studies/politics combined majors during priority dresses the nexus between domestic politics and the for- courses.) Enr ollment restricted to politics and Latin Amer- enrollment only. The Staff eign policy of states. Enrollment restricted to politics and ican and Latino studies/politics majors during priority en- Latin American and Latino studies/politics combined ma- rollment period. The Staff 190. Senior Comprehensive Seminar. jors during priority enrollment only. R. Lipschutz These courses, offered at different times by different in- 174. Global Environment Politics. * structors, focus on current problems of interest across the 160B. Global Organization. W Focus on global environmental “p ro b l e m a t i q u e” and discipline. Courses offer a flexible framework within Addresses how global organizations are changing the in- h ow it is being played out in a variety of political are n a s . which those mutually interested in specific issues can rea d , ternational system. Examines multilateral institutions, re- Includes technical ove rv i ew of global enviro n m e n t a l present papers, and develop their ideas. Students who do gional organizations, and nonstate actors. Overriding aim m ovement; perspectives on alternative political ap- not meet the restrictions and prer equisites may contact the is to discern whether these global organizations are affect- p roaches to environmental problems. En rollment re- instructor for permission to enroll. ing the purported primacy of the state. Enrollment restricted to politics and Latin American and Latino stricted to politics and Latin American and Latino studies/politics combined majors during priority enro l l- 190A. State and Revolution. * studies/politics combined majors during priority enrollment only. R. Li p s c h u t z Investigates the process of rapid and fundamental po- ment only. A. Clear litical change from the standpoint of both the struc- 175. The New Europe. * tures of states in which revolutions have occurred and 160C. Security, Conflict, Violence, War. S Examines causes and consequences of political and eco- the structures of states issuing from revolutions. A Genesis and theories of conflict and war and their avoid- nomic change in Europe including emergence of Euro- number of cases are examined, but particular empha- ance (past, present, future). Relationship between foreign pean Community as new world power; end of cold war, sis is given to the “cl a s s i c ” rev olutions in France (1789) policy and intra- and interstate conflict and violence. Na- breakup of Warsaw Pact, and new European security and Russia (1917). Prer equisite(s): course 100 or 100A. tional security and the security dilemma. Non-violent arrangements; German reunification; transition to marke t Enrollment restricted to senior politics and Latin conflict as a normal part of politics; violent conflict as economies and representative democracies; and disinte- American and Latino studies/politics combined ma- anti-political; transformation of conflict into social and in- gration of Soviet Union, Yugoslavia, and nationalist po- jors; major restrictions lifted during open enrollment. terstate violence. Int e r r elationships among conduct of war, tential for continuing political instability. Enrollment Enrollment limited to 20. M. Urban attainment of political objectives, and the end of hostili- restricted to politics and Latin American and Latino stud- ties. Civil and ethnic wars. Political economy of violence ies/politics combined majors during priority enrollment 190B. Security and Disarmament. * and war. Enr ollment restricted to politics and Latin Amer- only. The Staff Examines global and regional arms control and disar- ican and Latino studies/politics combined majors during mament initiatives, with attention to issues of defini- priority enrollment only. The Staff 176. International Political Economy. F tion, verification, compliance, phasing, and stability. Surveys and critically examines long-standing theoretical Also examines these issues as objects of contemporary 163. How U.S. Foreign Policy Gets Made. F debates within international political economy (liberalism, Chinese foreign and security policy. Prerequisite(s): Provides overv i e w of U.S. foreign policy formulation: con- mercantilism, Marxism) with context of important his- course 100 or 100A. Enrollment restricted to senior siders how U.S. political culture shapes foreign policy; ex- torical and contemporary international political economy politics and LALS/politics combined majors during amines governmental actors involved: the president, issue areas (international monetary systems, organization priority enrollment only; students who do not meet the executive branch agencies, and Congress; then considers of international trade, regulation of foreign direct invest- restrictions and prerequisites may contact the instruc- non-governmental actors: the media, interest groups, and ment, development policies, etc.). Enr ollment restricted to tor. Enrollment limited to 20. B. Larkin public opinion. Enrollment restricted to politics and pol- politics and Latin American and Latino studies/politics 190C. U.S.-Russian Relations. * itics/Latin American and Latino studies combined majors. combined majors during priority enrollment only. Examines the cold war and its aftermath. Focuses on J. Knopf R. Schoenman interstate conflict and its roots in domestic politics. 167. Chinese Foreign Policy. * 177. The United States and the World. * Topics include issues of national security, military Foreign policy of the People’s Republic of China, includ- Examines political, economic, and cultural relationship competition, transnational movements, regional and ing U.S.-China relations, China’s policies in Asia, and between the U.S. and the rest of the world, including his- global hegemony. Prerequisite(s): course 100 or 100A China’s role as a permanent United Nations Security torical background and foreign policy. Special focus on and one of the following: 140B, 140D, 141, or 142. Council member and a nuclear-weapon state. Problems U.S. invol v ement in the Middle East and Persian Gulf and Enrollment restricted to senior politics and Latin and approaches to foreign policy interpretation. Enroll- the politics of economics of that region. Enrollment re- American and Latino studies/politics combined majors ment restricted to politics and Latin American and Latino stricted to politics and Latin American and Latino stud- during priority enrollment only. Enr ollment limited to studies/politics combined majors during priority enroll- ies/politics combined majors during priority enrollment 20. M. Urban ment only. The Staff only. R. Lipschutz 190D. Early Anarchist and Soc i a l i s t Thought. W 168. Nonproliferation. * 178. U.S. Foreign Economic Policy. S Studies in nineteenth- and early twen t i e t h - c e n t u r y an- Addresses nuclear, biological, chemical, and radiological Th e o r etical and historical survey of U.S. foreign economic archist and socialist thought. Themes covered include weapons and global public policy measures to prevent po l i c y . First part explores theoretical framewo r ks and cov- Catholicism, Darwinism, property and the state, and their spread: safeguards, inspection, “counter-prolifera- ers historical events in the U.S.’s relationship with world organizing labor. Readings drawn from Bakunin, tion,” and nonproliferation strategies. Enrollment re- ec o n o m y . The second part focuses on postwar foreign eco- Ch e r n y s h e v s k y , Goldman, Fou r i e r , Kropotkin, Prou d - stricted to politics and Latin American and Latino nomic policy; surveys different theoretical approaches to hon, Saint-Simon, and Stirner. Prerequisite(s): course studies/politics combined majors during priority enroll- U.S. foreign policy; and examines fundamental develop- 100. Enrollment restricted to senior politics and Latin ment only. The Staff ments and issues in trade, monetary, development, and in- American and Latino studies/politics combined ma- vestment policies. Enrollment restricted to politics and jors. Enrollment limited to 20. M. Thomas 172. Politics of the Internet. * Latin American and Latino studies/politics combined ma- Takes the Internet to be a community of culture, practices, jors during priority enrollment only. R. Schoenman relationships, economies, governance, rules, claims, arguments, and decisions. It is a novel form of polity which is

*Not offered in 2004–05 344 PROGRAMS AND COURSES

190E. European Integration. W Prer equisite(s): course 100. Enr ollment restricted to studies, and Latin American and Latino studies/politics Focuses on the origins and development of the Euro- senior politics and Latin American and Latino stud- combined majors during priority enrollment only. En- pean Union. Add r esses historical and contemporary is- ies/politics combined majors during priority enrol l m e n t rollment limited to 20. S. Alvarez sues, including the political, economic, social, and only; major restrictions will be lifted during open en- 190V. Problems in Latin American Politics. * cultural dimensions of European integration and the rollment. Enr ollment limited to 20. E. Bert ra m Research seminar allows advanced students to engage impending expansion to the East. Prerequisite(s): 190M. American Politics Through American in current scholarly debates in the sub-field of Latin course 100 or 100A. Enrollment restricted to senior Literature. S American politics. Topics and countries covered vary politics and Latin American and Latino studies/politics Most major American writers offer perspectives outside from year to year but may include civil society, citi- combined majors during priority enrollment only. En- “official” mainstream political culture; the raising of zenship and cultural politics in Latin/o America, com- rollment limited to 20. R. Schoenman countervoices; concern about common, public lives, parative perspectives on democratization, politics and 190F. Orientalism. * not just personal experience; exploring persistent ten- culture in Brazil, feminisms and women’s movements Studies “Orientalism” as a concept of political theory sions (dualisms) and deeper meanings, how we really in Latin America, the politics of race and ethnicity in and as a historical practice. Considers political, intel- live, how it is concealed from understanding, and po- the Americas, and human rights and social justice in a lectual, and aesthetic projects of eighteenth- and nine- litical/moral costs. Prer equisite(s): course 100 or 100A, neoliberal era. Prer equisite(s): course 100 or 100A. En- teenth-century Orientalists. Considers contemporary and one of the following courses: 101, 105A, 105B, rollment restricted to senior politics and Latin Ameri- themes of Orientalism and uses these concepts to ex- 105C, 120B, or 120C. Enrollment restricted to senior can and Latino studies/politics combined majors amine current political discourse. Pre re q u i s i t e ( s ) : politics and Latin American and Latino studies/politics during priority enrollment only. Enr ollment limited to course 100. Enr ollment restricted to senior politics and combined majors during priority enrollment only. En- 20. S. Alvarez combined politics/Latin American and Latino studies rollment limited to 20. J. Schaar 190W. Living in the Aftermath of Evil. majors. Enrollment limited to 20. M. Thomas 190N. Congress: The Politics of Draws on a variety of sources to understand metaphors 190G. Issues in International Law. * Representation and Legislation. F of war and peace as potentially appropriate attitudes to- Exp l o r es theory and reality of international law; how it Examination of U.S. Congress in theoretical, compar- wa r d evil and as potentially rational compromises with determines or governs or modifies policies of govern- at i v e, and historical perspective. Topics include tension evil; investigates respects in which constitutional ment. Emphasis on contemporary political and eco- between representative and legislative processes, par- regimes of post-traumatic societies can be understood nomic forces and international law in nuclear age, liamentary versus presidential systems, party organiza- as “peace programs” that preserve and transcend the competing areas for new law, law of seas, human rights, tion versus the new entrep r eneurism. Special attention identities of the victims and perpetrators of past atroc- new international economic issues, the environment. gi v en to nature and consequences of bicameralism. Pre- ities while creating a new identity based on their com- Prerequisite(s): course 100 or 100A. Enrollment re- requisite(s): courses 100 or 100A, and 120A. Enroll- mon survivorship; explores the constraints placed on stricted to senior legal studies, politics, and Latin ment restricted to senior legal studies, politics, and “nation in rec o ver y” by the public commitment to cre- American and Latino studies/politics combined majors Latin American and Latino studies/politics combined ate an official version of a past that must be remem- during priority enrollment only; major restrictions will majors during priority enrollment only. Enrollment bered so that it will not be repeated. Prerequisite(s): be lifted during open enrollment. Enrollment limited limited to 20. D. Wirls course 100 or 100A, and one of the following: course to 20. The Staff 190P. Race: History of a Concept. S 105A, 105C, 110, or 111. Enrollment restricted to 190H. The Substance of Democracy. F Examines how we came, by the late nineteenth century, senior politics and Latin American and Latino studies/politics combined majors during priority enroll- What is democracy? Why do we care about it? How can to classify humanity into racial categories. In an effort ment only. Enrollment limited to 20. R. Meister we identify it? Th r ough political science, law, and phi- to trace emergence of this very modern phenomenon, lo s o p h y , the course explores these questions and the is- explores historical shifts that informed Europe’s repre- 190X. Global Civil Society—Theories, sues of patronage, media manipulation, lobbyi n g , sentation of cultural difference from the writings of an- Debates, Practices. campaign finance reform, and voter turnout. Prere q u i - cient Greeks to the social Da rwinism of The process of globalization, the enormous growth in site(s): course 100. Enr ollment restricted to senior pol- ni n e t e e n t h - c e n t u r y Britain. Prer equisite(s): course 100 numbers of transnational social movements and non- itics and combined politics/Latin American and Latino or 100A. Enrollment restricted to senior politics and go vernmental organizations, and the broad reach of studies majors. Enr ollment limited to 20. E. Pas o t t i Latin American and Latino studies/politics combined transnational capital and corporations has generated 190J. Politics and Inequality. * majors during priority enrollment. Enr ollment limited considerable academic and policy interest in future of to 20. V. Seth global governance and role of “global civil society” in it. Considers causes and consequences of inequality in This senior seminar provides broad view of theory and modern societies. Emphasizes empirical analysis of 190S. International Relations and World debates behind global civil society and case studies of contemporary forms of class, racial, and gender in- Politics. * specific transnational networks, movements, and coali- equality and examination of normative theories of dis- Examines the problematic of world politics as focused tions. Prer equisite(s): course 100 or 100A, and one of tributive justice. Major restrictions lifted during open through the lens of classical, modern, contemporary, course 160, 160A, 160B, 162, or 173. Enr ollment re- enrollment. Prerequisite(s): course 100 or 100A. En- and critical international relations theory. Prerequi- stricted to senior politics and Latin American and Latino rollment restricted to senior politics and Latin Ameri- site(s): course 100 or 100A, and one of the following: studies/politics combined majors during priority enrol l - can and Latino studies/politics combined majors 160, 160A, 160B, 162, or 173. Enrollment restricted ment only. Enr ollment limited to 20. R. Lip s c h u t z during priority enrollment only. Enr ollment limited to to senior politics and Latin American and Latino stud- 20. M. Brown ies/politics combined majors during priority enroll- 190Y. Politics of “Interest”. W 190K. Political Economy of Welfare States. * ment. Enrollment limited to 20. R. Lipschutz How did interest come to be so frequently associated with politics and especially with somebody’s political Explores origins and development of contemporary 190T. Feminism, Trans/national Cultural mo t i v ation? What is in t e r est? What does the word do wel f a r e states in Eur ope and the U.S. Considers wel f a r e Politics, and Gender Policy. * for study of politics and to us as the subjects of that state development and politics in relation to dynamics Co m p a r a t i v e analyses of feminist movements and their study? (Formerly The Language of Interest. ). Prerequi- of capital accumulation, class and racial conflict, and relationship to other local and global social move- site(s): course 100. Enr ollment restricted to senior pol- patterns of party politics. Assesses distributional im- ments, trans/national civil society, political parties, itics and combined politics/Latin American and Latino pacts of policies. Prerequisite(s): course 100 or 100A states, and inter-governmental organizations in a wide studies majors. Enrollment limited to 20. D. Math - and one of the following courses: 104A, 104B, 120A, range of empirical cases. Emphasis on changing femi- iowetz 120B, or 120C. Enr ollment restricted to senior politics nist discourses and practices over the past three-plus and Latin American and Latino studies/politics com- decades and the dynamic interplay of cultural politics 192. Directed Student Teaching. F,W,S bined majors during priority enrollment only; major and gender policy advocacy in contemporary national Teaching of a lower-division seminar. (See course 42.) Stu - restrict Enrollment limited to 20. M. Brown and transnational feminist activism. Prerequisite(s): dents submit petition to sponsoring agency. The Staff 190L. Welfare Policy and Politics. F course 100 or 100A. Enrollment restricted to senior Latin American and Latino studies, politics, women’s Examines theoretical, historical, and contemporary empirical materials about the struc t u r e and impact of wel - f a re policy and the politics of we l f a re re f o r m . POLITICS 345

193. Field Study in Politics. F,W,S 200B. Social Forces and Political Change Core 221. Politics and Inequalities. S Individual studies undertaken off campus with direct fac- Seminar. F Considers origins and consequences of inequality in mod- ulty supervision. Students submit petition to sponsoring Concerns transformation of social forces into political ern societies, focusing on intersection between class, race, agency. May be repeated for credit. The Staff ones. Focuses on formation, articulation, mobilization, and gender inequality. Examines discourse of equality, in and organization of political interests and identities, their particular, the relationship between democratic politics 194. Group Tutorial. F,W,S mutual interaction, and their effects on state structures and equality and role of political institutions in promot- Provides a means for a small group of students to study a and practices and vice versa. Major themes are 1) social ing or diminishing inequality. Enrollment restricted to particular topic in consultation with a faculty sponsor. bases of political action: class, gender, race, and other de- graduate students. Enrollment limited to 15. M. Brown Various topics to be announced before each quarter. Stu- terminants of social division and political identity and 2) dents submit petition to sponsoring agency. May be re- relevant forms of political agency and action, including 232. United States Political History. * peated for credit. The Staff de v elopment of political consciousness and rep re s e n t a t i o n Co vers several important themes and sets of readings from of interests and identities in the public sphere. Enro l l m e n t the literature on American political development. Topics 195A. Senior Thesis. F,W,S include the origins and development of American politi- Preparation of a senior thesis over two or three quarters, restricted to graduate students. Enrollment limited to 15. S. Alvarez cal institutions, the evolution of democratic mechanisms, beginning in any quarter. The grade and evaluation sub- the rise and fall of social movements, and debates about mitted for the final quarter apply to each of the previous 200C. States and Political Institutions Core the sources of policy regimes and political change, in- quarters. Students submit petition to sponsoring agency. Seminar. * cluding the role of war. Enrollment restricted to graduate The Staff Int r oduces study of political institutions as instruments of students. Enrollment limited to 15. D. Wirls 195B. Senior Thesis. co l l e c t i v e decision making and action. Exp l o r es alternative theoretical approaches to development of political insti- 233. Interrogating Race. * Preparation of a senior thesis over two or three quarters, Critically examines alternative theoretical and method- beginning in any quarter. The grade and evaluation sub- tutions, state and political economy, and security dilemmas. (Formerly States, Political Institutions, and Global ological approaches to study of race and racism. Consid- mitted for the final quarter apply to each of the previous ers alternative explanations for origins and persistence of quarters. Students submit petition to sponsoring agency. Political Economics Core Seminar. ). Enrollment restricted to graduate students. Enrollment limited to 15. D. Wirls racism and racial inequality and suggests the relevance of The Staff a socio-political understanding. Enrollment restricted to 195C. Senior Thesis. 200D. Political Economy Core Seminar. S graduate students. Enr ollment limited to 15. D. Wel l m a n , Preparation of a senior thesis over two or three quarters, Introduction to the theories and methodologies of politi- M. Brown cal economy. Focuses on the relationship between states beginning in any quarter. The grade and evaluation sub- 241. Culture and Politics in Latin America. * mitted for the final quarter apply to each of the previous and markets and considers the politics of economic choices and institutions germane to both national and Interdisciplinary analysis of the relationship between cul- quarters. Students submit petition to sponsoring agency. ture and politics in Latin America, drawing on current The Staff global political institutions. Addresses origins and development of markets and capitalism; historical evolution of critical debates in anthropology, history, cultural studies, 198. Independent Field Study. F,W,S states and their economies; relationship between labor, feminist and poststructuralist theories, as well as political Individual studies undertaken off-campus for which fac- capital, production, and consumption; regulation of pro- science. Students cannot receive credit for this course and ulty supervision is not in person (e.g. supervision is by cor- duction; macroeconomics and management of economies; course 140C. Enrollment restricted to graduate politics respondence). Students submit petition to sponsoring and issues of national and global social welfare. Enroll- majors. Enrollment limited to 15. S. Alvarez agency. May be repeated for credit. The Staff ment restricted to graduate students. Enrollment limited 251. Discourse. * to 15. R. Lipschutz 199. Tutorial. F,W,S Utilizing a variety of approaches—discourse analysis, A student normally approaches a member of the staff and 201. Logics of Inquiry. W semiotics, critical theory, and linguistics—analyzes how proposes to take a course 199 on a subject he or she has Investigates approaches to study of politics and to enter- language constructs the political world. Focuses on the chosen which is not offered in other politics courses. Stu- prise of social science in general. Wor ks from positivist, in- symbolic mediation, normalization, and reproduction of dents submit petition to sponsoring agency. May be re- terpretive, historical, and critical approaches provide power and subjugation present in the discourses through peated for credit. The Staff examples held up to critical and epistemological ref l e c t i o n . which they are apprehended and expressed. Enrollment Enrollment restricted to graduate students. Enrollment restricted to graduate students. Enrollment limited to 15. 199F. Tutorial (2 credits). F,W,S limited to 15. E. Pasotti M. Urban A student normally approaches a member of the faculty and proposes to take a course 199 on a subject he or she 203. Making of the Modern. W 271. Transnationalism. F has chosen which is not offered in other politics courses. Introduces, at the graduate level, some of the central con- Focuses on basic comparative politics concepts—such as Students submit petition to sponsoring agency. May be ceptual categories and material implications that under- the state, regime transition, economic development, and repeated for credit. The Staff write the world of the modern. Ex p l o res concepts social movements—and then considers how the global including the individual, historicism, contract, and ob- context challenges these very same political phenomena. Explores the ontological and methodological repercus- Graduate Courses jectivity. Enrollment restricted to graduate students. En- rollment limited to 15. V. Seth sions of the nexus between the global and the domestic. (F ormerly Global Domestic Nex u s . ). Enr ollment res t r i c t e d 200A. Political and Social Thought Core 211. Marxism. * to graduate students. Enrollment limited to 15. A. Clear Seminar: Politics of Recognition. * Examines how Marx arrived at his substantive political Investigates issues about identity and recognition as basis standpoint through a critique of the modes of theory 274. Global Environmental Politics. * for claims about institutional legitimacy and social strug- through which state and society are interpreted from Focus on global environmental law, politics, and policy, gle. Paradigm is Hegel’s account of relation of master and within. Also considers how far it is possible to apply the supplemented by analysis of theories and practices of en- slave in Phenomenology of Spirit. Contemporary political methods Mar x used, in learning from the sources avai l a b l e vironmental action and activism at all levels of analysis. philosophy examines differing accounts of reason, power, in our own contemporary material, and whether this Req u i r es attendance at course 174 lectures plus three - h o u r resistance, liberation, morality, difference, and the other. process of interpretation will lead us to similar conclu- seminar each week. Enr ollment restricted to graduate stu- Concludes with discussion of identity and interest politics, sions. Enrollment restricted to graduate students. Enroll- dents. Enrollment limited to 15. R. Lipschutz multiculturalism and assimilation, and moral bases of ment limited to 15. R. Meister struggle, reconciliation, and compromise in the political 291. Teaching Assistant Seminar (2 credits). ar ena. (Also offered as Philosophy 200A. Students cannot 214. Thinking Green: Politics, Ethics, Political F,W,S receive credit for both courses.) Enrollment restricted to Economy. * Two-hour weekly seminar required of teaching assistants graduate students. Enrollment limited to 15. R. Meister, Green political thought, philosophy, debates, and prac- in which pedagogic and substantive issues will be consid- D. Hoy tices; history of ecological thought and comparative study ered. The experience of performing teaching assistant du- of competing ideas and proposals. Critical examination of ties constitutes subject matter for discussion. Students neo-liberal environmentalism. Enrollment restricted to submit petition to sponsoring agency. May be repeated for graduate students. Enr ollment limited to 15. R. Lip s c h u t z credit. The Staff

*Not offered in 2004–05 346 PROGRAMS AND COURSES

293. Field Study. F,W,S 19. Chicana/Latina Identity (2 credits). 22F. Vietnamese Festivals (2 credits). * Individual study undertaken off campus with direct fac- An exploration of Chicana/Latina identity within the con- Vietnamese festivals and the arts they generate, from ulty supervision. Students submit petition to sponsoring text of developmental theories and heterogenous cultural ca r ving to water puppetry, will be explored for cultural, agency. May be repeated for credit. The Staff influences on identity formation, including the accultur- aesthetic, and iconographic principles, through view- ation process. Students explore their own identities within ing, discussion and a creative project. Enrollment lim- 297. Independent Study. F,W,S the previously stated context. Enrollment limited to 20. ited to 20. (General Education Code(s): A.) The Staff A student approaches a member of the staff and proposes The Staff to take a course 297 on a subject he or she has chosen that 22G. Literary Magazine Publishing (3 is not covered in other politics graduate courses or plans 20. Dance/Theater Practicum. credits). W a graduate independent study that includes an under- The practice of dance/theater in a particular world area Learn about and practice basics in publishing a na- graduate course. Students submit petition to sponsoring (i.e., Philippines, Mexico, U.S.). Students learn the dance tional literary magazine with focus on poetry and the agency. May be repeated for credit. The Staff or theater art of one world area and study the associated arts. Three-part focus: soliciting/editing, design/pub- cultural background. lishing, and publicizing/distributing. Students decide 299. Thesis Research. F,W,S which poems published and awarded prizes in the Enr ollment restricted to gradaute students and permission 20A. Filipino Dance Practicum “Viz. 25 and Under Awards” section. Audition for ad- of instructor. Students submit petition to sponsoring (2 credits). W mission at first class with demonstrated experience in agency. May be repeated for credit. The Staff Students are introduced to the different folk dances of related field: creative writing, desk top publishing, art, the Philippine Islands. Folk dances of the tribal moun- graphic design, business, etc. Enr ollment limited to 20. ◆◆ ◆ tain region, of the Spanish Era in the Philippines May be repeated for credit. (General Ed u c a t i o n (M aria Clara Era), and dances of the regional and rur a l Code(s): A.) R. Hamilton Other Graduate Courses of Int e re s t co u n t r yside are emphasized. Enr ollment limited to 15. May be repeated for credit. (General Ed u c a t i o n 23. Film/Theater Practicum. Env i r onmental Studies 210, Political Ecological Th o u g h t Code(s): A.) W. Manuntag The practice of film/theater from the perspective of a par- and Env i ro n m e n t ticular culture, genre, or technical approach. Env i r onmental Studies 240, Public Policy and 20C. Korean Dance Practicum (2 credits). * Co n s e r vat i o n Students are introduced to the different dances of 23A. Film Practicum: Talking in Pictures (2 His t o r y 221A, Pat t e r ns of Wor ld His t o r y 1500–1750 Korea related to folk tradition. Movement concepts of credits). * His t o r y 221B, Pat t e r ns of Wor ld His t o r y 1750–Pres e n t music and the relation to culture are explored through Introductory survey of the language of film and televi- His t o r y of Consciousness 222A-B, Theories of Late demonstration, practice, and performance. Enro l l m e n t sion. Considers the roles these media play in the shap- Capitalism, Nationalism, and the Politics of Ide n t i t y limited to 15. Offered in alternate academic years. ing of cultural identity. Creative projects in the His t o r y of Consciousness 234A-B, Social Movements in (General Education Code(s): A.) The Staff conceptual preparation for the making of films and the Twen t i e t h - Ce n t u r y U.S. 20D. Dance Improvisation (2 credits). W videos. Enrollment limited to 25. (General Education Philosophy 223, Recent Eur opean Phi l o s o p h y Dance practicum emphasizing spontaneous movem e n t Code(s): A.) The Staff Philosophy 252, Pos t s t ru c t u ra l i s m in response to diverse media including visual art and 23B. Personal Narratives in Theater and Sociology 202, Co n t e m p o ra r y Sociological Th e o r y music. Special emphasis given to the conceptual ap- Film (2 credits). * Sociology 203, Sociological Met h o d s pr oaches taken by American artists such as Mer ce Cun - Focuses on filmmakers and monologue performers Sociology 205, Field Res e a r ch Met h o d s ningham, John Cage, and Ro b e rt Rauschenberg. (e.g. Spalding Gray, Brenda Wong Aoki, Russ McEl- Sociology 220, Global Tran s f o r mation: Mac ro s o c i o l o g i c a l En rollment limited to 25. (General Ed u c a t i o n wee) as they come to terms with their identity in au- Per s p e c t i ve s Code(s): A.) The Staff tobiographical works. Students write critical responses Sociology 223, So c i o l o g y of the Env i ro n m e n t to texts and create their own brief personal narratives. Sociology 224, Globalization: Theories and Social 21. Music Practicum. En rollment limited to 30. (General Ed u c a t i o n Movem e n t s 21A. Korean Music and Culture (2 credits). * Code(s): A.) R. Giges Sociology 250, Course Design and Grant Writing Sem i n a r Introduction to the farmers band tradition. Theory 23C. Documentary/Mockumentary Films and practice of drumming are emphasized, resulting in (2 credits). a group performance. Enrollment limited to 20. Of- The mockumentary grows out of the documentary tra- fered in alternate academic years. (General Education dition, but instead of pretending to truthfully capture Porter College Code(s): A.) The Staff rea l i t y , it blatantly distorts, rev ealing the subjectivity in- 21C. Gospel Choir (2 credits). W,S herent in cinematic representation. Includes ethno- Instruction in vocal performance in the tradition of graphic music, political and Ho l l y w o o d College Off i c e gospel choirs. Music is transmitted aurally rather than mockumentaries, and critical readings on documentary (831) 459-2273 by notation. The ensemble prepares a range of tradi- film. Enrollment limited to 25. (General Education ht t p : / / w w w 2 . u c s c . e d u / p o rt e r tional and contemporary gospel music for perform- Code(s): A.) The Staff For college description and list of faculty, see page 83. ance. Ensemble performs publicly at least once each quarter. Admission by permission of director. Enroll- 25. Introduction to the Theory and Practice of ment limited to 50. May be repeated for credit. (Gen- Musical Criticism (2 credits). W Lower-Division Courses eral Education Code(s): A.) V. Fiddimont Introduces students to the theory and practice of musical criticism through the attendance at performances, analy- 12. The ArtsBridge Experience (2 credits). * 22. Art Practicum (2 credits). sis of composition, and staging and writing of critiques. Weekly meetings on pedagogy in the arts, lesson planning The practice of art in a particular world area (i.e., Japan, Enrollment limited to 17. C. Heusch for arts teaching in schools, and submission of teaching Pacific Islands, U.S.). Explores the art and craft of one portfolio core of this class. Prerequisite(s): permission of world area and studies the associated cultural backgrou n d . 28. Sound Art (2 credits). * in s t r uctor; student must be an Arts B ridge scholar. May be Enrollment limited to 15. (General Education Code(s): Several composers and performers of contemporary “art repeated for credit. M. Foley A.) mu s i c ” discuss the processes by which works are conceived in imagination, transcribed in notation, and realized in 14. Jazz Vocal Ensemble (2 credits). * 22A. Day of the Dead (2 credits). F sound. After a brief introduction to contemporary music Study of vocal techniques in the context of ensemble re- Day of the Dead: Creating an Exhibition—an explo- aesthetics, students attend a series of related pres e n t a t i o n s , hearsals, often culminating in public performance. Fa- ration of art created to celebrate death in Mexican, seminars, and concerts. Enrollment limited to 18. (Gen- miliarity with musical notation recommended. Adm i s s i o n Chicano, and American culture. Culminates in the cre- eral Education Code(s): A.) The Staff by audition. May be repeated for credit. (General Educa- ation of a Day of the Dead ceremony and community tion Code(s): A.) The Staff altar including students’ individual art pieces. Enroll- 32A. Queering the Arts (2 credits). S ment limited to 25. (General Education Code(s): A.) Exploration of the arts as a way to understand and expe- R. Apodaca rience how queerness has been expressed, repressed, den- PORTUGUESE 347

igrated, and celebrated in visual arts, music, film, poetry, tact with faculty and other students. Readings may vary 121C. Opera Workshop/Music Practicum (2 and dance. Enr ollment limited to 30. (General Edu c a t i o n fr om section to section. (General Education Code(s): T4 - credits). W Code(s): A.) K. Evans Humanities and Arts, E.) The Staff Rehearsal of the principal vocal parts of an opera in pr eparation for a full production. Consideration of the 33. Seminar in Arts (2 credits). * 80B. Ways of Knowing. W dramatic aspects of each role and the interrel a t i o n s h i p s Th e o r etical and historical aspects of the arts from one cul- Creativity in different disciplines is developed via differen t of the characters. Enr ollment limited to 25. May be re- ture or world area are explored through seminar discus- ways of knowing. Musical, visual, scientific, and spatial lit- peated for credit. (General Education Code(s): A.) Th e sion, library re s e a rch, and film/video pre s e n t a t i o n s . eracy demand understanding which is not primarily lo- Staff Enrollment limited to 20. (General Education Code(s): gocentric. Explores how practitioners of arts and science A.) The Staff de v elop their work and conceptualize its execution. (Gen - 121D. Sundanese Gamelan and Dance eral Education Code(s): T6-Natural Sciences or Human- Theater (2 credits). F 33A. African Global Art and Music (2 credits). * ities and Arts.) J. Todd Practical study of the musical traditions of the Sun- The theme of “Changing the Global Community danese people of Indonesia with attention to technique Through the Arts” explored in African global art and 80E. Arts Education in the Community. W and cultural features leading to the performance of a music through readings, listening sessions, and interac- Organized in small teams, participants engage with stu- dance theater performance. Enrollment limited to 15. tions with academics and performers. Culmination will be dents from public elementary classrooms to develop fully- May be repeated for credit. (General Ed u c a t i o n the African Global Festival and Symposium April 18–20. staged group performance projects by end of term. Code(s): A.) U. Sumarna Enrollment limited to 25. (General Education Code(s): Students are guided by instructor’s models of teaching A.) E. Cameron techniques, designed to stimulate the imagination, and by 126. South Asia Seminar (2 credits). diverse readings. Enrollment limited to 30. (General Ed- South Asian issues in arts, technology, culture, and history 34B. Fractals, Chaos Theory, and the Arts (2 ucation Code(s): T4-Humanities and Arts, A.) T. Beal will be presented in weekly seminar. Students will attend credits). S lectures, read supplementary articles, and write a short A consideration of chaos theory and fractal geometry as 80G. Making Poetry: Readings/Writing paper on a South Asian topic. Enrollment limited to 15. applied by twentieth-century artists in all media. All nec- (2 credits). * M. Foley essary math and computer skills are covered. Students Guest poets read work and discuss their approaches to complete essays or art projects. Enrollment limited to 25. writing. Students develop their own poems and the class 141. New Works Research Laboratory. * (General Education Code(s): A.) R. Abraham culminates in a poetry reading of student work. Enroll- Artists from different disciplines (i.e., art and music, de- ment limited to 25. (General Education Code(s): A.) sign and crea t i v e writing, performance art and dance, etc.) 35. Experiencing Live Theater (2 credits). W The Staff collaborate with students to research and create new Attendance at live regional theater events includes artists’ pieces. Students are invol v ed in phases of the devel o p m e n t talks, class lecturers, and readings. Students participate in 80H. Arts in a Multicultural Society (Honors from the conception to presentation of the work. Enroll- informal theater workshops and write short critical essays. Section). F ment limited to 20. May be repeated for credit. The Staff Enrollment limited to 30. (General Education Code(s): Investigates how cultural heritage impacts individual cre- A.) The Staff ativity of writers and artists in the multicultural society of 180. Arts in a Multicultural Society: California and the Pacific Rim region. Students meet with Pedagogical Practicum. F 35A. Viewing Art in the Bay Area (2 credits). * faculty member in small group tutorials and in section Upper-division students participate in Po rter Core Field trips to museums and commercial galleries. Some meetings, attend regular lecture/performances, and work Course, joining in seminars and leading small group sec- reading and brief written reports are required; each field with writing tutors. Emphasizes critical reading of con- tions exploring issues of creativity, multiculturalism, and trip subject to discussion in class the week following. En- temporary literature, writing, and close intellectual con- heritage. Participate in weekly seminar dealing with ped- rollment limited to 25. May be repeated for credit. (Gen- tact with faculty and other students. Prerequisite(s): agogical practice preparing students to raise issues related eral Education Code(s): A.) The Staff permission of instructor; first-year Por ter College students to texts, critical thinking, writing, and the artistic proc e s s . Enrollment limited to 16. The Staff 38. Working in . . . Series. selected for this honors version of first-quarter seminar on Writers, directors, technical workers, visual artists, and basis of application submitted prior to fall quarter; satis- 194. Group Tutorial. faction of Subject A req u i r ement. Enr ollment restricted to professionals in a diverse range of media discuss current A program of independent study arranged between a fi r s t - y ear students. Enr ollment limited to 22. (General Ed- work, paths that led to their creative endeavors, and con- group of students and a faculty instructor. The Staff straints to working in the industry. The Staff ucation Code(s): T4-Humanities and Arts, E.) The Staff 199F. Tutorial (2 credits). 99. Tutorial (5 credits). 38B. Working in TV and Film (2 credits). W Individual projects carried out under the supervision of a Various topics to be arranged. Students submit petition to Writers, directors, and technical workers in areas of TV Por ter faculty member. Students submit petition to spon- sponsoring agency. The Staff and film discuss current work, paths that led to their cre- soring agency. May be repeated for credit. The Staff ative endeavors, and constraints of working in the indus- 99F. Tutorial (2 credits). try. Students research aspects of film and TV professional Various topics to be arranged. Students submit petition to work. (General Education Code(s): A.) L. Steck sponsoring agency. The Staff 39. Jewish Personal Narratives on Film (2 Po r t u g u e s e credits). W Upper-Division Courses Examines documentaries made by Jewish filmmakers who integrate themselves as characters into their films. Stu- 120. Advanced Dance/Theater Practicum Language Prog r a m dents investigate this unique documentary form, while (2 credits). * 239 Cowell College studying the cultural themes that surface in each narrative. The practice of dance/theater in a particular world area or (831) 459-2054 Enrollment limited to 30. (General Education Code(s): cu l t u r e. Students learn the art of one world area or era and ht t p : / / l a n g 2 . u c s c . e d u / l a n g u a g e _ p ro g ra m / i n d e x 2 . h t m l A.) R. Giges the associated cultural background. Prerequisite(s): audition; prior training in the discipline is required. Enroll- Faculty and Professional Int e re s t s 80. Arts in a Multicultural Society (Porter Core ment limited to 15. May be repeated for credit. (General Course). F Education Code(s): A. Investigates how cultural heritage impacts individual cre- Le c t u re r ativity of writers and artists in the multicultural society of 121. Advanced Music Practicum (2 credits). ANA MAR I A C. SEA R A California and the Pacific Rim region. Students meet with The practice of music in a particular area of the world at Por tuguese language and Lus o - B razilian studies, literat u r es of faculty member in small group tutorials and in section an advanced level. Students learn the music of one world the Por tuguese-speaking world, applied linguistics and second- meetings, attend regular lecture/performances, and work area or culture over the quarter and study the associated language acquisition with writing tutors. Emphasizes critical reading of con- cultural background. Enr ollment limited. Enr ollment lim- temporary literature, writing, and close intellectual con- ited to 15. May be repeated for credit. (General Edu c a t i o n Code(s): A.)

*Not offered in 2004–05 348 PROGRAMS AND COURSES

Prog ra m s speaking cultures through films and group projects. Ful- RAYM O N D W. GIB B S JR. fills EAP language req u i r ement. Prer equisite(s): course 1B Language, thought, and embodiment; special emphasis on Students interested in acquiring proficiency in Port u g u e s e or 60B, or by instructor approval. (General Education me t a p h o r , pragmatics, and cognitive science may choose to enroll in either of two accelerated intro- Code(s): IH.) The Staff du c t o r y tracks: courses 1A-B are designed as a two-quarte r PER F. GJE R D E sequence for students with no previous experience with 65B. Intermediate Portuguese. F Cul t u r al psych o l o g y with emphasis on East and Southeast the Romance languages; courses 60A-B are a two-quarte r A systematic grammar review is combined with literacy Asia, familial influences on socialization, personality de v elopment and assessment, depression in adolescents and sequence designed for students with a strong backgrou n d and cultural readings, while communicative exercises in the Romance languages or some previous knowledge of young adults, longitudinal res e a r ch, devel o p m e n t a l focus on improving students’ ability to understand and ps yc h o p a t h o l o g y, adult attachment Por tuguese. Both sequences are aimed at enabling stu- hold sustained conversations. Students expand their vo- dents to gain proficiency in listening compreh e n s i o n , cabulary and knowledge of Brazil and other Portuguese- CRA I G W. HAN E Y speaking, reading, and writing skills. Ins t r uction takes speaking cultures through films and group projects. Applications of social psychological principles to legal settings, place in Por tuguese from the beginning and draws heavily Fulfills EAP language req u i r ement. Prer equisite(s): course assessment of the psychological effects of living and working in on Brazilian culture through popular music and cinema. 65A or by instructor approval. (General Ed u c a t i o n institutional environments, social contextual origins of violence, Code(s): IH.) The Staff de v elopment of alterna t i v e legal and institutional forms Campus Language Laboratories and AID A HUR TAD O 99. Tutorial. F,W,S Social identity, feminist theory, social psych o l o g y of education, Placement Exa m s Students submit petition to sponsoring agency. The Staff su r vey methodology Information on these topics can be found on page 275, 99F. Tutorial (2 credits). F,W,S CAM P B E L L LEA PE R under Language Prog r a m . Students submit petition to sponsoring agency. The Staff Social construction and socialization of gender in childhood, adolescence, and adulthood; self-concept and social identity; Study Abro a d language and social interaction; social relationships, gender Upper-Division Courses bias in the schools; images of gender in the media Students may apply to spend time in Rio de Jan e i ro , Brazil, through the UC Education Abr oad Prog r a m 199. Tutorial. F,W,S DOM I N I C W. MAS S A R O (EAP). Courses taken abroad can, with approval of an Students submit petition to sponsoring agency. The Staff Understanding language, speech perception and rea d i n g , ad v i s e r , be applied to major req u i r ements. For more language learning and speech technology, pattern rec o g n i t i o n , information on the program, see UC Education Abro a d 199F. Tutorial (2 credits). F,W,S ps yc h o l o g y of interac t i v e media, psych o l o g y of art and new Program (page 40). For information on credit applied to Students submit petition to sponsoring agency. The Staff media, human-machine interfa c e a major, contact the appropriate departm e n t . ANT H O N Y R. PRAT K A N I S Social influence; attitude struc t u r e, function, and change Lower-Division Courses BAR B A R A ROG O F F Ps y c h o l o g y Human development in sociocultural activity; informal and 1A. Intensive Elementary Portuguese. F fo r mal arrangements for learning; adult/child and peer Intensive instruction in elementary Portuguese, empha- communication in families and schools in diverse cultural 273 Social Sciences 2 Bui l d i n g sizing oral proficiency as well as reading and writing skills. communities; learning through observation; cognitive (831) 459-2002 Taken together, courses 1A and 1B are equivalent to first- de v elopment, especially problem solving, planning, and ht t p : / / p s yc h . u c s c . e d u year instruction. Enrollment limited to 24. The Staff at t e n t i o n AVR I L THO R N E 1B. Intensive Elementary Portuguese. W Faculty and Professional Int e re s t s Identity development through personal memory telling, Intensive instruction in elementary Portuguese, empha- de v elopment of meaning in adolescents’ self-defining memory sizing oral proficiency as well as reading and writing skills. Prof e s s o r na r ra t i v es, family storytelling and the development of a sense Taken together, courses 1A and 1B are equivalent to first- of self, narrat i v e co-construction of identity and intimacy year instruction. Prerequisite(s): course 1A. Enrollment MARG A R I T A AZM I T I A STE PH E N C. WRI G H T limited to 24. The Staff The sociocultural context of children ’s and adolescents’ Int e r g r oup relations: social identity, discrimination, and co g n i t i v e and social development; special emphasis on the peer, di s a d v antaged group behavior; cros s - g r oup friendship and 60A. Advanced Beginning and Intermediate fa m i l y , and school context of development of ethnically and pr ejudice reduction; minority language and heritage culture Portuguese. F socioeconomically diverse populations. This sequence is designed for students with an equivalent ma i n t e n a n c e of four quarters of college level study of Por tuguese, Spa n - BRUC E BRI D G E M A N ish, French, Italian, or Catalan or for native speakers of Physiological mechanisms of visual perception and cognition, Associate Prof e s s o r these Romance languages (with the exception of native computer simulation of cognitive processes, space perce p t i o n , ey e movem e n t s NAM E E R A AKH TA R speakers of Portuguese). Prepares students in all language Co g n i t i v e and social cognitive processes in early language skills. Prerequisite(s): Spanish 4 or Spanish for Spanish MAUR E E N A. CAL LA N A N de v elopment, infants’ social understanding Speakers 64 or French 4 or Italian 4 or placement by ex- Co g n i t i v e and language development in the social context of amination. The Staff family activities, development of word meanings and concepts, HEAT H E R BUL LO C K the construction of causal explanations in paren t - c h i l d Pover ty and economic inequality, wel f a r e policy, feminist 60B. Advanced Beginning and Intermediate co n ve r s a t i o n s ps yc h o l o g y, discrimination Portuguese. W JEA N FOX TRE E This sequence is designed for students with an equivalent MART I N M. CHE M E R S Leadership, team and organizational effectiveness, cultural Psy cholinguistics: production and comprehension of of four quarters of college level study of Por tuguese, Spa n - and personality characteristics of leaders, college student spontaneous speech, disfluencies and discourse markers in ish, French, Italian, or Catalan or for native speakers of adjustment and perfo rm a n c e speech, listeners’ interpretations of speech these Romance languages (with the exception of native DAVI D M. HAR R I N G TO N speakers of Portuguese). Prepares students in all language CATH E R I N E R. COO PE R Cul t u r al perspectives on child and adolescent devel o p m e n t ; The ecology of crea t i v i t y , longitudinal studies of crea t i ve l y skills. Prerequisite(s): course 60A or placement by exam- ac t i v e adolescents, personality development, personality and ination. (General Education Code(s): IH.) The Staff linkages among families, peers, schools, and work; issues of di ve r s i t y , ethnicity, and gender in identity; res e a r ch, prac t i c e , situational assessment, res e a r ch methods and data analysis 65A. Intermediate Portuguese. S and policy in university outreach prog r ams; linking ALAN H. KAWAM O TO A systematic grammar review is combined with literacy qu a l i t a t i v e and quantitative res e a rc h Empirical and computer simulation approaches to the study of and cultural readings, while communicative exercises FAYE J. CROS B Y pe r ceptual and cognitive processes, psycholinguistics, prob l e m focus on improving students’ ability to understand and Gen d e r , social identity, and social justice, especially so l v i n g hold sustained conversations. Students expand their vo- af f i rm a t i v e action cabulary and knowledge of Brazil and other Portuguese- PSYCHOLOGY 349

COL I N W. LEAC H M. BREW S T E R SMI T H , Eme r i t u s courses, students may then declare their major by notify- Social comparison in self-evaluation, emotion, and wel l - ing the department undergraduate adviser. being; the content, struc t u r e, and function of political ◆ ◆ ◆ High school students considering psychology as their attitudes, especially racism, sexism, prejudice; group identity un i v ersity major find that the best preparation is a solid and the political psych o l o g y of intergroup rel a t i o n s Prof e s s o r general education in English, mathematics through pre- MAR A MATH E R calculus, natural sciences, social sciences, and writing. Mem o r y and decision making, impact of emotional proc e s s i n g DAN E ARCH E R , Soc i o l o g y on memory, cognitive neuroscience, and aging and memory Violence, war and peace, verbal and nonver b a l communication, applied res e a r ch and public policy, cros s - Transfer Stu d e n t s Assistant Prof e s s o r national and cros s - c u l t u r al res e a r ch, social psych o l o g y, crime Junior transfer students should express an interest in psy- and law chology on their UCSC application for admission. CATH E R I N E C. BYR N E It is expected that pros p e c t i v e transfer students will Peace psych o l o g y, social psych o l o g y of rec o n c i l i a t i o n , JERO M E NEU , Hum a n i t i e s Philosophy of mind, ethics, philosophy of law, psych o a n a l y t i c ha v e completed most, if not all, of the lower - d i v i s i o n pe r p e t r ator accounts, social and political apologies th e o r y req u i r ements. The psychology faculty recommends that TRAV I S L. SEYM O U R all lower-division req u i r ements be completed by the end Role of immediate memory, consciousness, and exec u t i v e ROLA N D G. THA R P , Emeritus, Edu c a t i o n of the sophomore yea r . co n t r ol on the human perfo r mance of laborat o r y and applied Sev eral measures are taken to control over enrol l m e n t tasks; cognitive processes amenable to strategic control and Gen e r al Prog r am Des c r i p t i o n in the psychology major. At the time of transfer, students ho w they influence the way in which we maintain situational Psy chology majors at UC Santa Cruz are introduced to must have a 3.0 or higher grade-point average in all UC- aw a r eness; high levels of perfo r mance in complex and transferable course work, with at least a 3.1 in all psy- co g n i t i v e tasks th e o r y and scientific res e a r ch in the field. Students begin with lower-division courses that include introd u c t o r y chology courses. Jun i o r - l e v el students with 120+ quarte r JACK L. VEVE A ps yc h o l o g y , precalculus, statistics, res e a r ch methods, and cr edits will not be admitted into the pre- m a j o r . Th i s Applied statistics, item response theory, mathematical models in t r oduction to developmental psych o l o g y . Majors subse- occasionally affects transfer students who have many for bias in memory, statistical methods for meta-analysis quently take eight upper-division courses in four major cr edits on their rec o r ds. It can also affect students who want to change their major in mid-junior yea r . Sen i o r - SU-HU A WAN G ar eas of psychology: cognitive, social, developmental, and personality psych o l o g y . le v el students with 135+ quarter credits will not be Kn o wledge acquisition in infancy and how experience and admitted into the major. This affects seniors who want to context may influence the process; cros s - c u l t u r al perspectives on Co g n i t i v e psychology focuses on topics such as sensa- add a minor or double major in psychology (it does not pa r ental beliefs about early-childhood devel o p m e n t tion and perception; brain and behavior; human information processing; decision-making; learning and memo- affect those who have already declared a pre- p s yc h o l o g y MARG A R E T L. WIL S O N ry; thinking, feelings, and emotions; and psych o l i n g u i s - major). Students who want to fulfill req u i r ements with Visual cognition, working memory, comparisons betwee n courses taken at other colleges must petition for the sub- au d i t o r y and visual rep r esentations, sign language tics. Social psychology addresses topics such as persuasion and influence, motivation, group processes, intergrou p stitution of their transfer courses at an orientation session EIL E E N L. ZUR B R I G G E N relations, psychology and law, and social justice. or at an appointment with the department adviser. Connections between power and sex, sexual aggression and Dev elopmental psychology is concerned with processes of Students planning to transfer to UC Santa Cruz should abuse, sexual decision-making. Mot i v ation, especially power co g n i t i v e, language, social, emotional, and personality check with the advising office of their present college, as and affiliation-intimacy motives. Inf o r mation proc e s s i n g de v elopment across the life span. Add i t i o n a l l y , both many institutions keep a list of courses that are accepted models of social and personality psych o l o g y. de v elopmental and social psychology are concerned with as equivalent to those at UCSC. issues of diversity including ethnicity, culture, gender, Transfer students are strongly encouraged to speak with Le c t u re r income, and family struc t u r e. Personality psych o l o g y an academic adviser at the Psy chology Dep a r tment Off i c e prior to enrolling in classes in order to determine their DAVI D A. “TON Y ”HOF F M A N focuses on person-centered processes including crea t i v i t y , Child and adolescent development, devel o p m e n t a l attachment, depression, and life stories. status and begin the actual declaration of major proc e s s . ps yc h o p a t h o l o g y, child and adolescent assessment, school In addition to the general psychology major, an inten- ps yc h o l o g y, pediatric psych o l o g y si v e major and a minor (described below) are also avai l - General Psychology Major RAL P H H. QUI N N able. (Students primarily interested in clinical and coun- Th i r teen courses are req u i r ed for the general major: five Clinical psych o l o g y, moral development, psych o l o g y and seling psychology should rea l i z e that training in these lo wer-division courses in preparation for the major and religion, existential-humanistic psych o l o g y ar eas does not occur at the undergraduate level but eight upper-division psychology courses. The lower - req u i r es professional training through an advan c e d DON A L D T. SAP O S N E K division courses are prer equisites for virtually all of the de g r ee. UCSC does not offer advanced degrees in clinical upper-division courses and should be completed as early Childhood psych o p a t h o l o g y, parenting and family ps y chology or counseling.) in t e r actions, socialization of children, family mediation, as possible, or by the end of the sophomore yea r . Som e Students are encouraged to carry out res e a r ch proj e c t s . conflict res o l u t i o n upper-division courses have additional prer equisites. Onc e Int e r ested psychology majors will find res e a r ch opportu - the lower-division courses have been completed, a student VERO N I C A K. TON A Y nities in courses, as res e a r ch assistants in faculty mem- may petition to declare the psychology major. Clinical psych o l o g y, psych o t h e ra p y outcome, community be r s ’ res e a r ch programs, or through faculty-sponsored mental health, dreams, personal narrat i ve s independent study. This res e a r ch may be carried out in Lower-Division Requirements sp e c i a l i z ed res e a r ch laboratories or in the field. Stu d e n t s Eme r i t i usually join an ongoing project in which a faculty mem- Psyc h o l o g y ber is engaged. Students who are especially interested in a 1, Int r oduction to Psyc h o l o g y ELL I O T ARON S O N , Eme r i t u s ca r eer involving empirical res e a r ch should become 2, Int r oduction to Psy chological Sta t i s t i c s in vo l v ed in a prof e s s o r ’s ongoing res e a r ch by their junior 3, Res e a r ch Methods in Psyc h o l o g y G. WIL L I A M DOM H O F F , Eme r i t u s yea r . Some recent res e a r ch topics include “Ma k i n g 10, Int r oduction to Dev elopmental Psyc h o l o g y MIC H A E L KAH N , Eme r i t u s Decisions,” “How Do You Org a n i z e Your World?” “I’m Mathematics 3, Precalculus (or equival e n t ) BER T KAP LA N , Eme r i t u s Ever y Woman: A Look at Female Per s p e c t i v es,” “Fam i l y Co u r s e s 20, 40, and 60 are strongly rec o m m e n d e d . Sto r y Telling,” and “Friendship and the College MAX M. LEVI N , Eme r i t u s Transition.” Upp e r - D ivision Req u i re m e n t s PAVE L MACH OT K A , Eme r i t u s Students must complete at least eight upper-division MELA N I E J. MAYE R , Eme r i t a Prep a r ation for the Maj o r courses (a minimum of 40 credits) in psych o l o g y . Th e s e courses must include two courses from each of the fol- BAR R Y MCLAUG H L I N , Eme r i t u s Students interested in pursuing the psychology major should declare the prep s y chology major until they have lo wing four subfields: THO M A S F. PETT I G R E W, Eme r i t u s completed the lower-division req u i r ed courses listed Deve l o p m e n t a l (courses numbered 100–119) THE O D O R E R. SAR B I N , Eme r i t u s be l o w. After completing the lower-division req u i re d Co g n i t i v e (courses numbered 120–139) 350 PROGRAMS AND COURSES

So c i a l (courses numbered 140–159) Requirements for the Intensive Major Academic Advising Per s o n a l i t y (courses numbered 160–179) Lo wer - D ivision Req u i re m e n t s Students are encouraged to approach faculty in their area Upper-division courses and their catalog descriptions Psy chology of interest for further advising no later than the first ar e grouped within each of the subfields. At least one 1, Int r oduction to Psyc h o l o g y qu a r ter of their junior year to discuss an upper-division upper-division seminar course must be completed; these 2, Int r oduction to Psy chological Sta t i s t i c s pr ogram of study and to plan for graduate training in courses are identified within their description by the 3, Res e a r ch Methods in Psyc h o l o g y ps yc h o l o g y . As a supplement to academic advising phrase “satisfies seminar req u i r ement.” No more than 10, Int r oduction to Dev elopmental Psyc h o l o g y of f e r ed by faculty members, the Psy chology Dep a rt m e n t one course numbered 193, 194, and 195 may be used has an advising office located at 273 Social Sciences 2 tow a r d the upper-division req u i r ements. At least six of Mathematics 3, Prec a l c u l u s (or equival e n t ) Building, (831) 459-2002. The adviser assists students the eight courses must be taken through the psych o l o g y Once these lower-division courses have been completed, in obtaining information reg a r ding major req u i re m e n t s pr ogram at UCSC, not transferred from elsewh e r e; this a student may petition to declare the psychology major. and petitions, course planning, substitution of transfer req u i r ement occasionally affects the plans of transfer stu- Upp e r - D ivision Req u i re m e n t s courses for advance enrollment, careers, and graduate dents arriving at UCSC with many psychology courses schools. Students can also get advice about examinations on their transcript. An exception will be made so that • Th i r teen upper-division courses are req u i r ed for the (the compreh e n s i v e examination and the Gra d u a t e students can rec e i v e credit for up to three prea p p r oved in t e n s i v e major. These courses must include two Rec o r d Examination) and assistance in initiating a senior EAP courses towa r d their upper-division major req u i r e- courses from each of the following four subfields, one thesis and independent studies. Students are encouraged ments. Students requesting this exception would be of which must be a seminar: to take advantage of the advising office throughout their req u i r ed to take at least five of their eight upper-division Deve l o p m e n t a l (courses numbered 100–119) college caree r . courses through the psychology program at UCSC. Co g n i t i v e (courses numbered 120–139) The Psy chology Dep a r tment recommends that stu- So c i a l (courses numbered 140–159) Disqualification from the Major/Minor dents take substantive courses in related disciplines such Per s o n a l i t y (courses numbered 160–179) as anthrop o l o g y , biology, community studies, computer Students who rec e i v e a No Pass, D, and/or F twice in any science, education, linguistics, philosophy, and sociology. • Course 181 Psy chological Data Analysis, or an equiva- one of courses Psy chology 1, 2, 3, 10, or Mathematics 3 lent course approved by the departm e n t (or equivalent), or who rec e i v e a No Pass, D, and/or F in th r ee or more of these courses combined, will be consid- • Two quarters of course 194, Adv anced Res e a rc h ; or Prog r am Planning Not e s er ed to be not making normal prog r ess in the major or 195, Senior Th e s i s Because some upper-division courses have additional pre- minor and will be subject to disqualification from the requisites, students should read the descriptions of the • Two upper-division courses from one or more rel a t e d major or minor. Students who feel that there wer e exten- upper-division courses caref u l l y , noting the prere q u i s i t e s ar eas outside of psychology (these courses may no t uating circumstances surrounding their failure of a course for courses of interest to them. include psychology courses cross-listed with other for the second time or their failure in three courses may pr ograms or taught by psychology faculty.) appeal their disqualification from the major or minor Psyc h o l o g y Major Pla n n e r s and/or later petition the department for rei n s t a t e m e n t . For further information reg a r ding the disqualification The following are two recommended academic plans for Minor in Psychology pr ocess, contact the Psy chology Dep a r tment Office. students to complete during their first two years as prep a - To obtain a minor in psych o l o g y , a student must com- ration for the psychology major. Plan One is a suggested plete the following courses: guideline for students who are committed to the major •Psy chology 1, 2, 3, and 10 Psyc h o l o g y Han d b o o k early in their academic caree r . Plan Two is for students • Mathematics 3 (or equival e n t ) All undergraduate majors should obtain a copy of the who are considering the major or who need more prep a - • four upper-division courses in psych o l o g y . Th e s e undergraduate handbook from the department office, ration. Students should note that Math 3 is a req u i r e- courses must be from at least two of the four web site ht t p : / / p s yc h . u c s c . e d u . It outlines such information ment for the major and a prer equisite for course 2. subfields: developmental, cognitive, social, and as Psy chology Dep a r tment proc e d u r es and req u i re m e n t s , Courses 20, 40, 60, and Biology 70 are rec o m m e n d e d pe r s o n a l i t y . the field-study program, opportunities for independent el e c t i v es and are prer equisites for some upper-division st u d y , and campus res o u r ces for psychology majors. ps y chology courses. No more than one course numbered 191–199 may be used towa r d the upper-division req u i r ements. At least Plan One th r ee of the upper-division psychology courses (100–199 Senior Th e s i s Yea r Fa l l Win t e r Sp r i n g range) must be taken through the psychology prog r a m Students with adequate substantive and methodological 1s t Math 3 Psyc 2 Psyc 3 at UCSC, not transferred from elsewh e r e; this req u i r e- pr eparation and a consistent rec o r d of strong academic (f r s h ) Psyc 1 ment occasionally affects the plans of transfer students pe r formance may be eligible to apply to write a senior arriving at UCSC with many psychology courses on thesis. Students must make formal application to a facul- 2n d Psyc 10 (Psyc 40 (Psyc 60 their transcript. ty mentor during the last quarter of the junior yea r (s o p h ) (Biol 70 rec o m m e n d e d ) rec o m m e n d e d ) be f o r e enrolling in course 195, Senior Th e s i s . Most faculty recommended) (Begin upper-division course work) Co m p re h e n s i v e Req u i re m e n t pr efer to sponsor senior theses that are integrated with Plan Two faculty res e a r ch, so students are encouraged to talk with Students in either the general psychology major or the faculty before choosing a senior thesis topic. Inf o r m a t i o n Yea r Fa l l Win t e r Sp r i n g in t e n s i v e major may select one of two options to satisfy and applications are available in the department office, 1s t Math 3 Psyc 1 Psyc 10 the compreh e n s i v e req u i re m e n t : 273 Social Sciences 2. (f r s h ) • Dep a r tment Compreh e n s i v e Exa m i n a t i o n . Stu d e n t s 2n d Psyc 60 Psyc 2 Psyc 3 must rec e i v e a passing score on the psychology com- Hon o r s (s o p h ) (Biol 70 Psyc 40 pre h e n s i v e examination, administered by the rec o m m e n d e d ) Honors in the psychology major are awarded to graduat- Psy chology Dep a r tment each quarte r . ing seniors whose academic performance is judged to be • The Graduate Rec o r d Examination (GRE) The Int e n s i v e Psyc h o l o g y Maj o r consistently excellent by a committee of psychology fac- Psyc h o l o g y Subject Tes t . Students must rec e i v e a score ul t y . Highest Honors in the major are res e r ved for stu- The intensive major is an option that any psych o l o g y at or above the 50th percentile to satisfy the req u i r e- dents with consistently excellent academic perfo r m a n c e major may choose to undertake. The intensive major ment. Rep o r ts of GRE scores must be submitted to and an honors-level senior thesis. would be advantageous for a student intending to go the Psy chology Dep a r tment Office before the last day on to a graduate program in any area of psych o l o g y . of the graduating quarte r . Students intending to take the intensive major should Psyc h o l o g y Fie l d - S tudy Prog ra m de c l a r e this on their proposed study plan during the The Psy chology Fie l d - S tudy Program provides qualified junior yea r , outlining their plan for completing the students an opportunity to apply classroom learning to req u i r ements. The intensive major req u i r es 18 courses. di r ect experience in a community agency. Each yea r PSYCHOLOGY 351

about 200 students develop new skills and clarify person- and solution of social problems. Students are encouraged membering, reasoning, problem solving, and decision- al and professional goals by working as interns in schools, to examine theoretical and empirical issues as they arise making. Prerequisite(s): course 1. (F) M. Wilson, (S) A. corporations, law enforcement agencies, res e a r ch organi- in different real world cultural, political, and policy con- Kawamoto zations, mental health services, and other social servi c e texts. In turn, it is expected that students’ experiences in agencies where they are supervised by prof e s s i o n a l s . these real world contexts will be used to assess critical 40. Introduction to Social Psychology. F,S Psy chology faculty members sponsor the students’ field theories and methods. Students are trained to conduct An analysis of contemporary res e a r ch in social psych o l o g y study helping them to integrate their field experience real world res e a r ch with laboratory, field, and survey and of what that res e a r ch can teach us about the world we with course work and guiding them in related academic methods. The res e a r ch interests of the faculty include li v e in. Problems of conformity, propaganda, prejudice, at- pro j e c t s . leadership and group processes, intergroup relations, gen- traction, and aggression. Focuses on a person’s rel a t i o n s h i p The two-quarter program is open to junior and senior der issues, psychology and law, the study of social class, with other people—how he or she influences them and is ps y chology majors who must apply at least one quarter in sexual aggression and abuse, and feminist psych o l o g y . influenced by them. Prerequisite(s): course 1. (F) A. ad v ance. Th e r e are preparation seminars and individual Students in all three res e a r ch areas acquire teaching Pratkanis, (S) A. Hurtado meetings to help students develop a learning plan, select a experience as teaching assistants for a minimum of two 41. Psychology of Women. F placement, and choose an academic project. App l i c a t i o n courses during their graduate caree r . Exp l o r es contemporary theories, findings, and social issues information can be obtained at the psychology field-study Graduate students in psychology may obtain a nota- regarding the psychology of women. Emphasis is placed bulletin board, second floor of Social Sciences 2, and at: tion on the psychology Ph.D. diploma indicating that on understanding how gender role socialization influences ht t p : / / p s yc h . u c s c . e d u / f i e l d s t u d y . they have specialized in women’s studies if they meet women’s beliefs and behaviors across the lifespan. Topics req u i r ements spelled out by the individual committee include achievement, intimate relationships, motherhood, Graduate Prog ra m composed of psychology and women’s studies faculty. mental health, violence against women, and empower- Details of the policies for admission to graduate stand- The psychology program offers three areas of specializa- ment. Students cannot receive credit for this course and ing and of the req u i r ements for the Ph.D. degree, as wel l course 140G. (General Education Code(s): IS.) V. Tonay tion leading to the doctoral degree: cognitive, devel o p - as information about faculty res e a r ch interests, are avai l - mental, and social psych o l o g y . The program does not able from the Division of Graduate Studies. For more 42. Student-Directed Seminar. F,W,S offer courses, training, or supervision in clinical psych o l - information, refer to the Graduate Studies section. Seminars taught by upper-division or graduate students og y . The program prep a r es students for res e a r ch, teach- under faculty supervision. (See course 192.). The Staff ing, and administrative positions in colleges and univer s i - ties as well as for positions in schools, government, and Lower-Division Courses 60. Introduction to Personality Psychology. other public and private institutions. Each student is pri- W,S marily associated with one of the three res e a r ch areas and Ge n e r a l An overview of major personality theories from Freud to pa r ticipates in the courses and res e a r ch forums sponsored the modern day, and an introduction to contemporary by the faculty in that area. The program req u i r es full- 1. Introduction to Psychology. F,W,S personality res e a r ch and assessment. Prer equisite(s): course time enrollment as a graduate student. Although appli- Int r oduces pros p e c t i v e majors to the scientific study of be- 1. (W) A. Thorne, (S) D. Harrington cants for a master’s degree are not accepted, students in havior and mental processes and also provides an overv i e w the Ph.D. program may obtain an M.S. degree by fulfill- 65. Introduction to Humanistic Psychology. S for non-majors. Emphasizes social, cognitive, develop- Humanistic psychology is seen here as those contempo- ing specific req u i re m e n t s . mental, and personality psychology and their interrela- Graduate work in co g n i t i v e psych o l o g y trains students rary aspects of the field which are explicitly directed to- tions. (General Education Code(s): IS.) (F) F. Crosby, ward life-enrichment for members of the culture. The in the methods of experimental psychology and contem- (W) B. Bridgeman, (S) C. Cooper po r a r y knowledge in the broad areas of cognitive science course does not attempt a complete survey of these as- and psych o b i o l o g y , focusing on applications to interac- 2. Introduction to Psychological Statistics. pects, but rather explores some of them in depth and at- tions with the real world. The cognitive faculty have spe- F,W,S tempts to begin working toward an overall theory of the cific expertise in psycholinguistics, perception, memory, An introduction to elementary statistical principles and humanistic movement. (General Education Code(s): IS.) and cognitive psych o l o g y . Res e a r ch interests of the facul- techniques relevant to psychological research. Topics cov- R. Quinn ty include human information processing, cognitive and er ed include basic parametric and nonparametric statistics, 80A. Psychology and Religion. F social processes in learning and memory, language and analysis of variance, and simple factorial designs. This Topics cover ed include myth and the unconscious, the va- discourse comprehension, reading, speech perception and course is prer equisite to course 181. Prer equisite(s): course rieties of religious experience, dualism, women and reli- pr oduction, computer simulation and mathematical 1, and Engineering 3 or Mathematics 2B or 3 or 11A or gion, the role of authority, transpersonal experience, modeling of cognitive processes, spatial vision, and visual sufficiently high score on math placement exam or CEEB conversion, disaffiliation, self and community. (General ps yc h o p h y s i c s . Advanced Placement Calculus AB exam. (General Edu- Education Code(s): T3-Social Sciences.) R. Quinn Graduate work in de v elopmental psych o l o g y ad d re s s e s cation Code(s): Q.) (F) The Staff, (W) A. Kawamoto, (S) pr ocesses of developmental change in individuals and J. Vevea 80B. Human Sexuality. W relationships through the life span and in community A study of human sexuality emphasizing its psych o l o g i c a l and cultural contexts. The developmental faculty are 3. Research Methods in Psychology (7 credits). aspects. Sexual development from childhood to adult- especially interested in issues of diversity in devel o p m e n t , F,S hood, sexual orientations, biological influences, sexual at- including ethnicity, gender, personality, language, and An introduction to research methods used to investigate titudes and behavior, gender and gender roles, sex di v ersity of family forms and in the interplay betwee n human psychology. Course emphasizes critical thinking, therapy, sexual coercion and abuse, sexually transmitted human development and the social contexts of family, designing and conducting research, analyzing and inter- diseases, and the development of sexual relationships. peers, school, work, community, and culture. Among the preting data, and writing a professional research report. (General Education Code(s): T3-Social Sciences.) V. topics studied by faculty are the role of family communi- Prerequisite(s): course 2. Enrollment restricted to prepsy- Tonay cation, narrative, and cultural processes in the devel o p - chology majors; minors by permission of instruc t o r . (F) F. Crosby, (S) D. Massaro ment of self, identity, and relational competence in child- Upper-Division Courses hood and adolescence; cultural aspects of participants in 10. Introduction to Developmental Psychology. gr oup endeavors and learning through observations, cre- F,W,S at i v i t y , and crea t i v e environments; the social construc t i o n Psychological development from birth to adolescence, De v e l o p m e n t a l and socialization of gender; language and cognitive devel - with primary emphasis on infancy and childhood. A opment within the contexts of conversations with par- broad introduction to the nature of change during child- 100. Topics in Developmental Psychology. ents, siblings, and peers; and adult attachment and per- hood and adolescence and to theories of development. These topics, offered at different times by different in- sonality development using longitudinal methodologies; Prerequisite(s): course 1. (F) M. Azmitia, (W) S. Wang, structors, examine selected topics in developmental psy- and diversity issues in university outreach prog r a m s . (S) N. Akhtar chology. Graduate work in the social psych o l o g y ar ea focuses on 100B. The World of Babies. F the study of social justice. Students rec e i v e training in the 20. Introduction to Cognitive Psychology. F,S Focuses on what infants know and how they learn basic theories, data, and methods of social psych o l o g y Introduces basic concepts in cognitive psychology.Topics about the physical and psychological aspects of the with the aim of applying their training to the analysis include thinking, consciousness, perceiving, language, re- 352 PROGRAMS AND COURSES

world (e.g., concepts of force, number, intention, be- communities with other people. Emphasizes the or- 113. Culture and Human Development (6 lief, and so on). Also discusses possible ways to change ganization of social interactions and learning opportu - credits). W or facilitate this learning. Satisfies seminar req u i re m e n t . nities, especially in communities where schooling has Examines theory, research, and methods of studying the Enr ollment restricted to senior psychology majors. En- not historically been prev alent. Course satisfies seminar inherent cultural basis of human development and varia- rollment limited to 30. S. Wang requirement. Prerequisite(s): satisfaction of Subject A tions and similarities in human lives and activites in dif- 100C. The Social Context of Children’s and Composition requirements; course 1, Anthropol- ferent communities worldwide. The approach draws on Cognitive Development. * ogy 1 or 2, Education 92A, 92B, or 92C, Latin Amer- ideas and observations from psychology, anthropology, Focuses on the contribution of cultural and social re- ican and Latino Studies 1, or Sociology 1. Enrollment linguistics, sociology, and history. Students cannot rec e i v e lationships (e.g., parent-child, peers, siblings) to cog- restricted to seniors or permission of instructor. En- cr edit for this course and course 80D. Course includes lab n i t i ve development. Special emphasis on the rollment limited to 30. (General Education Code(s): exercises using interview and observation methodologies mechanisms through which relationships influence W.) B. Rogoff and presentations of library research. Prerequisite(s): sat- cognition and the features of social interactions that 100N. Special Topics in Narrative isfaction of Subject A and Composition req u i r ements and pr omote and inhibit development. Satisfies seminar re- Development. S one of the following: course 1; Anthropology 1 or 2; Ed- qu i r ement. Prer equisite(s): satisfaction of the Subject A Examines a special topic of current interest in devel- ucation 92A, 92B, or 92C; Latin American Studies 1; or and Composition requirements, course 117 preferred. opmental psychology centering on features of devel- Sociology 1. (General Education Code(s): W, E.) Enrollment restricted to senior psychology majors or opment that unfold during free - f l o wing discourse, e.g., B. Rogoff permission of instructor. Enrollment limited to 30. interviews, conversations, and reminiscences. Topics 115. Current Topics in Personality and (General Education Code(s): W.) M. Azmitia may include the development of self-narratives, per- Developmental Psychology. * 100D. Cultural Psychology. W sonal memories, family stories, attachment, identity, or Examines a special topic of current interest in personality Critically analyzes relations among culture, ethnicity, achievement. Course satisfies seminar requirement. and/or developmental psychology, such as attachment, identity, and the nation-state in a world characterized Enrollment restricted to senior psychology majors. self-images, self-narratives, motivation, longitudinal stud- by globalization, migration, and social change. Exam- Course 60 recommended. Enrollment limited to 30. ies, systematic descriptions of contexts, and special topics ines the rel e v ance of these features for the devel o p m e n t A. Thorne in adolescence. Emphasizes conceptual and methodolog- of children and youth through examples from both 100R. Developmental Psychology Research ical issues. Course satisfies seminar requirement. Prereq- Western and non-Western “cultures.” Course satisfies and “Real World” Problems. W uisite(s): course 60. En rollment restricted to senior seminar requirement. Enrollment restricted to senior Explores ways that research in developmental psychol- p s ychology majors. En rollment limited to 30. p s ychology and anthropology majors. En ro l l m e n t ogy can be used to address “real-world” problems fac- D. Harrington limited to 30. (General Education Code(s): E.) ing children. With an analytical focus on evidence and 117. Children’s Thinking. F P. Gjerde ge n e r a l i z a b i l i t y , we will investigate res e a r ch-policy con- Cognition in children from infancy through adolescence. nections in topics of popular interest (e.g., child cus- 100G. Issues of Diversity in Developmental Basic and current research on children’s understanding of tody, poverty). Course satisfies seminar requirement. Psychology. S the social and physical world. Focus on major theoretical Pre requisite(s): satisfaction of the Subject A and Com- Examines current issues of diversity from the perspec- pe r s p e c t i v es: Pia g e t ’s constructivist approach, information position requirements. Enrollment restricted to senior tive of theory and current empirical research in devel- processing approach, and sociocultural approach. Prereq- ps y chology majors. Enr ollment limited to 30. (Gen e r a l opmental psychology and related fields. Emphasis is on uisite(s): courses 3 and 10. The Staff understanding children and families from increasingly Education Code(s): W.) M. Callanan diverse cultural, linguistic, and socioeconomic back- 119. Lifespan Developmental 102. Adolescent Development: Adolescence Psychopathology. W grounds, both rural and urban, by examining social, into Young Adulthood. F Examines theory and research on developmental psy- cultural, and psychological processes underlying their Focuses on individual and relational development from chopathology. Emphasizes the origin and longitudinal development. Prerequisite(s): courses 3 and 10. (Gen- early adolescence into young adulthood. Emphasis on the course of disordered behavior. Explores the processes un- eral Education Code(s): E.) The Staff mutual influences of family relationships and adolescent derlying continuity and change in patterns of adaptation development, and on the interface of family, peer group, 100J. Cultural Perspectives on Adolescent and age-related changes in manifestations of disorders. and school experience in cultural contexts. Prere q u i s i t e ( s ) : Development. W Prerequisite(s): courses 3, 10, and 170. P. Gjerde Examines cultural influences on adolescence from the courses 3 and 10. M. Azmitia perspective of current interdisciplinary theory and re- 103. Language Development. F Co g n i t i v e search, focusing on identity, changes from early ado- An introduction to language development in children. Ex- lescence to adulthood, linkages from family to plores current theory and research in language develop- 120D. Deafness and Sign Language. W community experiences, gender, immigration, bicul- ment; focuses on the preschool years. Course satisfies Explores what we can learn about human cognition by turalism, and implications for social policy. Includes re- seminar req u i r ement. Enr ollment restricted to senior psy- studying the atypical case of sensory loss and language in s e a rch practicum. Course satisfies seminar chology majors. Enrollment limited to 30. N. Akhtar a different sensory modality.Topics include brain organ- requirement. Enrollment restricted to senior psychol- ization, sensory compensation, working memory, visual ogy majors or permission of instructor. Enrollment 106. Social and Emotional Development. S cognition, and psycholinguistics. Satisfies seminar re- limited to 30. C. Cooper An examination of contemporary theory and research on qu i r ement. Prer equisite(s): course 20 or an upper-division 100K. Development of Thought and social and emotional development from infancy through cognitive course strongly recommended. Enrollment re- Language. * childhood. Prerequisite(s): courses 3 and 10. The Staff stricted to seniors. Enrollment limited to 30. M. Wilson Explores the dynamic interface between thought and 107. Development in Infancy. W language throughout development. Focuses on early 120E. Consciousness. S Focuses on psychological development in infancy. Pres e n t s Provides a psychological study of human consciousness. expression and understanding of meaning in infants res e a r ch on perceptual, cognitive, and social-emotional de- and young children and on analysis of everyday con- Aim is to explore the following questions: What is con- velopment during the first two years of life. Prere q u i s i t e ( s ) : sciousness? Where does consciousness come from? What versations and activities of children as a window on de- courses 3 and 10. N. Akhtar veloping understandings of the world. Satisfies seminar functions does consciousness have in everyday cognition? requirement. Prerequisite(s): satisfaction of Subject A 109. Adult Development and Aging. F How do we best scientifically study consciousness? These and Composition req u i r ements. Enr ollment res t r i c t e d An introduction to cultural, biological, interpersonal, and issues are examined from the perspective of contemporary to senior psychology majors. Enr ollment limited to 30. cognitive processes that influence adult development and research in cognitive science. Satisfies seminar require- (General Education Code(s): W.) M. Callanan aging. We discuss how each of these processes promotes ment. Enrollment restricted to psychology, philosophy, stability and change during adulthood. Prerequisite(s): anthropology, and linguistics majors. Enrollment limited 100L. Development as a Sociocultural to 30. R. Gibbs Process. S courses 3 and 10. The Staff Examines theory and research in sociocultural approaches to how people (especially children) learn and develop through participating in activities of their PSYCHOLOGY 353

120F. The Psychology of Lying and space. Prer equisite(s): course 3; course 20 or any upper-di- erature will be covered as a foundation for the experi- Deception. * vision cognitive course is highly re c o m m e n d e d . ments. Prerequisite(s): course 3 or permission of instruc- Discusses why and how people lie. Using scientific arti c l e s , M. Wilson tor. Enrollment limited to 20. D. Massaro mo vies, and our ever yday lives as source material, explores the nature of lying; then focuses on various approaches to 130A. Memory Distortion. F 139. Decision Making and Problem Solving. W behavioral and mechanical “lie detection.” Students can- Most of the time, our memories serve us quite well. How- Course goal is to support the development of reflective not receive credit for this course and course 130B. Satis- eve r , many of the strategies and mechanisms which help us thought to provide students with a more complete set of fies seminar requirement. Enrollment restricted to senior remember accurately most of the time can also lead to er- skills (psychological literacy). Various problem-solving and ps y chology majors. Enr ollment limited to 30. T. Sey m o u r rors. Examines various types of memory distortion and ex- decision-making scenarios will be presented and analyzed p l o res what memory errors can tell us about the within the context of cognitive psych o l o g y . Prere q u i s i t e ( s ) : 120K. Modeling Human Performance. W mechanisms of memory. Satisfies seminar requirement. course 3 or permission of instructor. The Staff Explores how information processing models distinguish Students cannot receive credit for this course and course between multiple theories of human memory and per- 129. Prerequisite(s): course 20 or an upper-division cog- So c i a l formance. Students analyze variety of cognitive tasks and nitive course strongly recommended. Enrollment re- phenomena to produce explicit information processing stricted to senior psychology majors. Enrollment limited 140. Topics in Social Psychology. models. Satisfies seminar requirement. Enrollment re- to 30. M. Mather stricted to senior psychology majors or relevant mathe- 140C. Health Psychology. F matical or computer science background with permission 130B. Deception, Brain, and Behavior. F Course examines the psychological aspects of health, of instru c t o r. An upper-division cognitive course is Focuses on behavioral and brain manifestations of decep- illness and healing. Focuses primarily on etiology, trea t - s t rongly recommended. En rollment limited to 30. tion. Topics include developmental changes that allow us ment and prev ention; specific topics include stress and T. Seymour to understand and to use deception, physical implications the immune response, social support, compliance, of lying expressed in the face, voice, posture, and brain ac- health beliefs, and the healing relationship. Prerequi- 121. Perception. S tivity. Also covers mechanical or behavioral techniques site(s): courses 3 and 40. The Staff Basic perceptual psych o l o g y , emphasizing the rel a t i o n s h i p s used in deceptive behavior, whether in the form of overt 140D. Psychology of the Oppressed. * be t w een perception and cognition. Prer equisite(s): course behavior or brain activity. Students cannot receive credit Are there psychological consequences to subordina- 3 or Biology 70. The Staff for this course and course 120F. Prerequisite(s): course 3; tion? What constitutes resistance? Course examines the course 20 or any upper-division cognitive course strongly ps y chological position of the oppressed, with special at- 123. Behavioral Neuroscience. W recommended. T. Seymour An examination of the physiological mechanisms of psy- tention to Fanon’s “psycho-existential” perspective de- chological processes, including sensory systems, motor sys- 133. Psychology and Evolutionary Theory. S veloped in relation to decolonization movements, tems, control systems, and memory and learning. Human psychology is examined from the viewpoint of Hegel, Sartre, Gandhi, and personality and social psy- Principles of nervous system organization are discussed at evolutionary theory, including perspectives from ethnol- ch o l o g y . Satisfies seminar req u i r ement. Prere q u i s i t e ( s ) : each level. Prer equisite(s): course 1 or Biology 70 and one ogy, anthropology, and neuropsychology. Upper-division course 40. Enrollment restricted to senior psychology course in statistics (course 2 or Engineering 5 or Engi- students from diverse backgrounds are encouraged to en- majors. Enrollment limited to 30. C. Leach neering 7). The Staff roll. Course satisfies seminar req u i r ement. Enr ollment re- 140J. Human Motivation. * stricted to junior and senior psychology, anthropology, 124. Psychology of Reading. F An introduction to psychological theories of human biology, philosophy, sociology, and women’s studies ma- motivation, including both those focused on the self Focuses on the cognitive processes that underlie reading in jors or permission of instruc t o r . Enr ollment limited to 30. and those highlighting the effects of social settings. Ap- adults. Additional topics include different writing systems, B. Bridgeman plications of these theories to domains such as politics learning to read, and reading deficits. Recommended for or sports will be discussed. Prerequisite(s): courses 3 upper-division students. Pre requisite(s): course 3. 135. Feelings and Emotions. W and 40. E. Zurbriggen A. Kawamoto Focuses on contemporary research in the psychology of human emotions. Special attention given to work in cog- 140M. Research Seminar in Crime and 125. The Psychology of Language. S nitive science, including psychology, linguistics, philoso- Media. F A study of human communication as a function of psy- phy, and anthropology, on how emotions are central to Empirically examines several aspects of the criminal chological, linguistic, and social factors. Topics cover ed in- understanding human action and mental life. Enro l l m e n t justice system (in particular, jury decision making and clude language comprehension and production, language restricted to psychology, linguistics, philosophy, and an- media effects on juror fairness and impartiality). In ad- and reasoning, and language as a social activity. Prerequi- thropology majors. R. Gibbs dition to extensive reading, students participate in re- site(s): satisfaction of the Subject A and Composition re- s e a rch projects. Satisfies seminar re q u i re m e n t . quirements; course 3 or 20 or Linguistics 52 or 53 or 55. 136. Conversations. F Prer equisite(s): courses 147A and 147B; or Legal Stu d - (General Education Code(s): W.) J. Fox Tree Explores how conversations work and how speakers ac- ies 147A and 147B; or concurrent enrollment in course complish their goals in an interaction. Topics include con- 147B or Legal Studies 147B. Enrollment restricted to 127. Computer Mediated Communication. S versational structure, turn-taking, variation in language Provides an introduction to perception and cognition as it psychology and legal studies majors. Enrollment lim- use, and the functions of discourse markers (words like ited to 30. C. Haney relates to how people communicate with each other using “um,” “uh,” and “you know”). Course satisfies seminar computers and the Internet. Considers both req u i r ement. Enr ollment restricted to psychology and lin- 140N. Social Issues Research. * cognitive/perceptual aspects as well as social aspects of guistics majors. Enrollment limited to 30. J. Fox Tree Reviews contemporary social issues research. Empha- communication and how computers enhance/constrain sizes understanding how researchers study social prob- that communication. Prerequisite(s): course 3 or 20 or 137. Mind, Body, and World. F lems and how theory and research can contribute to consent of instru c t o r. En rollment limited to 40. Psychologists primarily view the mind as being separate social change. Examines intersections of psychology A. Kawamoto fr om the body, and the body as being separate from the ex- and social policy. Satisfies seminar requirement. En- ternal world. This course questions this widely held posi- rollment restricted to senior psychology majors. En- 129. Human Learning and Memory. * tion and explores the way that minds arise fro m rollment limited to 30. H. Bullock Examines basic theories, models, methods, and research in d i v i d u a l s ’ bodily interactions with others and the world findings in human memory. Both traditional and nontra- around them. Particular attention is paid to the role of 140P. Psychology of Sexual Aggression. * ditional topics are covered. Students cannot receive credit human embodiment in language use and everyday cogni- An overview of psychological theory and research re- for this course and course 130A. Prerequisite(s): course 3. tion. Enr ollment restricted to psych o l o g y , linguistics, phi- lated to sexual aggression, focusing on both perpetra- M. Mather losophy, and anthropology majors. R. Gibbs tion and victimization. Includes a discussion of the social construction of masculinity and femininity, 130. Visual and Spatial Cognition. F 138. Psychology of Interactive Media. * media representations of sexual violence, and alterna- Focuses on visual and spatial rep r esentation as elements of A laboratory course in which students work with state-of- tive (non-aggressive) visions of sexuality. Course satis- human cognition. Topics include imagery, visual atten- the-art language technologies. The goal is to design, con- fies seminar requirement. Enrollment restricted to tion, mental models, spatial language, the body schema, duct, and analyze experiments in interactive media and near-body space, and brain organization for representing human machine interface. Empirical and theoretical lit-

*Not offered in 2004–05 354 PROGRAMS AND COURSES

senior psychology or women’s studies majors or per- between the social and legal concepts of discrimination, quirements. (Also offered as Women’s Studies 151B. Stu- mission of instructor. Enrollment limited to 30. and the nature of legal punishment. (Also offered as Legal dents cannot receive credit for both courses.) Prerequi- E. Zurbriggen Studies 147A. Students cannot receive credit for both site(s): courses 1, 40, or 157A or Wom e n ’s Studies 1A, 1B, 140Q. Social Psychology of Sex and courses.) Prerequisite(s): courses 3 and 40 are recom- 100, or 151A, or consent of instructor. Enrollment re- Gender. W mended prior to taking this course. Enrollment restricted stricted to juniors and seniors. Enrollment limited to 30. Considers ways people’s gender-stereotyped expecta- to psychology, pre-psychology, legal studies, legal stud- A. Hurtado tions bias their perceptions and self-fulfilling prophe- ies/politics, legal studies/philosophy, legal studies/economics majors. C. Haney 158. Latinos in the Media. * cies. Also examines power and status inequalities Introduces portrayals of Latinos in the U.S. media in- between women and men and institutional forms of 147B. Psychology and Law. * cluding magazines, film, and television. Covers the most discrimination. Prerequisite(s): courses 3 and 40. Continuing discussion of current and future rel a t i o n s h i p s recent social psychological research on media representa- The Staff between law and psychology and to contrasting psycho- tions and implications for identity. (Also offered as Latin 140R. Peace Psychology. F logical realities with legal fictions. Special attention is American&Latino Studies 125. Students cannot receive Is war inevitable? What is peace? Is it more than the ab- given to the criminal justice system including the psy- credit for both courses.) Prerequisite(s): course 3 or Latin sence of violence? Explore how psychology can help to chology of policing and interrogation, plea bargaining, American and Latino Studies 1. (General Education de c r ease violence and enhance cooperation at multiple j u ry selection and decision making, eyewitness identifica- Code(s): E.) A. Hurtado tion, and the psychology of imprisonment. (Also offered levels including the personal, interpersonal, commu- 159. Organizational Psychology. * ni t y , and international arenas. Enr ollment restricted to as Legal Studies 147B. Students cannot receive credit for both courses.) Prerequisite(s): course 147A. C. Haney The psychology of organized human interaction: individ- senior psychology majors. Enrollment limited to 30. ual motivation; social perception; leadership and partici- C Byrne 150. Social Psychology of Flimflam. W pation; group, intergroup, and system dynamics; conflict 140T. Psychology of Trauma. * Why do we believe strange things? This course inves t i g a t e s and conflict resolution; cooperation and decision-making. Overview of psychological theory and research on such flimflams as beliefs in the Loch Ness Mon s t e r , quack Also considers contemporary issues facing American or- trauma and traumatic stress, including responses to health care, and racial superiority to illustrate the under- ganizations. Prerequisite(s): course 3. The Staff childhood trauma (especially sexual abuse), combat, lying social psychological principles that lead us to adopt and natural disasters. Variety of theoretical framewo rk s wei r d attitudes. Course satisfies seminar req u i r ement. En- Pe r s o n a l i t y presented, including developmental, cognitive, neu- rollment restricted to psychology majors. Enr ollment lim- ropsychological, clinical, and social/contextual. Pre- ited to 30. A. Pratkanis 161. Fostering Creativity. * requisite(s): course 3 or permission of instructor. Examines theories, research, and practices that suggest E. Zurbriggen 153. The Psychology of Poverty and Social Class. W ways creativity can be fostered in the arts and sciences as 141. Consumer Psychology. F Examines how social class shapes attitudes, beliefs, and be- well as in business, education, social action, and everyday An advanced course on the social psychology of con- haviors. Emphasis is placed on structural barriers and their life. Focuses on special topics of personal interest to stu- sumption. Topics include history of consumerism, con- impact on the well-being of low-income groups. Str a t e g i e s dents. Satisfies seminar re q u i rement. Pre re q u i s i t e ( s ) : sumer needs, market segmentation, adve rt i s i n g for reducing classist discrimination and improving inter- courses 3 and 60. Enrollment limited to 30. D. Harring - effectiveness, pricing, distribution channels, product de- class relations are discussed. Enrollment restricted to an- ton sign, and ethical issues of consumerism. Course satisfies thropology, community studies, economics, legal studies, 162A. The Psychology of Creativity. F seminar req u i r ement. Enr ollment restricted to psych o l o g y politics, psych o l o g y , sociology, or women’s studies majors. The study of creative people, processes, and places in the and business management economics majors. Enro l l m e n t H. Bullock ar ts, literature, science, business, and education. Exa m i n e s limited to 30. A. Pratkanis 153A. Psychology of Poverty and Social Class theories, systematic res e a r ch, and case studies. Social rol e s , 143. Intergroup Relations. S Community Practicum (2 credits). W economic factors, child-rearing practices, and educational An overview of the social psychological study of inter- Provides a link between course 153 and community or- methods which may influence creativity are also studied. group relations, emphasizing underlying social and indi- ganizations with an antipoverty mission. Students com- Prerequisite(s): course 3, course 60 is recommended as vidual dynamics. Considers theory and research in the plete internships with nonprofit agencies and participate preparation. D. Harrington field and the application of these to a variety of societies in seminar meetings. Prerequisite(s): concurrent enroll- 162B. Special Topics in Creativity. * and groups. Topics include the importance of groups in ment in course 153. Enr ollment limited to 20. H. Bul l o c k Examines selected topics in creativity which are of partic- individual identity; stereotypes, prejudice, and discrimi- ular interest to seminar members. Topics will be explored nation; intergroup inequality and injustice; collective ac- 155. Social Psychology of Social Justice. * Why do some situations seem fair and others unfair? Are in greater depth and from more perspectives than in tion and social protest. Prerequisite(s): course 3 and 40. course 162A. Satisfies seminar requirement. Prerequi- (General Education Code(s): E.) C. Byrne all people concerned with justice or are some scoundrels? This course looks at the principles of distributive, proce- site(s): course 162A. Enrollment restricted to psychology 145. Social Influence. S dural, and ret r i b u t i v e justice and at real world applications majors. Enrollment limited to 30. D. Harrington An advanced course for upper-division undergraduates in- of theories. Course satisfies seminar requirement. Enroll- 163. Freud. * te r ested in the study of the persuasion process. The course ment restricted to senior psychology majors. Enrollment The development of Freud’s concept of mind. Extensive investigates common influence tactics and how those tac- limited to 30. F. Crosby reading tracing the origins and development of Freud’s tics are used in various settings. Prerequisite(s): course 3. theories and concepts (e.g., abreaction, psychic energy, de- A. Pratkanis 157A. Chicana Feminism. * Students are introduced to the writings of Chicana femi- fense, wish-fulfillment, unconscious fantasy, dre a m s , 146. The Social Context. * nists to identify the gender issues that produce conflict symptoms, transference, cure, sexuality) and emphasizing A systematic analysis of the social and contextual deter- and cooperation in their communities. The course also the underlying model of the mind and mental function- minants of human behavior, with special attention given makes linkages to gender issues in other U.S. communi- ing. (Also offered as Philosophy 139. Students cannot re- to concepts of situational control, social comparison, rol e ties of color and Latin America. (Also offered as Women’s c e i ve credit for both courses.) Of f e red in alternate and attribution theories, as well as the macrod e t e r m i n a n t s Studies 151A. Students cannot receive credit for both academic years. J. Neu of behavior: cultural, historical, and sociopolitical context. courses.) Prerequisite(s): course 3 or Women’s Studies 1A 164. Current Topics in Personality Prerequisite(s): courses 3 and 40 or Sociology 136. or 1B. (General Education Code(s): E.) A. Hurtado Psychology. * The Staff 157B. Advanced Topics in Chicana Explores a single topic of current interest in personality 147A. Psychology and Law. * Feminism. W psychology, such as resilience, attachment, motivation, Current and future relationships between law and psy- Course is a continuation of course 151A which introd u c e s se l f - n a r r a t i v es, self-concept, longitudinal studies, or cros s - ch o l o g y , paying special attention to gaps between legal fic- students to the writings of Chicana feminists to identify cultural perspectives. Examines rel e v ant theories, res e a rc h , tions and psychological realities in the legal system. Top i c s the gender issues that cause conflict and cooperation in and practical applications. Active student participation is include an introduction to social science and law, the na- their communities. The seminar format allows students an required. Satisfies seminar requirement. Prerequisite(s): ture of legal and criminal responsibility, the relationship opportunity for extensive discussion. Satisfies seminar re- PSYCHOLOGY 355

courses 3 and 60. Enrollment restricted to psychology or Prer equisite(s): essay req u i r ed on a moral issue or dilemma agency. Prerequisite(s): completion of lower-division psy- prepsychology majors. Enrollment limited to 30. May be relevant to the student’s life. Enrollment limited to 25. chology major req u i r ements. Enr ollment restricted to jun- repeated for credit. The Staff, D. Harrington R. Quinn ior and senior psychology majors. May be repeated for credit. The Staff 165. Systems of Psychotherapy. S 175. Personality, Relationships, and A review of methods of psychotherapy, with attention to Emotions. S 193A. Developmental Field Study. F,W,S the underlying assumptions about personality, health, and Explores the nature, composition, and origins of human Work in a community-based setting while completing disease. Prerequisite(s): course 3; course 60 or 170 rec- personality; the expression of emotions; and the individ- se l f - d i r ected academic work focused in the devel o p m e n t a l ommended. V. Tonay ual as seen in context of relationships with others. Pre- area under the guidance of a faculty member. Students requisite(s): course 3. The Staff submit petition to sponsoring agency; applications due 166. Personality Assessment. W one quarter in advance to the Psy chology Field Study Of- How do we really know a person? Course provides hands- 176. The Emotions. W fice. Enr ollment restricted to junior and senior psych o l o g y on experience with assessing such individual differences as Analysis of particular emotions (e.g., jealousy, boredom, majors. May be repeated for credit. The Staff intimacy motivation, dominance, paranoia, and well- regret) and exploration of general theoretical issues (e.g., being. Students construct their own personality test and universality, expression, control) with emphasis on moral 193B. Cognitive Field Study. F,W,S learn to critique the kinds of self-report, observational, ps yc h o l o g y . Satisfies seminar re q u i rement. (Fo r m e r l y Work in a community-based setting while completing and interview techniques that are used in organizational Philosophy 190L.). Prer equisite(s): satisfaction of Sub j e c t self-directed academic work focused in the cognitive area and counseling contexts. Prerequisite(s): course 3; course A and Composition requirements. Enrollment restricted under guidance of a faculty member. Students submit pe- 60 highly recommended as preparation. The Staff to juniors and seniors. Enr ollment limited to 20. (Gen e r a l tition to sponsoring agency; applications due one quarter Education Code(s): W.) J. Neu in advance to the Psychology Field Study Office. Enroll- 167. Clinical Psychology. W ment restricted to junior and senior psychology majors. Serves as an in-depth introduction to the field of clinical May be repeated for credit. The Staff psychology. Covers issues of clinical assessment, inter- General, Statistics, and Research viewing, testing, and a range of therapeutic modalities. Me t h o d s 193C. Social Field Study. F,W,S Prerequisite(s): courses 3, and 60 or 65; course 170 is rec- Work in community-based setting while completing self- ommended as preparation. R. Quinn 181. Psychological Data Analysis. W directed academic work focused in the social area under Intermediate statistical methods widely used in psychol- guidance of a faculty member. Students submit petition to 168. The Study of Dreams. * ogy (e.g., n-way, ANOVA, ANCOVA, multiple-compar- sponsoring agency; applications due one quarter in ad- An overview of dream studies by several major theorists ison, re p e a t e d - m e a s u res, nested-designs, corre l a t i o n a l vance to the Psychology Field Study Office. Enrollment and re s e a rchers of the twentieth century, including analysis, bivariate regression), corresponding SAS pro- restricted to junior and senior psychology majors. May be Freud, Jung, and Hall. An emphasis on studies that re ve a l grams, and elements of measurement theory. Enrollment repeated for credit. The Staff cognitive conceptions and personal concerns through limited to 45. (General Education Code(s): Q.) J. Vevea qu a n t i t a t i v e and qualitative analyses of sets of dreams from 193D. Clinical/Personality Field Study. F,W,S individuals and groups. Other topics cove red more Work in community-based setting while completing self- briefly include dream recall, children and dreams, and the Senior Seminars and Independent directed academic work focused in clinical or personality role of dreams within cultures. Prerequisite(s): course 3. St u d y ar ea under guidance of a faculty member. Students submit G. Domhoff petition to sponsoring agency; applications due one quar- 190. Senior Seminars. ter in advance to the Psychology Field Study Office. En- 169. Community Psychology. F Special topics with a format varying each quarter. The rollment restricted to junior and senior psyc h o l o g y Examines theory and res e a r ch on outreach and preve n t i o n Staff majors. May be repeated for credit. The Staff for use with various populations in community settings (e.g., victims of violence, immigrants, severely mentally 191. Teaching College Psychology. 194. Advanced Research in Special Topics. ill); presents characteristics of successful agency and A series designed to provide undergraduates at the upper- Provides a means for a small group of students to do re- agency development. Sur veys prev ention and interven t i o n division level with an opportunity to participate in plan- search on a particular topic in consultation with a faculty models currently used in community psychology. Prereq- ning and teaching college-level psychology. May not be sponsor. repeated for credit. The Staff uisite(s): course 3. V. Tonay 194A. Advanced Developmental Research. 170. Abnormal Psychology. S 191A. Introduction to Psychology. F,W,S F,W,S Survey of theory and research on the nature of behavioral Students lead discussion groups and provide one-to-one Provides students with intensive experience conducting disorders. Covers psychological, biological, developmen- tutoring for course 1. Admission req u i r es essay describing cu r r ent res e a r ch in developmental psych o l o g y . Stu d e n t s tal, and socio-cultural approaches. Prerequisite(s): course interest in becoming a course assistant, copies of psychol- submit petition to sponsoring agency. May be rep e a t e d 1 or 60; course 60 highly recommended as prep a r a t i o n . P. ogy evaluations, and a letter of recommendation from a for credit. M. Azmitia Gjerde psychology faculty member; completion of some upper- division psychology courses prior to enrollment in this 194B. Advanced Cognitive Research. F,W,S 171. Childhood Psychopathology. F course. Enrollment restricted to psychology majors. En- Provides students with intensive experience conducting A critical and intensive exploration of a wide variety of rollment limited to 20. (F) F. Crosby, (W) B. Bridgeman, cu r r ent res e a r ch in cognitive psych o l o g y . Students sub- specific disorders within their biological, developmental, (S) C. Cooper mit petition to sponsoring agency. May be repeated for and social contexts. Concepts of psychopathology in credit. J. Fox Tree childhood, major and minor diagnostic systems, and a va- 192. Directed Student Teaching. F,W,S 194C. Advanced Social Research. F,W,S riety of theories of etiology are explored. General inter- Teaching of a lower-division seminar (course 42) under Provides students with intensive experience conducting vention strategies and a wide range of specific faculty supervision. Available only to upper-division or current research in social psychology. Students submit ps y chotherapy systems for treatment are closely examined graduate students. Students submit petition to sponsoring petition to sponsoring agency. May be repeated for and demonstrated. Prerequisite(s): courses 3 and 10; and agency. The Staff credit. A. Hurtado 167 or 170. D. Saposnek 193. Field Study. F,W,S 195A. Senior Thesis. F,W,S 172. Theories of Moral Psychology. W Series designed to provide advanced psychology under- Preparation of a senior thesis over one, two, or three quar- A seminar course with focus on theories of moral devel- graduates opportunity to apply what they have learned in ters, beginning in any quarter. When taken as a multiple- opment from the psychoanalytic, social learning, cogni- the classroom to direct experience in a community agency. term course extending over two or three quarters, the ti ve - d e v elopmental, and humanistic perspectives. Stu d e n t s Students earn academic credit by working as interns at a grade and evaluation submitted for the final quarter apply confront and discuss moral dilemmas from the four per- variety of psychological settings where they are trained and to each of the previous quarters. Students contemplating sp e c t i v es, working towa r d their own individual theories of supervised by a professional within the agency. Faculty a senior thesis should have a superior academic rec o r d and pr o-social behavior. Course satisfies seminar req u i re m e n t . also supervise the students’ academic work by providing be well prepared with a suitable background of previous guidance and helping them integrate psychological theo- course work or independent study for performing their ries with their hands-on intern experience. A two-quarter proposed research. Students must file a petition with the commitment. Students submit petition to sponsoring

*Not offered in 2004–05 356 PROGRAMS AND COURSES

Psy chology Office the quarter in which they would like to 210. The Experimental Method in Social 221. Visual Perception. F begin the thesis. Senior thesis petitions are available in the Psychology. * Seminar to study human perception, its methodology, and Psy chology Dep a r tment Office. Check with office for en- Explores the philosophy and practice of the experimental driving issues as illustrated by selected res e a r ch topics (e.g., rollment conditions. The Staff method in social psychology. Enrollment restricted to adaptation to unusual sensory environments). Wh e r e pos- graduate students. C. Haney sible, parallels with other areas of psychology are drawn. 195B. Senior Thesis. F,W,S Enrollment restricted to graduate students. Enrollment Preparation of a senior thesis over one, two, or three quar- 211A. Proseminar: The Person as Social limited to 15. B. Bridgeman ters, beginning in any quarter. When taken as a multiple- Being. * term course extending over two or three quarters, the Provides an introduction to social psych o l o g y , focusing on 222. Topics in Lexical Organization. * grade and evaluation submitted for the final quarter apply various micro-social topics, including the self, social com- The recognition of words is a critical step in natural lan- to each of the previous quarters. Students contemplating parison, person perception, attitudes, attribution, and in- guage processing. Discusses a range of contemporary is- a senior thesis should have a superior academic rec o r d and terpersonal relations. Enr ollment restricted to psych o l o g y sues related to the representation of a word and the access be well prepared with a suitable background of previous graduate students; undergraduates planning graduate of this information from the perspective of psychology, course work or independent study for performing their work in social psychology may enroll with permission of linguistics, and artificial intelligence. Enr ollment res t r i c t e d proposed research. Students must file a petition with the instructor. Enrollment limited to 20. C. Leach to psychology graduate students; undergraduates who Psy chology Office the quarter in which they would like to ha v e completed course 124 may enroll with permission of begin the thesis. Senior thesis petitions are available in the 211B. Proseminar: Groups in Society. F instructor. Enrollment limited to 10. A. Kawamoto Psy chology Dep a r tment Office. Check with office for en- Provides an introduction to social psychology. Surveys rollment conditions. The Staff major empirical and theoretical developments in social 224A. Proseminar: Cognitive I. F psychology related to group and intergroup dynamics. A proseminar reviewing current topics in cognitive psy- 195C. Senior Thesis. F,W,S Topics include norms, power , leadership, communication, chology, designed to introduce new graduate students to Preparation of a senior thesis over one, two, or three quar- cu l t u r e, and social psych o l o g y ’s relationship to public pol- the field. Enrollment restricted to psychology graduate ters, beginning in any quarter. When taken as a multiple- icy. Enrollment restricted to graduate students. Enroll- students. En rollment limited to 10. D. Ma s s a ro, term course extending over two or three quarters, the ment limited to 20. C. Haney B. Bridgeman grade and evaluation submitted for the final quarter apply to each of the previous quarters. Students contemplating 214A. Multivariate Techniques for Psychology. 224B. Proseminar: Cognitive II. W a senior thesis should have a superior academic rec o r d and W A proseminar reviewing current topics in cognitive psy- be well prepared with a suitable background of previous Provides introduction to multiple regression (MR) and chology, designed to introduce new graduate students to course work or independent study for performing their multivariate analysis of variance (MANOVA) as data an- the field. Enrollment restricted to psychology graduate proposed research. Students must file a petition with the alytic methods. Both methodological and statistical as- students. Enr ollment limited to 10. R. Gibbs, T. Sey m o u r pects of multivariate data analysis discussed. Practical Psy chology Office the quarter in which they would like to 225A. Introduction to Developmental begin the thesis. Senior thesis petitions are available in the p roblems in estimating and testing re g ression and ANOVA models addressed. Gain experience in carrying Research I. S Psy chology Dep a r tment Office. Check with office for en- Surveys the rationale and techniques of research in devel- rollment conditions. The Staff out and interpreting analyses using SPSS. Prerequisite(s): course 204. En rollment limited to graduate students. En- opmental psychology. Students build skills in evaluating 198. Independent Field Study. F,W,S rollment limited to 20. E. Zurbriggen published res e a r ch, in translating theoretical ideas into re- Provides psychology majors with the opportunity to apply searchable hypotheses, and in selecting appropriate re- what has been learned in the classroom to direct experi- 214B. Advanced Multivariate Techniques for search designs, measurement, and statistical approaches ence in a community agency outside the local community. Psychology. S for res e a r ch problems. Enr ollment restricted to psych o l o g y Students earn academic credit by working as interns at a Provides introduction to factor analysis and structural graduate students or with instru c t o r’s permission. variety of psychological settings, where they are trained equation modeling (SEM). Develop skills in defining, es- C. Cooper and supervised by a professional on site. Faculty also su- timating, testing, and critiquing models. Topics include rationale of SEM, model identification, goodness of fit, 225B. Introduction to Developmental pervise the students’ field study, providing guidance and Research II. S help integrating psychological theories with their hands- and estimation. Learn how to use relevant software packages (SPSS, LISREL, EQS, and/or AMOS) to conduct ex- Focuses on drawing reasonable conclusions from research on experience. Two-quarter commitment required. Ad- findings by focusing on students’ first-year research proj- mission req u i r es completion of lower-division psych o l o g y pl o r a t o r y and confirmatory factor analyses, path analyses, and full (“hybrid”) analyses with latent variables. Prereq- ects and critiques of existing research. Enrollment re- major req u i r ements; students submit petition to sponsor- stricted to psychology graduate students. S. Wang ing agency. Applications are due one quarter in advance to uisite(s): course 214A. Off e r ed in alternate academic yea r s . the Psychology Field Study Office. Enrollment restricted E. Zurbriggen 227. Contemporary Issues in Psychology of to junior and senior psychology majors. May be repeated 215. Topics in Language Use. * Language. * for credit. The Staff Seminar on current and historical topics in language use, Special topics in thought and language are examined from such as what spontaneous talk reveals about speakers’ the perspectives of cognitive science. Particular attention 199. Tutorial. F,W,S gi v en to embodied experience and higher-order cognition. Individual directed study for upper-division undergradu- thinking and how talk is understood. Enrollment restricted to graduate students. May be repeated for credit. Enrollment restricted to graduate students. May be re- ates. Students must file a petition with the Psy chology Of- peated for credit. R. Gibbs fice the quarter in which they would like to take the J. Fox Tree tutorial. Petitions may be obtained in the Psychology De- 218. Speech Perception and Reading. * 229. Computer Simulation Models. * partment Office. The Staff An information-processing analysis of speech perception Course analyzes various computer simulation techniques and reading. The stages of information processing in un- and how they can be used to model perception and cog- Graduate Courses derstanding language are studied, with particular empha- nition. Parallel processing in networks is emphasized. En- sis on pattern recognition processes, memory processes, rollment restricted to graduate students; undergraduates 204. Quantitative Data Analysis. F and utilization of context and knowledge in speech per- who have completed course 132 may enroll with permis- Intermediate statistical methods widely used in psychol- ception and reading. Enrollment restricted to graduate sion of instructor. Offered in alternate academic years. ogy (e.g., n-way, ANOVA, ANCOVA, multiple-compar- students. D. Massaro A. Kawamoto isons, repeated-measures, nested-designs, correlational 220. Special Topics in Human Memory. * 230. Research in Cognitive Psychology analyses, bivariate regression), corresponding SAS pro- Seminar. F,W,S grams, and elements of measurement theory. Enrollment Topics announced when offered. Seminars involve discussion and critical evaluation of current, historical, and Seminar to study, critique, and develop research in per- restricted to graduate students. Enrollment limited to 20. ception and cognition, including topics in psych o b i o l o g y , J. Vevea interdisciplinary readings relevant to topic. Emphasis on development of research ideas. Enrollment restricted to psycholinguistics, and memory. Enrollment restricted to graduate students. Enrollment limited to 12. The Staff p s ychology graduate students. May be repeated for credit. The Staff, T. Seymour, D. Massaro RELIGIOUS STUDIES 357

231. Research in Social Psychology Seminar. 248. Survey Methods. W ogy graduate students; undergraduates planning graduate F,W,S Practicum to give students hands-on experience with sur- work in social psychology may enroll with permission of Seminar to study, critique, and develop research in social vey methods by conducting their own survey on the topic instructor. Enrollment limited to 12. F. Crosby ps yc h o l o g y . Enr ollment restricted to psychology graduate of their choice. Course requires the survey to be con- students. May be repeated for credit. A. Hurtado ducted off campus at a local agency or program chosen by 290. Proseminar. student with approval of instruc t o r . Enr ollment res t r i c t e d Various topics to be offered throughout the year. 232. Evolution of Cognition. * to graduate students. En rollment limited to 10. 290B. Advanced Developmental Research Explores current research on evolution of human cogni- A. Hurtado and Writing (2 credits). F,W,S tion, drawing on findings from other species and from the Tai l o r ed to graduate students’ interests among topics in- archaeological record. Topics include language, working 249. Field Methodologies and Social volving res e a r ch and scholarship in sociocultural ap- memory, episodic memory, numerical abilities, and social Ethnography. * pr oaches to development, methods for res e a r ch design, cognition. Enr ollment restricted to graduate students. M. Designed to train graduate students in applied field meth- data collection, coding, and analysis, and preparing and Wilson ods. Emphasis is on gaining knowledge and experience rev i e wing grant proposals and journal manuscripts. Mul - with actual field methods, by conducting social ethnog- 233. Impact of Emotion on Memory and tiple term course; students rec e i v e six credits in the third raphy in the community. Field research in community qu a r ter of attendance; the grade and performance eval u - Decision Making. * placements required. Enrollment restricted to graduate Examines research and theory on emotion from the per- ation submitted for the final quarter applies to all three students. Enrollment limited to 10. Offered in alternate qu a r ters. Enr ollment restricted to graduate students. May spective of cognitive psychology. Examines what emotion academic years. C. Haney might have to do with information-processing, focusing in be repeated for cred i t . B. Rog o f f particular on the ways that emotion affects memory and 250. Prejudice and Social Relations. * 290C. Professional Development decision making. Enrollment restricted to graduate stu- Examines the ways in which the various branches of psy- (3 credits). F,W dents. M. Mather chology have approached the issue of prejudice. Att e n t i o n Designed to aid advanced psychology graduate students paid to the assumptions underlying each approach and 235. Infant Development in Contexts. * with development of competence in professional activi- their relation to core psychological ideas such as the self ties (e.g., preparing a vita, making job and conferen c e Seminar on how contextual factors influence the devel- and emotion. Enrollment restricted to graduate students. pr esentations, submitting and rev i e wing manuscripts and opment in infancy, especially on cognitive domains. Dis- C. Leach grant proposals, professional communication, career de- cusses at least four types of contextual factors: cultural, cisions). Multiple-term course; students rec e i v e 6 cred i t s experiential, event, and interpersonal contexts. Enroll- 251. Feminist Theory and Social Psychology. * in the second quarter of attendance; the grade and eval - ment restricted to psychology graduate students. S. Wang Course bridges feminist theory and social psychological uation submitted for the final quarter applies to the pre- research to explore connections between theory covered vious quarte r . Enr ollment restricted to advan c e d 242. Research in Developmental Psychology and empirical studies on various topics in social psychol- ps y chology graduate students. A Th o rn e Seminar. F,W,S ogy. Seminar format allows students opportunity for ex- Seminar to study, critique, and develop research in devel- tensive discussion. (Also offered as Women’s Studies 251. 290E. Grant Writing for Psychologists. W opmental psych o l o g y . Enr ollment restricted to psych o l o g y Students cannot receive credit for both courses.) Enroll- Discusses how to write and put together a grant prop o s a l graduate students. May be repeated for credit. The Staff, ment restricted to graduate students. A. Hurtado for psychological res e a r ch, culminating in a completed S. Wang pr oposal. Intended for psychology graduate students at 252. Special Topics in Cognitive 244A. Proseminar I: Cognitive and Language all levels of their careers, applying to pred i s s e r tation, dis- Psychology. W,S se r tation, summer, or postdoctoral funding sources. En- Development. F Focuses on particular issues in cognitive psych o l o g y . Top - Explores major theories and research in the fields of cog- rollment restricted to graduate psychology students. ics var y from year to yea r . Par ticular issues in language, J. Fox Tree nitive development and language development. Begins me m o r y, perception, attention, judgment and decision with classic theories, such as Piaget’s theory of cognitive making, problem solving, reasoning, emotion, cognitive 293. Field Study. F,W,S development, and proceeds to theories and research on modeling, cognitive neuroscience, and cognition and aging Student-designed and student-conducted res e a r ch carried topics of current interest, such as the relation between cul- co ver ed. Enr ollment restricted to graduate students. May out in field settings. The Staff tu r e and cognitive and language development. Enro l l m e n t be repeated for cred i t . (W) M. Mat h e r , (S) T. Sey m o u r restricted to graduate students. N. Akhtar 297. Independent Study. F,W,S 253. Theory and Research in Intergroup Independent study and res e a r ch under faculty supervi s i o n . 244B. Proseminar II: Socioemotional and Relations. * The Staff Personality Development. W Examines, compares, and contrasts a variety of theories in An examination of contemporary theory and research on intergroup relations while examining relevant empirical 299. Thesis Research. F,W,S socioemotional and personality development across the research. The relevance of both theory and research find- The Staff lifespan. Enrollment restricted to graduate students. ings to contemporary social issues is explored. Enro l l m e n t M. Azmitia 299A. Thesis Research. restricted to psychology graduate students; undergraduates The Staff 246. Cultural Diversity in Human considering graduate work in social psychology are en- Development. F couraged to enroll with permission of instructor. Enroll- 299B. Thesis Research (10 credits). Focuses on issues of culture and ethnicity in our theoret- ment limited to 12. Offered in alternate academic years. The Staff S. Wright ical and empirical understanding of human devel o p m e n t . 299C. Thesis Research (15 credits). Par ticular attention paid to issues of language, culture, and 256. Psychology of Social Class and Economic The Staff socialization as they relate to social institutions, such as ed- Justice. F ucation, that affect children and families. Enrollment re- Course examines the social psychological antecedents, cor- stricted to graduate students. Enrollment limited to 20. relates, and consequences of economic inequality in con- P. Gjerde temporary U.S. society. The impact of social class on Religious Studies 247. Special Topics in Developmental attitudes, beliefs, and behaviors is assessed. Strategies for Psychology. W reducing classist discrimination and improving interclass Focuses on particular issues of theoretical importance in relations are discussed. Enrollment restricted to graduate Religious studies is not a separate program at UCSC, but developmental psychology.Topics vary from year to year. students. Enrollment limited to 10. H. Bullock students can focus on aspects of religion by selecting one Par ticular issues in language, culture, cognitive, social, and 259. Social Psychology of Justice. * of the following majors and then carefully choosing personality development may be covered. Enrollment re- Looks at theories of distributive, procedural, and retribu- courses in the area of religion. Anthrop o l o g y , history, his- stricted to graduate students. Enrollment limited to 15. ti v e justice; seeks universal justice norms (e.g., rec i p ro c i t y ) ; to r y of art and visual culture, literature, and philosophy May be repeated for credit. D. Harrington and critically examines the rules of evidence and inferen c e ar e appropriate majors for students interested in rel i g i o n . guiding psychological findings. Emphasis on student par- The History of Art and Visual Culture Dep a rt m e n t ticipation and research. Enrollment restricted to psychol- offers a history of art and visual culture major with con-

*Not offered in 2004–05 358 PROGRAMS AND COURSES

centration in religion and visual culture (see page 258), tivating basic grammar covered in introductory courses. and the Philosophy Dep a r tment offers a philosophy Grammatical explanations and exercises supplemented major with concentration in religious thought (see page with short readings and films. Prer equisite(s): course 3; or Sc i e n c e 325). Students interested in the possibility of working on permission of instructor. (General Education Code(s): rel i g i o n - r elated topics using any one of these majors as a IH.) The Staff Co m m u n i c a t i o n base should contact the appropriate department office 5. Intermediate Russian. W and one or more of the following faculty advisers: 460 Kerr Hal l Murray Bau m g a r ten (literature), Raoul Birnbaum (histo- Sec o n d - y ear courses designed to improve functional competence in speaking, listening, reading, and writing by ac- (831) 459-4475 ry of art and visual culture), Rob e r t Goff (philosophy), ht t p : / / s c i c o m . u c s c . e d u Gildas Hamel (classics/French language), Susan Hard i n g tivating basic grammar covered in introductory courses. (a n t h r opology), Gar y Lease (history of consciousness), Grammatical explanations and exercises supplemented John Lynch (classics/literature), Ralph Quinn (psych o l o - with short readings and films. Prer equisite(s): course 4; or Fac u l t y gy), Triloki N. Pandey (anthropology), and Cyn t h i a permission of instructor. (General Education Code(s): Polecritti and Marilyn Wes t e r kamp (history) . IH.) The Staff ING F E I CHE N , Le c t u r er in Science Wri t i n g 6. Intermediate Russian. S GLE N N D A CHU I , Le c t u r er in Science Wri t i n g Sec o n d - y ear courses designed to improve functional com- ROB E R T IRI O N , Le c t u r er in Science Wri t i n g petence in speaking, listening, reading, and writing by ac- Ru s s i a n tivating basic grammar covered in introductory courses. JOH N MCNIC H O LA S , Le c t u r er in Science Wri t i n g Grammatical explanations and exercises supplemented PAUL ROG E R S , Le c t u r er in Science Wri t i n g with short readings and films. Prer equisite(s): course 5, or SAR A SOL OVI TC H , Le c t u r er in Science Wri t i n g Language Prog r a m permission of instructor. (General Education Code(s): 239 Cowell College IH.) The Staff PET E R STE I N H A R T, Lecturer in Science Wri t i n g (831) 459-2054 JOH N WIL K E S , Senior Lecturer in Science Wri t i n g , ht t p : / / l a n g 2 . u c s c . e d u / l a n g u a g e _ p ro g ra m / i n d e x 2 . h t m l 94. Group Tutorial. F,W,S Provides a means for a small group of students to study a Program Dire c t o r particular topic in consultation with a faculty sponsor. Faculty and Professional Int e re s t s Students submit petition to sponsoring agency. Enroll- Prog r am Des c r i p t i o n ment limited to 10. The Staff The Science Communication Program is a graduate pro- Le c t u re r 99. Tutorial. F,W,S gram currently composed of one track: science writing. WIL L I A M NIC K E L L Students submit petition to sponsoring agency. The Staff Students combine a background in science with a desire Leo Tol s t o y, Russian cultural history, 1920s and 1930s Sovi e t to communicate science to the general public. Spe c i a l Russia, Russian Soviet film, Russian language and pedagogy 99F. Tutorial (2 credits). F,W,S note: the science illustration track is now offered throu g h Students submit petition to sponsoring agency. The Staff UCSC Extension (ht t p : / / u c s c - e x t e n s i o n . e d u ). Some science Prog r am Des c r i p t i o n illustration courses are still offered during UCSC Upper-Division Courses Summer Session (ht t p : / / s u m m e r. u c s c . e d u ). For students interested in acquiring proficiency in the The science writing graduate certificate prog r a m Russian language, beginning and intermediate level lan- 194. Group Tutorial. F,W,S focuses on the theory and practice of conceiving, rep o r t- guage courses are offered. Students may also select a Provides a means for a small group of students to study a ing, writing, and editing articles on scientific, medical, major in Russian studies (below) . particular topic in consultation with a faculty sponsor. en v i r onmental, and technological subjects for news p a - Students submit petition to sponsoring agency. Enroll- pers, magazines, and special publications directed at gen- Campus Language Laboratories and ment limited to 10. The Staff eral readers. The program in science writing offers inten- si v e training in news, features, essays, and editorials. Placement Exa m s 199. Tutorial. F,W,S Science feature writing is stres s e d . Information on these topics can be found on page 275, Students submit petition to sponsoring agency. The Staff under Language Prog r a m . 199F. Tutorial (2 credits). F,W,S Graduate Cer tificate in Science Wri t i n g The Staff The program accepts 10 students per year, and enroll- Lower-Division Courses ment in science writing classes is strictly limited to students enrolled in the program. The program consists of 1. Instruction in the Russian Language. F one academic year of full-time study, beginning in fall Aural comprehension, speaking, reading, and writing. quarter, followed by a full-time internship lasting a Recitation and laboratory. Elementary sequence (1-2-3) Russian Studies minimum of 10 weeks. Science Notes, the UCSC online begins in the fall quarter only. The Staff science magazine, is produced annually by the graduate 2. Instruction in the Russian Language. W Students interested in the detailed study of Russian histo- students. Please see the current issue and an archive of Aural comprehension, speaking, reading, and writing. ry, culture, language, literature, and politics may declare past issues on our web site. Recitation and laboratory. Students interested in this an individual major in Russian studies, with an emphasis At least a bachelor’s degree in science and additional course who have not taken the prerequisite should meet in any of these areas. The campus now offers instruc t i o n full-time research experience are required for admission. with the instructor prior to the first class meeting. Pre- in the Russian language. Th e r e are several opportu n i t i e s Students who have an intimate acquaintance with the requisite(s): course 1; or placement by examination. av ailable for travel and study in Russia. Mor e informa- theory and practice of science, an aptitude for writing, The Staff tion may be obtained from the faculty invol v ed in the and a strong desire to communicate science to the gen- pr ogram: Jonathan F. Beecher (history), Jay e Padgett (lin- eral public are ideal candidates for the program. Other 3. Instruction in the Russian Language. S guistics), Peter Ken e z (history), William Nickell (Rus s i a n admission requirements may be obtained from the pro- Aural comprehension, speaking, reading, and writing. li t e r a t u r e and language), and Michael Urban (politics). gram web site, along with biographical information Recitation and laboratory. Students interested in this about most of the program graduates. Applications and course who have not taken the prerequisite should meet instructions can be found at http://gradstudies.ucsc.edu. with the instructor prior to the first class meeting. Pre- requisite(s): course 2; or placement by examination. The Staff Further Information Details about the science writing graduate certificate 4. Intermediate Russian. F program may be obtained from the Science Sec o n d - y ear courses designed to improve functional competence in speaking, listening, reading, and writing by ac- SOCIOLOGY 359

Communication Program Office, the web site, or by th e o r etical and technical classroom information to Faculty and Professional Int e re s t s sending e-mail to [email protected]. defined projects in a field placement, students integrate th e o r y with experience, earn academic credit, devel o p Prof e s s o r Graduate Courses ne w life skills, and test-drive new careers. Field placements are available locally, nationally, and internationally. DAN E ARCH E R 201A. Reporting and Writing Science News. F Placement focus depends on each student’s major and Violence, war and peace, cross-national and cros s - c u l t u ra l A survey of the conventions of newspaper journalism and may include natural history, ecology, agroe c o l o g y , public res e a r ch, verbal and nonverbal communication, crime and law the special application of those conventions to scientific po l i c y , private enterprise, banking, education, or social se rv i c e . and technological subjects. Enr ollment restricted to grad- JOH N BROWN CHI L D S uate students formally accepted into the writing track of Students in the social sciences have the unique oppor- Ethnic conflict and transcommunal cooperation, sociology of the Science Communication Program. Enr ollment limited tunity for media training and equipment access at the kn o wledge, African American and Nat i v e Ame r i c a n to 10. The Staff Social Sciences Media Laboratory. Some of the servi c e s in t e r actions the Media Laboratory offers are media training, equip- 201B. The Science Feature. W ment loans, darkr oom facilities, video production facili- WIL L I A M H. FRI E D LA N D , Eme r i t u s A survey of selected feature articles in the current national ties, and technical consultation and support. WALT E R L. GOL D F R A N K science magazines, with attention to strategy, level of com- The departments and programs affiliated with the Social change, historical sociology, world systems, modern plexity, explanation technique, and style. Writing assign- Division of Social Sciences are anthrop o l o g y , business Mex i c o , Chile, social movements and rev olution, devel o p m e n t ments include a publishable feature article. Enrollment management economics, community studies, economics, theories, policies and outcomes education, environmental studies, global economics, restricted to graduate students formally accepted into the HER M A N S. GRA Y writing track of the Science Communication Program. Latin American and Latino studies, legal studies, politics, Cul t u r al studies, media and television studies, black cultural Enrollment limited to 10. The Staff ps yc h o l o g y , and sociology. po l i t i c s 201C. The Science Essay. S PAUL M. LUB E C K A survey of science and nature essayists. Purpose, content, Upper-Division Courses Political sociology, political economy of devel o p m e n t , form, and style are considered. Writing assignments in- globalization, labor and work, logics of methodology, rel i g i o n clude reviews of films and books, as well as original essays 194A. UCDC Internship and Internship and social movements, Islamic society and identities, on current issues in science, technology, and society. En- Seminar. F,W,S in f o r mation and networks A 20- to 25-hour per week internship in a Washington, rollment restricted to graduate students formally accepted DEN N I S C. MCELR AT H , Eme r i t u s into the writing track of the Science Communication Pro- D.C. government, non-profit, or private institution, con- gram. Enrollment limited to 10. The Staff sistent with availability and student’s interests. In addition, MARC I A MIL L M A N weekly attendance at required seminar which stresses in- Social psych o l o g y, fieldwork methods, sociology of emotions, 202. Writing and Editing Workshop. F,W,S stitutional analysis, development of bibliographic material so c i o l o g y of medicine, deviance, the family Th e o r y and practice of writing, editing, and conceiving il- using Washington resources, and participant-observer JAM E S R. O’CON N O R , Eme r i t u s lustrations for articles on scientific, medical, environ- skills. Required for participants in the UCDC program. mental, and technological subjects for new s p a p e r s , Enrollment restricted to students participating in the CRA I G REI N A R M A N magazines, and special publications directed at non-tech- UCDC Program. Enrollment limited to 20. The Staff Political sociology; law, crime, and social justice; drugs nical readers. Enrollment restricted to graduate students and society 194B. UCDC Internship and Internship formally accepted into the writing track of the Science PAM E L A ANN ROB Y Communication Program. Enr ollment limited to 10. May Seminar. F,W,S So c i o l o g y of learning, women and work, leadership and social be repeated for credit. J. Wilkes A 20- to 25-hour per week internship in a Washington, change, sociology of emotions, feminist res e a r ch, inequality D.C. government, non-profit, or private institution, con- and social policy 297. Independent Study. F,W,S sistent with availability and student’s interests. In addition, A topic is studied with faculty tutorial assistance, to satisfy weekly attendance at required seminar which stresses in- DAN A Y. TAK AG I a need for the student when a regular course is not avail- stitutional analysis, development of bibliographic material Social inequality and identity, res e a r ch methods, rac e able. Enrollment restricted to Science Communication using Washington resources, and participant-observer relations, nationalism and social movem e n t s Program graduate students. Students submit petition to skills. Required for participants in the UCDC program. CAN D AC E WES T sponsoring agency. The Staff Enrollment restricted to students participating in the Language and social interaction, sociology of gender, UCDC Program. Enrollment limited to 20. The Staff co n v ersation analysis, microanalysis, and medicine Social Documentation 199. Tutorial. F,W,S Associate Prof e s s o r A program of directed study arranged with a Social Sci- JULIE BETTIE Students wishing to pursue a course of study in social ences Division faculty member. Enrollment restricted to participants in the UCDC program. The Staff Feminist studies, cultural studies, race/ethnic studies, documentation should consult the social documentation identity, popular culture, educational inequality, critical pr ogram under Community Studies, page 158. 199F. Tutorial (2 credits). F,W,S ethnography A program of directed study arranged with participating BEN CROW faculty. Class time is proportionally less than a 5-credit Int e r national development, sociology of water and marke t s , course. En rollment restricted to participants in the global inequality, South Asia and East Africa, political Social Sciences UCDC program. The Staff ec o n o m y , and green enterprise E. MELA N I E DUPUI S Economic sociology, sociology of consumption, sociology of 2101 College Nine Apa rt m e n t s de v elopment, political sociology, sociology of the environ m e n t , (831) 459-3212 So c i o l o g y technological change, historical sociology, social theory, food ht t p : / / z z y x . u c s c . e d u and social change HIRO S H I FUK U R A I The Division of Social Sciences curriculum ranges from 235 College Eig h t Law and society, jurisprudence of jury, political theory of global issues, including social and economic rel a t i o n s (831) 459-4306 checks and balances, racial identity and inequality, law and be t w een the U.S. and other nations, the social impacts of ht t p : / / s o c i o l o g y.u c s c . e d u politics in Japan and East Asia, advanced quantitative technological and environmental change, sustainability of statistical methods human and ecological systems, human development, and social justice, to issues of culture and power . Academic credit for experiential learning through field studies is a speciality of the social sciences. By applying 360 PROGRAMS AND COURSES

HEL E N SHA PI R O pl i n a r y emphasis among the sociology faculty, undergrad- 103B, The Logic and Methods of Social Inq u i r y Political economy, Latin American economic history and uates find the department agreeable to double majors and 105A, Classical Sociological Th e o r y de v elopment (with an emphasis on Brazil), industrial policy, minors, and nonmajors find many sociology courses of 105B, Co n t e m p o ra r y Sociological Th e o r y the auto industry, the state and transnational corporat i o n s in t e r est. In recent years, students have conducted independent studies and written senior theses on a variety of Upper-division advanced course work. Six additional AND R E W SZAS Z upper-division sociology courses are req u i r ed, including Env i r onmental sociology, political sociology, theory subjects including the social construction of gender, emerging professions in health care, utopian communi- at least one in each of three undergraduate areas of specialization clusters: institutional analysis, social psych o l o - Acting Assistant Prof e s s o r ties, mass communication, surveys of health care needs, studies of the social effects of war, gender differences in gy , and inequality and social change. Courses that qualify GAB R I E L A SAN D O VAL attitudes and behavior, causes of and beliefs about family under each area of specialization are listed under specific Race and ethnic studies, Latina/o and Chicana/o studies, violence, and the history of political strug g l e s . headings below. st r atification, urban and political sociology, and vot i n g The sociology major at UCSC is a rigorous prog r a m Co m p re h e n s i v e req u i re m e n t . Prior to graduation, all sociol- be h a v i o r of study that retains enough flexibility to accommodate ogy majors are req u i r ed to complete one of the followi n g students with diverse career goals and plans. It ensures co m p re h e n s i v e req u i re m e n t s . Le c t u re r that all students are trained in the main theoretical and • Co m p re h e n s i v e examination. Score of 60 percent or WEN D Y MAR TYN A methodological traditions of sociology, yet it permits better on the compreh e n s i v e examination consisting Death and dying, gender, social change considerable variation in students’ own areas of special- of questions written by faculty responsible for the ization. The major provides the necessary intellectual ◆ ◆ ◆ req u i r ed sociology core courses. foundation for students who are considering graduate • Co m p re h e n s i v e courses. Pass three additional upper- studies in sociology and related social sciences. It also can division courses in sociology beyond the 10 upper- Prof e s s o r be used as preparation for careers in fields as diverse as division courses req u i r ed for the major. To ensure la w , social work, management, environmental planning, co m p re h e n s i v e breadth in sociology, one course must BAR B A R A L. EPS T E I N (Hi s t o r y of Consciousness) public service, teaching, health services, counseling, and Social movements and theories of social movements, 20th- come from each of the three clusters beyond the one other professional pursuits. Fin a l l y , the sociology major ce n t u r y U.S. politics and culture, Mar xism and rel a t e d course from each cluster req u i r ed for the major. All theories of social change can provide a general liberal education for undergradu- th r ee courses must be regularly scheduled courses in ates interested in the study of contemporary society and sociology taken at UCSC. NAN C Y STOL L E R (Community Stu d i e s ) social prob l e m s . Race and gender aspects of health, the AIDS epidemic, • Senior thesis. The prer equisite for the senior thesis is community organizing, sexualities, and medicine in prisons course 103B. By the second week of spring quarte r Preparation for the Sociology Maj o r (four quarters before graduation), students who MAR K TRAU G O TT (Hi s t o ry ) Students must complete four courses prior to declaring would like to write a senior thesis must submit to Social and economic history, 19th-century France, Fren c h the major: course 1, Int r oduction to Sociology, or equiva- their pref e r r ed faculty thesis sponsor a proposal that rev olutions, Eur opean working class, historical methods, lent; course 10, Issues and Problems in American Society, or includes a one- to three-page abstract and draft wo rk e r ’s autobiograp h i e s eq u i v alent; course 15, Wor ld Society; and Mathematics 3, res e a r ch plan or design, a brief bibliography, and DAVI D WEL L M A N (Community Stu d i e s ) Prec a l c u l u s , or equivalent or a score on the math place- ev aluations from rel e v ant courses. Students who are Wor king-class culture, American ethnic and racial diver s i t y , ment exam or the College Entrance Examination Board unsuccessful in obtaining a thesis sponsor throu g h social documentary studies, critical race theory, interrog a t i o n s Adv anced Placement calculus exam sufficient to be these means may submit their proposals to the of whiteness, and qualitative res e a r ch methods placed into calculus. de p a rt m e n t ’s undergraduate education committee Once the lower-division courses have been completed, (UEC) by the fourth week of spring quarte r . Assistant Prof e s s o r students may petition to declare the sociology major. Members of the UEC will rev i e w the merits of these PAM E L A PER R Y (Community Stu d i e s ) Students must provide evidence of completion in the pr oposals and assign the ones they approve to faculty Youth activism and empower ment, youth cultures , four lower-division req u i r ements prior to declaring the members who have not yet agreed to serve as thesis educational inequalities, race and ethnic identities, and sociology major. advisers for the following yea r . Students will be noti- wh i t e n e s s fied of the outcome of the UEC’s deliberations by the Req u i r ements for the Maj o r end of spring quarte r . Prog r am Des c r i p t i o n For more details, students may consult the sociology So c i o l o g y Major Planner One Sociology is the study of social interaction, social grou p s , handbook, available from the department office, 235 institutions, and social struc t u r es. Sociologists examine College Eig h t . The following is a recommended academic plan for stu- the contexts of human action, including systems of Sociology majors are req u i r ed to take a total of 14 dents to begin the sociology major. beliefs and values, patterns of social relations, and the courses (four prescribed lower-division courses in prep a - Yea r Fa l l Win t e r Sp r i n g pr ocesses whereb y social institutions are created, main- ration for the major, four prescribed upper-division core tained, and transformed. courses, and six upper-division electives). In addition, 1s t Socy 1 Socy 15 Socy 10 (f r s h ) Math 3 Sociology was born as an intellectual response to the they must successfully complete one of three compreh e n - democratic and industrial rev olutions that ushered in the si v e req u i r ements prior to graduation. 2n d Socy 105A Socy 103B Socy 105B (s o p h ) Socy 103A modern era. It encompasses a search for social orde r Lower-division preparation. All sociology majors are together with a vision of a just, free, and egalitarian required to take the following four courses or their society—a vision that may req u i r e fundamental change equivalents. So c i o l o g y Major Planner Two in the existing social orde r . Dev eloping an understanding of both these aspects of the sociological tradition is one Sociology The following is a recommended academic plan for of the teaching goals of sociologists at UC Santa Cruz. A 1, Int r oduction to Sociology transfer students entering the sociology major as juniors. related aim is the development of an appreciation for the 10, Issues and Problems in American Society It is assumed that Mathematics 3, course 1, and course craft of social science: disciplined inquiry, observat i o n , 15, Wor ld Society 10 equivalencies wer e completed at the previous college. and res e a rc h . Mat h e m a t i c s Students Beginning in Fall Quarter Members of the sociology faculty are engaged in 3, Prec a l c u l u s res e a r ch on a wide range of topics, such as the study of Yea r Fa l l Win t e r Sp r i n g violence; microanalysis of conversations; medicine and Upper-division core courses. The following four sociology 3r d Socy 103A Socy 103B Socy 105B technology; social inequality; the intersection of class, courses are required as the foundation of theoretical (j r ) Socy 105A Socy 15 race, and gender; rev olutions; drugs in society; crime and and methodological training in the discipline. Students Students Beginning in Winter Qua rt e r deviance; environmental sociology; legal institutions; are encouraged to take these courses early in their aca- popular culture; media studies; political economy; and demic career. Yea r Fa l l Win t e r Sp r i n g language and communication. Because of the interdi s c i - 103A, Statistical Met h o d s SOCIOLOGY 361

3r d Socy 15 Socy 105B courses 103B, 105A, and 105B; and at least four other The sociology program is intended to lead to both (j r ) Socy 103B upper-division sociology courses. Students must pass the academic and nonacademic careers, and the interests of 4t h Socy 105A lo wer-division req u i r ement, courses 1, 10, or 15, prior to the faculty reflect this twofold objective. Faculty special- (s r ) Socy 103A declaring the sociology minor. Students must provide evi- ties include comparative and historical sociology; crimi- dence of completion in the lower-division req u i re m e n t nal justice; cultural sociology; development, drug policy, All majors must complete the remaining six upper- prior to declaring the sociology minor. deviant behavior; economy and society; education; emo- division courses in their junior and senior yea r s . tions; environmental sociology; globalization; health; lan- Major Disqualification Pol i c y guage and social linguistics; law and society; Mar xist soci- Requirements for the Combined Major ology; mass communication and public opinion; medical Students who rec e i v e a D, F, NP, or W twice in any of Students may choose to declare a combined major in sociology; policy analysis and political economy; qualita- the upper-division core courses (courses 103A, 103B, sociology and Latin American and Latino studies. Th e ti v e methodology; race, class, gender; science and tech- 105A, and 105B) will be disqualified from the major or req u i r ements (listed below) should be examined caref u l l y nology; sexuality and homosexuality; social inequality; mi n o r . Students, their college, and the Office of the be f o r e choosing the combined major option. Both sociology of knowledge; and visual sociology. Registrar will be notified by the department no later than de p a r tments must approve a study plan before the major When asked what they most appreciate about the the first day of instruction of the quarter following the can be declared. Each department determines major and sociology graduate program, most students cite the stu- disqualifying failure. Students who feel that there wer e thesis honors separately. de n t s ’ and faculty’s activism and commitment to social extenuating circumstances surrounding their failure of a The Mathematics 3 req u i r ement will be waived in lieu change in combination with their dedication to teach- course for the second time may appeal their disqualifica- of the language req u i r ement for the sociology/Latin ing, scholarly res e a r ch, and understanding of the social tion by submitting a letter to the chair of the Soc i o l o g y American and Latino studies combined major. fo r ces of our society. Res e a r ch concerns cluster arou n d Undergraduate Education Committee. The appeal must en v i r onmental, racial, cultural, feminist, Latin Language Stu d y be filed no later than 15 days after the disqualification American, peace, sexuality, and class issues. Th e notification was mailed, or the 10th day of classes in the Students must demonstrate proficiency in Spanish or Sociology De p a rt m e n t’s colloquium series—as well as qu a r ter of the disqualification, whichever is later. For fur- Por tuguese equivalent to the completion of Spanish 6 occasional national and international conferences on one ther information reg a r ding the disqualification proc e s s , or 56 or Spanish for Spanish Speakers 65 or Port u g u e s e or another of these concerns held on campus—en h a n c e contact the Sociology Dep a rt m e n t . 65 A - B . sc h o l a r s h i p , practice, and collegial networks. The diver s i - For Spanish language instruction information, see ty in age, ethnicity, and work experience of the student Spanish and Spanish for Spanish Speakers, page 367. UC Education Abr oad Prog r am Stu d e n t s body enriches this work. The core curriculum is divided into two parts, (1) For Portuguese language instruction information, see Academic year prog r a m s . Students must declare the page 347. basic grounding in theory and methods, and (2) exposure major and pass the four lower-division prep a r a t o r y course to res e a r ch in three areas of concentration: (a) economy, req u i r ements (1, 10, 15, and Mathematics 3) and three de v elopment, and environment; (b) inequality and iden- Sociology/Latin American and Latino Stu d i e s of the upper-division courses (103B, 105A, 105B) prior Students are required to take a total of 14 courses and tity; and (c) culture, knowledge, and power . Bey ond the to study abroad. The student’s sociology faculty adviser req u i r ed series of core courses, students are expected to satisfy a comprehensive requirement. There are four must rev i e w and approve the courses intended to be lower-division course requirements, two each from the sp e c i a l i z e in a particular area and to take additional taken abroad prior to departu r e. Up to three approved course work offered in that area. Students use compara- sociology and Latin American and Latino studies courses may be used towa r d the sociology major. (LALS) majors. One of the lower-division LALS classes ti v e and historical analysis, quantitative techniques, and must be Latin American and Latino Studies 1 (no sub- Semester programs. Fall semester: students must in t e r p re t i v e and/or field res e a r ch methods to study ques- stitutions); transfer students may petition to replace the de c l a r e the major and pass the four lower - d i v i s i o n tions of human agency and social struc t u r e and the ways other lower-division class with an appropriate course pre p a r a t o r y course req u i r ements (courses 1, 10, 15, and in which they are limited by and dependent upon one from another institution. Students are assigned a faculty Mathematics 3) and one upper-division core course an o t h e r . adviser from each discipline. Upper-division require- (105A) prior to fall semester study abroad. Spring semes- Num e r ous sociology students present papers at prof e s - ments include six core courses: Latin American and ter: students must declare the major and pass the four sional conferences and publish articles during the course Latino Studies 100A, 100B; Sociology 103A, 103B, lo wer-division course req u i r ements (courses 1, 10, 15, of their graduate studies. The sociology master’s paper is 105A, and 105B; and four additional elective courses, and Mathematics 3) and two upper-division core courses designed in part to prep a r e students to write for prof e s - two from sociology and two from Latin American and (103B and 105B) prior to spring semester study abroa d . sional journals. Ongoing faculty seminars focusing on Latino studies. At least one of the Latin American and co n c r ete res e a r ch topics and problems are available for Latino studies upper-division courses must be taught in Transfer Stu d e n t s ad v anced graduate students working on papers and dis- se r tations in related area s . Spanish or Portuguese, and at least one course in the Junior transfer students expressing an interest in sociology/Latin American and Latino studies combined The program encourages interdi s c i p l i n a r y work. Man y sociology on their UCSC application for admission are of the faculty in the Sociology Dep a r tment have addi- major must be on Chicano/Latino issues. Up to three admitted as proposed sociology majors. This status is relevant courses taken through study abroad programs tional interests and are affiliated with other departm e n t s co n s i d e r ed undeclared. Transfer students must meet with on campus. Seminars in the anthrop o l o g y , environ m e n t a l from which credits are transferable to UCSC may be the sociology undergraduate adviser when they arrive on credited toward the major when the content is deemed studies, history, history of consciousness, politics, psy- campus in order to determine their status and begin the ch o l o g y , and women’s studies programs are open to soci- appropriate by the faculty advisers of both sociology actual declaration of major process, which must be com- and Latin American and Latino studies. Students can ology students. Graduate students in sociology may pleted by the end of the second quarter of the junior yea r obtain a parenthetical notation on the sociology Ph. D . satisfy the comprehensive requirement in one of three for transfer students. Declaring sociology early in the aca- ways: (1) writing a senior thesis, (2) passing an appro- diploma indicating that they have specialized in women’s demic career will give a student priority for sociology studies, environmental studies, Latin American and priate Latin American and Latino Studies Senior course enrollment in subsequent quarte r s . Seminar (194 series), or (3) completing the sociology Latino studies, politics, and several other areas of study. course option of two additional sociology upper-divi- They must meet req u i r ements spelled out by the rel e va n t sion cluster III courses. If the thesis option is selected, it Graduate Prog ra m de p a r tment and their committee members. Some fellow- should be planned in consultation with an adviser from The graduate program in sociology at UC Santa Cruz is ship and grant opportunities are available. Students also each department, completed under the supervision of a an interdi s c i p l i n a r y program that leads to the Ph.D. in pa r ticipate in res e a r ch projects under the auspices of six faculty member from either department, and read and so c i o l o g y . An M.A. degree may be taken en route to the in t e rd i s c i p l i n a r y social science res e a r ch centers: the approved by both advisers; one adviser is sufficient if doctorate, but a master’s program per se is not avai l a b l e . Center for Agroecology and Sustainable Food Sys t e m s ; this faculty member belongs to both departments. The program is designed to educate students in most the Center for Global, International, and Reg i o n a l major areas of sociology. It provides a general backgrou n d Studies; the Center for Justice, Tolerance, and Community; the Chicano/Latino Res e a r ch Center; the Req u i r ements for the Min o r in sociological theory and methods and also stresses independent work. After completing a group of req u i re d Center for Res e a r ch on Educational Div ersity and Students who minor in sociology are req u i r ed to take courses, students work closely with individual faculty Excellence; and the Santa Cruz Center for Int e r n a t i o n a l se v en courses: one of courses 1, 10, or 15; at least two of members in designing their own course of study. Eco n o m i c s . 362 PROGRAMS AND COURSES

The sociology program also emphasizes teaching fr om the Dep a r tment of Soc i o l o g y . For more informa- 35. Information Methods: Information experience because the skills req u i r ed for good teach- tion, refer to the Graduate Studies section of the catalog. Technology Design and Application for Social in g—the ability to articulate ideas, to organize and pres - Change. * ent materials in logical sequence, and to listen attentive- Lower-Division Courses Information technology (IT) is an essential tool for com- ly and discern someone else’s compreh e n s i o n—ar e fun- munity organizations. When, how, and with what success damental to many human activities and occupations. 1. Introduction to Sociology. F,S IT is used, however, is not a simple problem. This semi- Th e re f o r e, the sociology program req u i r es that graduate A systematic study of social groups ranging in size from nar works through core design processes and helps devel o p students serve as teaching assistants for at least three small to social institutions to entire societies. Organized “information plans” for successful technology application qu a r ters in the departments core classes of the under- around the themes of social interaction, social inequality, in community organizations. Priority given to Global In- graduate curriculum, whether or not they plan to pursue and social change. Fulfills lower-division major require- formation Internship Program participants. Enrollment an academic caree r . ment. (General Education Code(s): IS.) P. Roby, J. Bettie limited to 30. K. Eischen Required Courses 10. Issues and Problems in American Society. 42. Student-Directed Seminar. F,W,S W,S Seminars on selected topics taught at various times by Students are req u i r ed to take at least 12 courses upper-division students under faculty supervision. (See as follows . Exploration of nature, structure, and functionings of American society. Explores the following: social institu- course 192.) Consult the Schedule of Classes for specific of- • A three-course core group: tions and economic structure; the successes, failures, and ferings. The Staff 201, The Making of Classical Theory intractabilities of institutions; general and distinctive fea- 80E. The Sociology of Love. * tures of American society; specific problems such as race, Investigation of love from a sociological perspective, in- 202, Contemporary Sociological Theory sex, and other inequalities; urban-rural differences. Ful f i l l s cluding the following: (1) how the experience of love is 203, Sociological Methods lower-division major requirement. (General Education constructed/shaped by the individual, social structure, Code(s): IS.) J. Childs, M. Millman conventions, ideology; (2) functions of love for the indi- •Two methods courses: 15. World Society. F,W vidual/society; (3) how love varies by gender/social class; 204, Methods of Quantitative Analysis Designed as an introduction to comparative and histori- (4) mythologies of love. Emphasis on romantic hetero- sexual love and its historical development in Western cul- and one of the following five courses: cal sociology, this course focuses on the internationaliza- tion of national societies. After a review of classical ture. (General Education Code(s): T3-Social Sciences.) 205, Field Research Methods liberalism, Marxism, Weberian, and world systems theo- The Staff ries, transnational corporations, international regulatory 206, Comparative Historical Methods 80I. Race and Criminal Justice. W agencies, and peasant revolutionary movements are ana- An introduction to comparative and historical analyses of 209, Analysis of Cultural Form lyzed from a global perspective. Fulfills lower-division the relations between race and criminal justice in the U.S. major requirement. (General Education Code(s): IS, E.) Emphasis on examinations of structural mechanisms that 241, Cross-National and Cross-Cultural Research or P. Lubeck, B. Crow Psychology 248 help maintain and perpetuate racial inequality in law, 20. Key Issues in Race and Ethnic Analysis. * criminal justice, and jury trials. (General Education • Three area foundation courses: Provides a solid conceptual foundation for undergraduates Code(s): T3-Social Sciences, E.) H. Fukurai 220, Global Transformation: Macrosociological interested in pursuing the study of race and ethnic issues 80Z. Youth and Crime. * Perspectives in advanced upper-level classes. (General Ed u c a t i o n Add r esses foundations of development of our juvenile jus- Code(s): IS, E.) The Staff 240, Inequality and Identity tice system and its adaptation (or failure to adapt) to 30A. Information Methods for Global changing youth crime and socioeconomic patterns at be- 260, Culture, Knowledge, Power Information Internships (3 credits). F ginning of the millennium, with special emphasis on Cal- •At least one writing course (208 or 250) Introduction to information technology and communi- ifornia. (General Education Code(s): T3 - S ocial Sciences.) cation networks using the Internet to reduce global in- The Staff • A minimum of three elective courses approved by equality and bridge the “digital divide.” Prepares students the graduate director 93. Field Study. F,W,S en r olled in the Global Information Internship Program to Ordinarily call numbers for this course will not be issued Students with no background in statistics are req u i r ed to construct web pages and write grant proposals for com- after the first week of instruction. Students submit peti- take the undergraduate course, Statistical Methods, be f o r e munity and non-governmental organizations. Course 186 tion to sponsoring agency. The Staff en r olling in Methods of Qua n t i t a t i v e Ana l y s i s . recommended but not required. Enrollment limited to 60. May be repeated for credit. P. Lubeck 99. Tutorial. F,W,S Progress Toward the Ph.D. Ordinarily call numbers for this course will not be issued 30B. Information Methods for Global •Beginning at least by the end of the first year, stu- after the first week of instruction. Students submit peti- Information Internships (3 credits). W tion to sponsoring agency. The Staff dents initiate work on their master’s paper. Introduction to information technology and communi- • Completion of the master’s paper is expected by the cation networks using the Internet to reduce global in- end of the second year. equality and bridge the “digital divide.” Prepares students Upper-Division Courses •Students are expected to take an oral qualifying en r olled in the Global Information Internship Program to exam by the end of the third year, but no later than construct web pages and write grant proposals for com- 103A. Statistical Methods (7 credits). F the end of the fourth year. munity and non-governmental organizations. Course 186 Fundamental concepts in statistics. Int r oduction to meas- •Graduate students prepare field statements in two recommended but not required. Enrollment limited to uring causation. Learn to use computer to analyze data ef- distinct areas of sociology and, in addition, prepare 60. May be repeated for credit. P. Lubeck ficiently. Emphasis on practical applications. (Formerly a detailed course outline and a grant proposal in course 104.). Prer equisite(s): Mathematics 3 or equival e n t one or the other of these areas. 30C. Information Methods for Global or a score on the mathematics placement exam or the Col- Information Internships (3 credits). S • The qualifying examination is an oral examination lege Board AP calculus exam sufficient to be placed into Introduction to information technology and communi- and based on the student’s field statements. calculus. Enrollment restricted to sociology, proposed so- cation networks using the Internet to reduce global in- ciology, and combined sociology majors. (General Edu- • After passing the qualifying examination, a student equality and bridge the “digital divide.” Prepares students cation Code(s): Q.) H. Fukurai, D. Takagi is advanced to candidacy and begins work on the en r olled in the Global Information Internship Program to dissertation with the aid of a three-person disserta- construct web pages and write grant proposals for com- 103B. The Logic and Methods of Social tion committee. munity and non-governmental organizations. Course 186 Inquiry (7 credits). W Details of the policies for admission to the graduate pro- recommended but not required. Enrollment limited to The first part of the course focuses on basic ethical, polit- gram, the req u i r ements for the Ph.D. degree, and infor- 60. May be repeated for credit. P. Lubeck ical, and logical issues in social scientific inquiry. The sec- mation on financial support opportunities are avai l a b l e ond part develops a wide range of skills and methods SOCIOLOGY 363

appropriate to actual research. Course 103A, Statistical 116. Communication and Mass Media. W 122C. Chicanas/os and the Law. F Methods, is strongly recommended. Prerequisite(s): satis- Examines media institutions, communication technolo- Sur veys development and function of law and legal even t s faction of the Subject A and Composition requirements; gies, and their related cultural expressions. Focuses on spe- affecting Chicanas and Chicanos, with specific emphasis Mathematics 3 or equivalent mathematics placement cific ways the media—including media studies and on California. Highlights intersections of community, exam/AP calculus exam scores. Enrollment restricted to criticism—operates as social and cultural factor. Contem- power relations, Mexican American history, family, cul- sociology, proposed sociology, and sociology combined porary theory or equivalent in related fields recom- ture, and gender roles as it relates to Chicanas/os’ roles majors. (General Education Code(s): W, Q.) C. West mended. Enr ollment restricted to upper-division students. with law and the criminal justice system. Prerequisite(s): F. Guerra course 1. Enr ollment restricted to juniors and seniors. En- 105A. Classical Sociological Theory. F rollment limited to 30. (General Education Code(s): E.) This intensive survey course examines the intellectual ori- 117. California Youth in Transition. F C. Lavenant gins of the sociological tradition, focusing on changing Exp l o r es modern California youth as a transitional gener- conceptions of social order, social change, and the trends ation whose trends signal a “ne w sociology” in the interplay 123. Law, Crime, and Social Justice. S ob s e r ved in the development of Western civilization in the of race, immigration, class, gender, and age. Examines the Blends the latest research in criminology with that from modern era. Readings are all taken from original texts and my t h s / r ealities of youth crime, violence, suicide, drug social stratification, inequality, and social welfare policy include many of the classical works in social theory with abuse, school failure, and other social issues. Course 1 or with the objective of exploring the relationship between special emphasis on the ideas of Marx, Weber, and course 10 recommended but not req u i re d . M. Mal e s le v els of general social justice and specific patterns of crime Dur kheim which constitute the core of the discipline. Re- and punishment. The focus is primarily on the U.S. al- quired for sociology majors planning on studying abroad 118. Popular Music, Social Practices, and though many other industrialized democracies are com- (EAP). Enrollment restricted to sociology, proposed soci- Cultural Politics. * p a red. An intro d u c t o ry course in sociology is ology, the combined Latin American and Latino stud- Considers the role of popular music as a site of contem- recommended as preparation. (Also offered as Legal Stu d - ies/sociology majors and sociology minors. M. Traugott porary social practices and cultural politics. Examines the ies 173. Students cannot receive credit for both courses.) institutional organization and production of popular F. Guerra 105B. Contemporary Sociological Theory. S music, its cultural meanings, and its social uses by differ- Surveys major theoretical perspectives currently available ent communities and social formations. Also examines 125. Society and Nature. * in the discipline including functionalism, symbolic inter- popular music as a vehicle through which major cultural A healthy society requires a stable and sustainable rela- actionism, ethnomethodology, conflict theory, critical the- and political debates about identity, sexuality, community, tionship between society and nature. Covering past, pres- ory, neo-Marxism, feminist theory. Enrollment restricted and politics are staged and performed. Prerequisite(s): ent, and future, the course covers environmental history of to sociology, proposed sociology, the combined Latin course 105A or 105B. Enrollment restricted to juniors the U.S., the variety and extent of environmental prob- American and Latino studies/sociology majors and soci- and seniors. The Staff lems today, and explores their likely development in our ology minors. A. Szasz lifetimes. The Staff 119. Sociology of Knowledge. * 110. Violence in the Family. F Focus includes the following three areas: historical exami- 126. Sociology of Sex. * Examines child abuse and neglect, wife abuse, and sexual nation of sociological theories of knowledge with ref e re n c e Explores social and cultural aspects of human sexuality abuse in the family, using gender as a lens through which to Dur kheim, Web e r , Mannheim, and others; examination and reproduction, including how and why meanings and to understand domestic violence. Using a variety of of black and feminist perspectives within sociology; exam- behaviors are contested. Analyzes sexuality and reproduc- sources, the course undertakes to understand the social, ination of whether and how “ou t s i d e ” observers can ana- tion as forms of social and political control as well as cul- political, and cultural forces that contribute to abuse and lytically grasp the inner workings of other cultures . tural expression and self-determination. En ro l l m e n t to consider solutions. D. O’Brien Prer equisite(s): course 103B or 105A or 105B. J. Childs restricted to upper-division students. Enrollment limited to 90. The Staff 111. Family and Society. W 120. Feminisms and Cultural Politics. * Focuses on the interaction between family and society by Examines the role various feminist discourses play in con- 127. Drugs in Society. W considering the historical and social influences on family temporary cultural politics. Considers (mis)representa- Exp l o r es the history of the use and abuse of consciousness- life and by examining how the family unit affects the so- tions of feminisms in popular culture, explores the altering substances like alcohol and other drugs. Social- cial world. Readings draw on theory, history, and ethno- relationship between academic and popular feminisms p s ychological theories of addiction are re v i ewed in graphic materials. The Staff and addresses the discourse of the “third wave.” Prerequi- tandem with political-economic analyses to identify the site(s): course 149 or 144 or 187. J. Bettie social conditions under which the cultural practices in- 112. Economic Sociology. * vol v ed in drug use come to be defined as public prob l e m s . Introduction to economic sociology using field visits to 121. Sociology of Health and Medicine. S An introductory sociology course is recommended prior key sites of production and consumption to investigate so- Analysis of the current health care “cr i s e s ” and exploration to taking this course. M. Males ciological ideas about the modern economy. B. Crow of the social relationships and formal organizations which constitute the medical institution. Study of the po- 128. Law and Politics in Contemporary Japan 113. Political Sociology. * litical, economic, and cultural factors which affect the and East Asian Societies. S An intensive examination of major substantive mono- recognition, distribution, and response to illness.The Sta f f Introduction to contemporary analysis of Japan’s race re- graphs rep r esenting pluralist, elite, and class theories of the lations, ethnic conflicts, and a government’s failure to re- state in industrialized capitalist democracies. The Staff 122. The Sociology of Law. * store remedial justice for war victims in Japan, Asia, and Explores the social forces that shape legal outcomes and the U.S. Specific issues include comfort women, national 114. Sports and Society. * the ways law, in turn, influences social life. Traces the his- Explores the interconnections between sports and society or state narratives on Hiroshima, forced labor during tory and political economy of American law; the relation World War II, and Hay don legislation that allows war vic- using sociological theories and methods. Topics include be t w een law and social change; how this relation is shaped class, race, and gender; mass media and popular culture; tims to sue Japanese government and corporations in Cal- by capitalism and democracy; and how class, race, and ifornia. H. Fukurai political economy; education and socialization; leisure pat- gender are expressed in welfare and regulatory law. (Also terns (participants and spectators); globalization and cros s - offered as Legal Studies 172. Students cannot receive 129. Popular Culture. * national comparisons. W. Goldfrank credit for both courses.) H. Fukurai Examines popular culture both as a social practice and so- 115. Sociology of Leadership. * cial product: the ways that commercial cultural products 122A. Sociology of Punishment. * ar e created, distributed, and circulated with contemporary Examines biographies, res e a r ch, and theories about the ex- Traces evolution of American state punishment from its ercise of leadership in relation to social organizations and American society and how they operate as expressions of pre-prison days to the current super-maximum Security social moods, conflicts, and identities and the multiple social change. Provides students with opportunity to ex- Housing Units with an eye along the way to revealing amine their own and other leaders’ effectiveness, practices, meanings and social significance of popular culture. Trea t s punishment’s changing social/cultural meanings. Punish- popular culture as a contemporary arena where major so- and goals. Intended for students currently involved in ment is not just instrumental, but expressive. It is at once leadership (with or without leadership titles in college or cial and cultural struggles over power and meaning is an artifact of American society’s cultural forms and itself pl a y ed out in the areas of sexuality, identity, gender, social campus organizations, families, in off-campus organiza- a determinant of culture. Enrollment restricted to junior tions, etc.). Enrollment limited to 25. P. Roby class, and race and ethnicity. Enr ollment restricted to jun- and senior sociology majors. Enrollment limited to 45. iors and seniors. Enrollment limited to 40. J. Bettie The Staff

*Not offered in 2004–05 364 PROGRAMS AND COURSES

130. Sociology of Food. * phasis on the socially situated character of communica- 151. Research Seminar on Human Fol l o wing food from mouth to dirt, explores the politics, tion, whether intimacy between two people or dominance Communication. S ec o n o m y , and culture of eating, feeding, buying, selling, of a group. An introductory sociology course is recom- Focuses on advanced topics in verbal and nonverbal com- and growing food. Topics cover both the political economy mended prior to taking this course. An introductory so- munication. Members of this res e a r ch seminar select a spe- of the food system as well as how body and nature are con- ciology course is recommended prior to taking this course. cific area of human communication (e.g., “ge s t u r es,” “fa c i a l tested categories at either “en d ” of this system. E. Du Pui s Enr ollment restricted to sophomores, juniors, and seniors. ex p r essions,” “the voice,” etc.). Students assemble an an- C. West notated bibliography, drawing on literatures in many social 132. Sociology of Science and Technology. * science disciplines, and write scripts that demonstrate com- Reviews social and cultural perspectives on science and 143. Conversation Analysis. * plex communication issues. Fin a l l y , students use audio and te c h n o l o g y , including functionalist, Mar xist, Kuhnian, so- A working seminar, involving the analysis of actual con- video equipment to illustrate these scripts. Prere q u i s i t e ( s ) : cial constructionist, ethnographic, interactionist, anthro- versations. Covers fundamental ethical, conceptual, and course 135. Enr ollment limited to 25. D. Arch e r pological, historical, feminist, and cultural studies methodological issues that arise in the collection of con- perspectives. Topics include sociology of knowledge, sci- versational data, as well as the skills and techniques of con- 152. Body and Society. * ence as a social problem, lab studies, rep r esentations, prac- versation analysis. Given our operating assumption, that Critically examines the place of the human body in con- tice, controversies, and biomedical knowledge and work. talk is a primary means of constructing social identities, te m p o r a r y society. Focuses on the social and cultural con- Prerequisite(s): course 103B, 105A, or 105B. Enrollment there is a heavy thematic emphasis on gender, status, and struction of bodies, including how they are gendered, limited to 20. The Staff power in conversation. Prerequisite(s): course 142 or Psy- racialized, sexualized, politicized, represented, colonized, chology 80E. Enr ollment restricted to juniors and seniors. contained, controlled, and inscribed. Discusses relation- 133. Currents in African American Cultural Enrollment limited to 20. C. West ship between embodiment, lived experiences, and social Politics. * action. Focuses on body politics in Western society and Takes as its subject, the dialogues, debates, conceptions, 144. Sociology of Women. F culture, especially the United States. An introductory so- and strategies of self re p resentation produced by blacks in Analysis of the social significance and social production of ciology course is recommended prior to taking this course. the U.S. and Atlantic world in the twentieth and twenty- gender. Some consideration of how sex differences have Enrollment restricted to juniors and seniors. Enrollment first centuries. These issues are examined through the in- developed. Major emphasis on the impact of gender as a limited to 50. The Staff sights of feminist theory, cultural studies, media studies, categorical imperative in the present social context. In this sociology, and African American studies. Enrollment re- context, the course is also about sexual segregation, sexual 153. Sociology of Emotions. * stricted to juniors and seniors. (General Ed u c a t i o n inequality, and the dynamics of interpersonal power. En- Examines sociological approaches to the understanding of Code(s): E.) H. Gray rollment restricted to juniors and seniors. An introd u c t o r y emotions and the application of these approaches to work, sociology course is recommended. C. West learning, interpersonal relationships, health and illness, 134. Television and the Nation. F sports, and other aspects of ever yday life. Enrollment re- The role of American network television in the produc- 145. Sociology of Men. S stricted to juniors and seniors. The Staff tion of the post-war American national imagination is our Examines conflicting views on the development and state focus. Our approach will explore issues of media power, of modern masculinity as adaptation, transitional phase, 154. Cross-National and Cross-Cultural especially television’s industrial apparatus, its network or pathology. Did men lose the “gender war”? Do boys Research. * st ru c t u r e, its strategies of rep r esentation in relationship to need rescuing? What are common and divergent social ex- Examines a variety of theoretical, methodological, and the construction of the image of the nation, and the periences of men within race, class, gender, culture, era? su b s t a n t i v e approaches to cross-national and cros s - c u l t u r a l meaning of citizens, consumers, and audiences. Prerequi- An intro d u c t o ry sociology course re c o m m e n d e d . research. Focuses on the importance and variety of cross- site(s): satisfaction of the Subject A and Composition re- M. Males national and cross-cultural studies. Prerequisite(s): one of quirements. Enrollment restricted to juniors and seniors. the following: course 103, 139, or 183. Enrollment lim- (General Education Code(s): W.) F. Guerra 146. Sociology of Violence, War, and Peace. S ited to 20. D. Archer Exp l o r es key issues, theories, and topics in the study of vi- 135. Nonverbal Communication. W olence, war, and peace. Addresses aspects of aggression, 155. Political Consciousness. * Explores varieties of nonverbal communication: facial ex- personal violence, political violence, and war. In addition, Exp l o r es the relationship between consciousness, ideology, pressions, tones of voice, personal space and proxemics, various strategies for the prevention of violence and war and political behaviors from voting to rebellion. Special at- gestures, and paralanguage. Readings are drawn from so- are examined. D. Archer tention is given to the lived experience and the identity in- ciology, psychology, and anthropology. Includes films, terests that complicate the nexus of class position and videotapes, photographs, and audiotapes. D. Archer 148. Sociology of Learning. * political ideology. An introd u c t o r y sociology course is rec - Examines learning and achievement from class, race, and ommended as preparation. E. Du Puis 136. Social Psychology. F gender perspectives; provides tools for improving learning Major theories and concepts in sociological study of social and achieving goals; explores interplay between past and 162. Twentieth-Century Revolutions. * ps yc h o l o g y . Topics include identity and social interaction, present social forces affecting learning and achievement. Treatment of twentieth-century Latin American revolu- deviance, sociology of emotions, social narratives, and the Class has dyads rather than sections. Enr ollment res t r i c t e d tions from Zapata to the Zapatistas. Focuses on the causes social construction of reality. M. Millman to juniors and seniors. P. Roby and consequences of revolutions rather than on their narrative histories. (Also offered as Latin American and 137. Deviance and Conformity. W 149. Sex and Gender. W Latino Studies 194M. Students cannot receive credit for Why certain social acts are considered threatening and Modern analyses of sexuality and gender show personal both courses.) Enrollment limited to 25. (General Edu- how individuals or groups become stigmatized. Sociolog- life closely linked to large-scale social struc t u r es: power re- cation Code(s): E.) The Staff ical analysis of the institutions and processes of social con- lations, economic processes, structures of emotion. Ex- trol and the experience of becoming deviant and living p l o res these links, examining questions of bodily 163. Global Corporations and National States. * with a stigmatized identity. Int ro d u c t o r y course in sociol- difference, femininity and masculinity, structures of in- Examines the nature and development of the capitalist ogy recommended. F. Guerra eq u a l i t y , the state in sexual politics, and the global re- m a k - world system since 1945. Emphasis is on the power of ing of gender in modern history. Recommended as multinational corporations as managers of the world sys- 141. Group Process. F background: any lower-division sociology course. The tem and the response of states: role of multilateral agen- The study of group development and interpersonal be- Staff cies such as the World Bank, International Monetary havior based primarily on observation of the class discus- Fund, United Nations. H. Shapiro sion group. Readings are drawn from psychology and 150. Sociology of Death and Dying. S fiction as well as from sociology. Offered in alternate aca- Explores contemporary, historical, cross-cultural and in- 165. World Systems Perspective. W demic years. Enr ollment restricted to senior sociology ma- terdisciplinary perspectives on the social psychology of Seminar on the intellectual origins and contemporary ex- jors. Enrollment limited to 18. M. Millman death and dying. Cultural norms and institutional con- ponents of the world-systems perspective in the social sci- texts are studied, along with the individual experience, and ences: Ma rx, Braudel, Polanyi, Amin, Schurmann, 142. Language and Social Interaction. S the ways in which our perspectives on death and dying in- Wallerstein. Prerequisite(s): courses 105A and 105B or Concerns the routine and taken-for-granted activities that fluence our experiences of life and living. Enrollment re- permission of instructor. W. Goldfrank make up our interactions with one another, consisting in stricted to juniors and seniors. W. Martyna large part—but not excl u s i v ely—of verbal exchanges. Em- SOCIOLOGY 365

166. Economics for Non-Economists. * 178. Sociology of Social Problems. F movements. Topics vary annually. Recommended for so- Fosters economic literacy among students who are not Vie ws “pro b l e m s ” in society not as given but as social con- cial science and history majors. (General Education economics majors but are interested in the political and structs. Examines the ways in which conditions in society Code(s): E.) P. Lubeck social ramifications of economic change. Emp h a s i z es eco- become identified and defined as problems and conse- nomic institutions and policy and is taught by case-study quences that follow from such a process. M. Males 189. Gender and Development: Analysis and method, which requires active student participation. En- Practice. * rollment restricted to juniors and seniors. Enr ollment lim- 179. Nature, Poverty, and Progress: Dilemmas One of the greatest social transformations of our time ited to 40. H. Shapiro of Development and Environment. F arises from the struggle to address the almost universal Concerns about environmental change, including global (across space and time) subordination of women. For the 167. Development and Underdevelopment. S warming, threats to the ozone layer, and industrial pollu- majority of the world’s population, this struggle takes Examines global, national, and local projects of develop- tion, raise questions about Third World development. place in the context of attempts to raise living standards. ment; program theories of development; and trajectories Simple views of the relation between society and nature, Examines case studies and key analytical texts, primarily of social change in different parts of the contemporary such as blaming population growth, industrialization, or relating to the Th i r d World. Enr ollment restricted to jun- world. B. Crow poor people, seem to preclude higher living standards. iors and seniors. B. Crow Uses debates and case studies to explore more subtle and 169. Social Inequality. S optimistic views of social-natural relations. Enrollment 190. Proseminar. A survey of theories and systems of social stratification fo- limited to 45. B. Crow The Staff cusing on such phenomena as race, class, power , and pres - tige. Enr ollment restricted to juniors and seniors. (Gen e r a l 179L. Nature, Poverty, and Progress 191. Sociology Teaching Practicum. F,W,S Education Code(s): E.) C. Lavenant Laboratory. F Under the supervision of the instruc t o r , the student works For enrollees in course 179, this optional lab provides op- with a group of students in a lower-division course, lead- 170. Ethnic and Status Groups. F portunity to research ideas and produce a rough business ing discussions, explaining material, reading and marki n g Examines the enduring and changing status of ethnic and plan for green enterprise of choice. Examples include submissions, consulting individually and/or in other ways other visible minority groups in the United States, e.g., compostable packaging, gray water systems, sustainable assisting in the teaching of a course. Interview and selec- Latinos, Asian Americans, African Americans, and immi- manufacturing, solar-power ed submarines, green consult- tion by professor req u i r ed. Prer equisite(s): Senior standing grants, with comparative materials drawn from other so- ing, and other enterprises. Concurrent enrollment in and excellent performance in core courses in the major. cieties. An introductory course in ethnicity and race is course 179 required. Enrollment limited to 20. B. Crow Enr ollment restricted to senior sociology majors.The Sta f f recommended as preparation. Satisfies American History and Institutions Re q u i rement. (General Ed u c a t i o n 181. A Sociology of Place: The California 192. Directed Student Teaching. F,W,S Code(s): E.) J. Childs Coast. S Teaching of a lower-division seminar under faculty su- Examines the California coast, including important social, pervision. (See course 42.) Students submit petition to 172. Sociology of Social Movements. * political, cultural, and environmental aspects of this most sponsoring agency. The Staff Through readings on social movements that span the important place. Lectures, readings, discussion, and class 193. Field Study. F,W,S twentieth century, examines the causes of popular mobi- assignments examine the history, development, and future lizations, their potential for rapid social change, and the Provides for (depart m e n t - s p o n s o red) individual field of the California coast. Enrollment restricted to juniors study in the vicinity of the campus under the direct su- theories developed to understand and explain their role in and seniors. Enrollment limited to 45. M. Beyeler modern social life. Enr ollment restricted to upper-division pervision of a faculty sponsor (as opposed to course 198 students. Enrollment limited to 40. M. Traugott 184. Hunger and Famine. * where faculty supervision is by correspondence). Up to Why do famines happen? Why are some hungry and some three such courses may be taken for credit in any one 174. Twenty-First-Century African American over-fed? Recent advances in the understanding of food qu a rt e r . Ordinarily call numbers for this course will not be Social Structure. S crises and chronic undernutrition are the focus of this issued after the first week of instruction. Students submit A sociological overv i e w of African American society in the course. B. Crow petition to sponsoring agency. May be repeated for cred i t . twenty-first century. The changing patterns of social/cul- The Staff tural organization, class structure, and modes of political 185. Environmental Inequality. W action are analyzed. This analysis is located within the Modern society not only assaults nature; it does so in ways 193F. Field Study (2 credits). F,W,S f r a m ew o rk of migration, urbanization, and social strug g l e that reproduce existing social inequalities. Reviews re- Provides for department-sponsored individual field study among black Americans. Prerequisite(s): course 10 or 20. search on disproportionate exposure to risks and hazards, in the vicinity of campus under the direct supervision of (General Education Code(s): E.) J. Childs especially along dimensions of class and race, and exam- a faculty sponsor. May not be counted toward major re- ines the environmental justice movement. Course 125 is q u i rements. Students submit petition to sponsoring 175. Social History of Asian Americans. * recommended as preparation. The Staff agency. May be repeated for credit. The Staff Provides a general introduction to the history of Chinese, Japanese, Filipinos, Kor eans, and Southeast Asians, within 186. Globalization, Information, and Social 194. Group Tutorial. F,W,S the context of American history. Examines the diverse Change. * Provides a means for a small group of students to study a processes of immigration, the formation of communities, Rev i e ws theories of globalization, the information re vo l u- particular topic in consultation with a faculty sponsor. wo r k, and family relations of Asians and Asian Americans. tion, world inequality, and the value of information net- Students submit petition to sponsoring agency. May be re- Looks at how social, political, and economic changes in works for upgrading capacity of NGOs and community peated for credit. The Staff the larger U.S. society have affected the lives of Asians in groups to promote progressive social change. Requires re- 194F. Group Tutorial (2 credits). F,W,S America. Off e r ed in alternate academic years. Enro l l m e n t search project/grant proposal using Internet resources. Small group study of a particular topic in consultation restricted to juniors and seniors. Satisfies American His- P. Lubeck with a faculty sponsor. Students submit petition to spon- tory and Institutions Requirement. (General Education soring agency. May be repeated for credit. The Staff Code(s): E.) D. Takagi 187. Feminist Theory. * Examination of shifts in twentieth- and twenty-first-cen- 195A. Senior Thesis. F,W,S 176. Women and Work. W tury feminist theory and epistemology. Considers various Preparation of a senior thesis over one, two, or three quar- Examines the history of women and work; women’s cur- deconstructive challenges to second wave feminism based ters, beginning in any quarter. The senior thesis satisfies rent conditions of work and political, economic, and soon the politics of race, ethnicity, nation, sexuality, and the comprehensive requirement. Course is for independ- cial factors affecting these conditions; means by which class. Focus changes regularly. Prerequisite(s): course ent thesis res e a r ch and writing. Courses may be taken con- women may shape working conditions including con- 105B, and either course 144 or 149 or Women’s Studies secutively or concurrently. Prerequisite(s): course 103B. tributing leadership, developing policies, building unity, 1A or 100. Enrollment limited to 35. J. Bettie Students submit petition to sponsoring agency. The Staff and creating alliances. Off e r ed in alternate academic yea r s . Enrollment restricted to juniors and seniors. P. Roby 188. Religion and Social Change. * 195B. Senior Thesis. F,W,S Uses historical-comparative method to explore role of re- Preparation of a senior thesis over one, two, or three quar- ligion in global and local social movements. Case studies ters, beginning in any quarter. The senior thesis satisfies include historical analysis of the civil rights movement, Is- the comprehensive requirement. Course is for independ- lamic movements, liberation theology, and millenarian

*Not offered in 2004–05 366 PROGRAMS AND COURSES

ent thesis res e a r ch and writing. Courses may be taken con- project analysis. At seminar meetings, field experiences policies, and popular responses to globalization. Also as- secutively or concurrently. Prerequisite(s): course 103B. and rel e v ant literature are examined. Enr ollment res t r i c t e d sesses contribution of resistance movements informed by Students submit petition to sponsoring agency. The Staff to graduate students in sociology and by permission num- class, ethno-nationalism, religion, or gender. Enrollment ber. Enrollment limited to 10. Offered in alternate aca- restricted to graduate students. Enrollment limited to 25. 195C. Senior Thesis. F,W,S demic years. M. Millman Offered in alternate academic years. May be repeated for Preparation of a senior thesis over one, two, or three quar- credit. P. Lubeck ters, beginning in any quarter. The senior thesis satisfies 206. Comparative Historical Methods. * the comprehensive requirement. Course is for independ- Overview of research strategies and methods used in his- 225. Political Economy for Sociologists. * ent thesis res e a r ch and writing. Courses may be taken con- torical and social sciences. Students read works exempli- Examines rudiments of historical materialism in light of secutively or concurrently. Completion of course 195C fying a variety of analytical approaches. Wr i t t e n advances in cultural and ecological Marxism. Basic cate- (completion of the thesis) satisfies the W general educa- assignments cultivate critical skills, weighing of tradeoffs gories of Marxist political economy. Thematic focus on tion requirement. Prerequisite(s): course 103B and satis- in h e r ent in all methodological choices, and elaboration of the “first” and “second” contradictions of capitalism in faction of the Subject A and Composition requirements. hypothetical research designs. Enrollment restricted to world economy today. Enrollment restricted to graduate Students submit petition to sponsoring agency. (General graduate students. Enrollment limited to 20. E. Du Puis students. Enrollment limited to 15. H. Shapiro Education Code(s): W.) The Staff 208. Writing Practicum. S 228. The State, Capitalism, and Democracy. * 198. Independent Field Study. F,W,S Writing intensive course designed to facilitate the com- Examines various explanations for the existence of the Provides for (departm e n t - s p o n s o r ed) individual study pro- pletion of the master’s thesis, orals field statement, or the Modern State, starting with its rise in conjunction with gram off campus for which faculty supervision is not in dissertation in sociology. The seminar is convened by a the growth of industrial capitalism. Is the Modern State person (e.g., supervision is by correspondence). Up to faculty member in conjunction with students and their intrinsically a servant of economic interests or can it be re- three such courses may be taken for credit in any one adviser or appropriate committee chair. Students are ex- sponsive to a broader set of interests? Explores how vari- qu a rt e r . Ordinarily call numbers for this course will not be pected to produce and present drafts of work completed ous authors have attempted to answer that question, with issued after the first week of instruction. Students submit in the seminar. Enrollment restricted to sociology gradu- the goal of envisioning state instutions that are truly dem- petition to sponsoring agency. May be repeated for cred i t . ate students and by permission number. Enrollment lim- ocratic. Enrollment restricted to graduate students. En- The Staff ited to 12. M. Millman rollment limited to 12. E. Du Puis 199. Tutorial. F,W,S 209. The Analysis of Cultural Forms. S 230. Theory and Method in the Sociology of Adv anced directed reading and res e a r ch. Petitions may be Examines material and symbolic forms such as media Marx. F obtained from the Sociology Dep a r tment Office. Stu d e n t s products, cultural artifacts, language, nonverbal commu- Examines theoretical and methodological implications of submit petition to sponsoring agency. May be repeated for nication and social practices using discourse, textual, con- Mar xist theory for empirical social res e a r ch. Analyzes how credit. The Staff tent, interpretive, and conversation analyses as well as historians and social scientists apply Marxist method in ethnography and different channels of communication. explaining society, social change, globalization, culture, Graduate Courses Theoretically, relies on cultural studies, communication and late capitalism. Goal is to assist students to employ studies, cultural sociology, film studies, and eth- Marxist theory and method creatively in their research 201. The Making of Classical Theory. F nomethodology. Enrollment restricted to sociology grad- projects. Enrollment restricted to graduate students. En- Examines the establishment of “theory” in the discipline uate students. C. West rollment limited to 12. P. Lubeck of sociology. Introduces students to close readings and 220. Global Transformation: Macrosociological 240. Inequality and Identity. S analysis of a core selection of social theory. Problematizes Perspectives. W Exp l o r es recent theoretical and empirical studies of race, the construction, maintenance, and rep r oduction of a the- Classical concepts and contemporary approaches in class, gender, and sexuality with an emphasis on the pro- or etical canon in sociology. Enr ollment restricted to grad- macrosociology, the study of large-scale, long term social duction of identities and their relationship to processes and uate students in sociology and by permission number. change. Readings drawn primarily from the Marxian and st ru c t u r es of power in a postcolonial context. Enro l l m e n t Enrollment limited to 20. A. Szasz Weberian traditions (new institutionalism, varieties of restricted to graduate students in sociology. D. Tak a g i 202. Contemporary Sociological Theory. W neo-Marxism, environmental history, state centrism) as they focus on agrarian and industrial structures and com- 241. Cross-National and Cross-Cultural Intensive survey of major tendencies in modern social Research. * thought, including functionalism, symbolic interaction- modity chains; household, village, and neighborhood organization; social movements and revolutions; culture, Seminar examining theoretical and methodological issues ism, ethnomethodology, critical theory, structuralism, in doing cross-national and cross-cultural research. In ad- phenomenology, neo-Marxism, and feminist theory. En- ideology, and consciousness; policy analysis; comparative urban, national, and civilizational development. Enroll- dition to a consideration of different research paradigms rollment restricted to graduate students in sociology and and approaches, representative works from each compar- by permission number. H. Gray ment restricted to graduate students in sociology. Enroll- ment limited to 15. B. Crow ative tradition are examined. Enrollment restricted to 203. Sociological Methods. F graduate students. Enrollment limited to 15. D. Archer Approaches methods as a series of conscious and strategic 222. Political Sociology. * A survey of major works and themes in the relationship of 244. Race and Ethnicity. * choices for doing various kinds of research. Introduces A critical survey of the theoretical issues of persistence and students to the epistemological questions of method in so- politics and society, with primary emphasis on the com- patibilities and contradictions of pluralist, elite, and class change, public policy, and recent empirical studies in the cial sciences; to key issues in “technique,” particularly con- field of race and ethnic relations. Readings introduce com- trol, reliability, and validity; and to good examples of perspectives on the state. Enrollment restricted to graduate students. E. Du Puis parative race relations and a historical background of social res e a r ch. Enr ollment restricted to graduate students major theoretical paradigms in the field which purport to in sociology and by permission number. D. Archer 223. Sociology of the Environment. * explain race and ethnic relations in general and race rela- 204. Methods of Quantitative Analysis. F Advanced treatment of the dominant ideas of nature and tions in America specifically. Enrollment restricted to Students are provided with intuitive explanation of fun- the environment in the West and their relationship to the graduate students. Enrollment limited to 15. Offered in damental concepts in statistics and learn how to use sta- de v elopment of Western capitalism. Leading Western the- alternate academic years. J. Childs ories of environmental crisis and their relation with ide- tistics to answer sociological questions. Experience and 245. Feminist Theory. * guidance in using computers to efficiently analyze data are ologies of environmentalism and enviro n m e n t a l movements. Enrollment restricted to graduate students. Examination of shifts in twentieth- and twenty-first-cen- pr ovided. Enr ollment restricted to graduate students in so- tury feminist theory and epistemology. Explores the de- ciology and by permission number. Enr ollment limited to Enrollment limited to 20. May be repeated for credit. E. Du Puis centering of universalist feminist theories and asks what 20. H. Fukurai constitutes feminist theory after gender has been decen- 205. Field Research Methods. * 224. Globalization: Theories and Social tered. Considers various deconstructive challenges to sec- Giv es students first-hand experience doing fieldwork with Movements. * ond-wave feminist theory based on the politics of race, an emphasis on participant observation and some inter- Examines the structures, processes, and movements asso- ethnicity, nation, sexuality, and class. Focus changes reg- viewing. Students submit weekly field notes and a final ciated with globalization processes. Rev i e ws political econ- ularly. Enrollment restricted to sociology graduate stu- omy theories, cultural theories systems, state industrial dents. Enrollment limited to 12. J. Bettie SPANISH AND SPANISH FOR SPANISH SPEAKERS 367

247. Race and Class. W co n t e m p o r a r y social change. Texts examined include class- Int r oduces the student to the recent literature on race and based theories (Lukacs, Mannheim, Gramsci), feminist class. Covers several different theoretical perspectives in- standpoint analysis (Smith, Har ding, etc.), and theories of South and Southeast cluding internal colonialism, labor market segmentation postmodern culture (Lyotard, Harvey, etc.). Enrollment theories, racial formation, and neo-gramscian cultural restricted to graduate students. Enrollment limited to 20. Asian Studies analyses. In addition to study of theory, also compares the- B. Crow oretical perspectives to the historical experience of mi- Language Prog r a m nority groups, in part i c u l a r, blacks, Hispanics, and 262. Cultural Practice and Everyday Life. * Examines contemporary debates about the role of mass 239 Cowell College Asians. Enrollment restricted to sociology graduate stu- (831) 459-2054 dents. J. Childs produced expressive symbols in modern industrial societies, and the circumstances of cultural production for its ht t p : / / l a n g 2 . u c s c . e d u / l a n g u a g e _ p ro g ra m / i n d e x 2 . h t m l 248. Class and Cultural Studies. * impact on the creation, organization, and use of cultural Guidelines for individual majors in both South Asian and Examines theoretical and historical approaches to class artifacts. Concern with the use and experience of popular Southeast Asian studies have been developed for students and culture. In particular, focuses on how historical and symbols for the ways that their use invol v es the creation of who wish to obtain a broad social, political, and cultural ethnographic studies of class structure theorize different meanings and the role of such meanings in the social or- understanding of these areas and their place in the world models of culture in the context of class formation. En- ganization of society. Enrollment restricted to graduate context. The South Asian studies major has its focus on rollment restricted to sociology graduate students. En- students. Enrollment limited to 10. H. Gray India, but course work and res e a r ch on Ban g l a d e s h , rollment limited to 15. D. Takagi 264. Science, Technology, and Medicine. * Nepal, Pakistan, and Sri Lanka are also encouraged. Th e 250. Course Design and Grant-Writing Explores social and cultural perspectives on science, tech- Southeast Asian studies major has as its focus the nations Seminar. * nology, and medicine. Analyzes theoretical approaches of insular Southeast Asia (Indonesia, Malaysia, and the A professional training seminar devoted to the philo- that open up “black boxes” of scientific and biomedical Philippines), but course work and res e a r ch in other area s sophical, conceptual, and practical issues of course design, knowledge, including the politics of bodies, objects, and such as Burma, Cambodia, Laos, Thailand, and Vie t n a m pe d a g o g y , and grant writing. Topics cover ed: institutional health/illness. Links are made to medical sociology. En- ar e also encouraged. contexts; curriculum (including syllabi, course content, as- rollment restricted to graduate students. M. Millman The India and South Asia component of the prog r a m signments, evaluation); pedagogy; teaching as work/labor has three special res o u r ces in support of study of the tradi- process; grant writing; budgets. Enrollment restricted to 282. Social Policy Research. * tional and contemporary civilization and cultures of Ind i a : sociology graduate students. Enrollment limited to 15. Policy res e a r ch. Covers a variety of theoretical perspectives the Satyajit Ray Film and Study Collection (Ray FAS C ) J. Bettie found in policy studies. Surveys various methodological at McHe n r y Library, the Ali Akbar Khan End ow m e n t , ap p r oaches used in policy res e a r ch. Theories and methods and the Talat and Kamil Hasan End o wed Chair in 253. Race, Crime, and Justice. * linked to research agendas on the various phases of the Classical Indian Music. Hin d i / U rdu is offered as part of An introduction to comparative and historical analyses of policy life cycle. Students are req u i r ed to design a res e a rc h the core curriculum. relations between race and the criminal justice system. proposal. Enrollment restricted to graduate students. En- A student who undertakes the individual major in Specific topics include defining race/ethnicity, sentencing rollment limited to 10. Offered in alternate academic South or Southeast Asian studies is expected to complete disparities, jury nullification, jury selection and decisions, years. E. Du Puis a double major in conjunction with a discipline such as prosecutorial misconduct, government’s charging and in- an t h ro p o l o g y , one of the arts, Earth sciences, economics, vestigative discretions, and other racially biased law en- 290. Adv anced Topics in Sociological Analysis. * education, environmental studies, history, politics, sociol- forcement practices and criminal court processes. Also The topics to be analyzed each year vary with the in- og y , or women’s studies. Along with the course work for covers a number of highly publicized trials that involved structor but focus upon a specific research area. The Staff the individual major program, req u i r ements for the Sou t h unmistakable elements of race and racism such as Chin, 293. Going on the Job Market. * or Southeast Asian studies component include a senior King, Simpson, and Unabomber cases. Students are also A seminar devoted to the practical problems of securing a pr oject or thesis. exposed to World Wide Web (Internet) to learn how to do job as a professional sociologist. Topics covered: research- The minor in Southeast Asian studies. Students must research in the field of criminal justice. Enrollment re- ing colleges, universities, and public and private organi- complete Anthropology 130E, Eth n o g r aphic Area Stu d i e s : stricted to graduate students. Enrollment limited to 15. zations that employ sociologists; designing a curriculum Cul t u r e and Politics of Island Southeast Asia, and three H. Fukurai vitae; writing an application letter; preparing a “job talk;” upper-division courses from lists maintained by the coor- handling questions during the interview process; the eti- di n a t o r . For details on the minor program, contact the 255. Engaging Cultural Studies. W Language Program Office at (831) 459-2054, 239 Cowel l Examines feminist and ethnic studies production, appro- quette of visiting (and its aftermath); finding out about them; and the terms of employment: what is negotiable College. For details on the individual major, contact you r priation, and transformation of cultural studies theories college academic prec e p t o r . and methodologies. Considers the utility of various theo- and what is not. Enrollment restricted to graduate students. C. West Study Abr oad. Students may apply to spend their junior retical apparatuses and methodological strategies em- year in Delhi or Hyderabad through the UC Edu c a t i o n pl o yed in the interdi s c i p l i n a r y site that combines feminist, 294. Writing for Social Scientists. * Abr oad Program (EAP). Students can seek internships ethnic, and cultural studies. Enr ollment restricted to grad- Seminar on the genres of social science writing, and the and enroll in special study abroad programs in addition to uate students. Enrollment limited to 15. J. Bettie problems of starting and finishing a publishable thesis, the ones in Delhi or Hyderabad through initiatives under- 260. Culture, Knowledge, Power. S book, or article. For advanced graduate students working taken by UC Santa Cruz in cooperation with institutions An introduction to theoretical approaches and exemplary on the composition of their dissertations and journal ar- in Ind i a . studies of culture, knowledge, and power which critically ticles. Enrollment restricted to graduate students. Enroll- Students may apply to the Volunteers in Asia prog r a m interrogate the relationship between cultural formations ment limited to 10. M. Millman to teach English in Indonesia or other Southeast Asian and the production, circulation, and meaning of knowl- countries; contact the Kresge College Office for more 297. Independent Study. F,W,S information on this prog r a m . edges, materials, artifacts, and symbolic forms. Explores Students submit petition to sponsoring agency. The Staff the concrete ways that power is organized and operates th r ough different forms and sites, how it interpolates with 299. Thesis Research. F,W,S other forms of power, and examines knowledges and cul- Students submit petition to sponsoring agency. The Staff ture as specific forms of power and sites of political strug- Spanish and Spanish gle. Enrollment restricted to sociology graduate students. Enrollment limited to 15. H. Gray for Spanish Speakers 261. Sociology of Knowledge. * Explores three main issues: the social determination of Language Prog r a m knowledge, including natural science; the character of in- 239 Cowell College tellectual labor and intellectuals as a social group; the role (831) 459-2054 of organized knowledge and “knowledge industries” in ht t p : / / l a n g 2 . u c s c . e d u / l a n g u a g e _ p ro g ra m / i n d e x 2 . h t m l

*Not offered in 2004–05 368 PROGRAMS AND COURSES

Faculty and Professional Int e re s t s Spanish for Spanish speakers (SPSS) courses, from conversation groups, and is supplemented by language beginning to advanced levels. The language and culture laboratory work. Classes are held three days a week; stu- sequences of lower-division courses, Spanish 1–6 and 56 dents complete the conversation group work independ- Prof e s s o r and Spanish for Spanish Speakers 61–63, are aimed at ently of the classroom sessions. Prerequisite(s): Spanish JUL I A N N E BUR TON -C AR VAJ A L (L i t e r a t u re ) enabling students to gain proficiency in aural compre- Placement Examination score of 10. Enrollment limited Twentieth- and 21st-century Latin(o) American visual hension, speaking, reading, and writing skills as well as to 26. The Staff media, parti c u l a r ly film; melodrama as a transnational form; cultural competence. Students are strongly encouraged gender and authorship; history, cultures, and rep re s e n t a t i o n s to finish year-long sequences without interruption and, 2. Instruction in the Spanish Language. F,W,S of Cal i f o r nia, parti c u l a r ly the Cen t r al Coast if possible, to study in Spanish-speaking countries. Speaking, listening comprehension, reading and writing Students may select from among several major pro- fundamentals. Taught entirely in Spanish; conversational NOR M A KLAH N (L i t e r a t u re ) fluency is encouraged through classroom practice and Latin American literar y and cultural studies (specialization: grams: a major or minor in language studies (page 275), conversation groups, and is supplemented by language Mexico), Chicano/Latino literat u r e and culture from a cros s - a major in literature with an emphasis in Spa n i s h / L a t i n bo r der perspective, popular culture and the novel, poetics and American/Latino literatures (page 292), a major in Latin laboratory work. Classes are held three days a week; stu- politics, fiction and history, nation and narration, cultural American and Latino studies (page 276), or a major in dents complete the conversation group work independ- and feminist theories global economics (page 177). ently of the classroom sessions. Prer equisite(s): course 1 or Spanish Placement Examination score of 20. Enrollment Associate Prof e s s o r Spa n i s h limited to 26. The Staff JORG E ALAD R O FON T (L i t e r a t u re ) Students beginning with Spanish level 1 can choose 3. Instruction in the Spanish Language. F,W,S Spanish mysticism, theory and historical developments of be t w een two teaching tracks, either the first-year 1-2-3 Speaking, listening comprehension, reading and writing im a g e r y in the Middle Ages to the baroque period, series or the first-year 1T-2 T -3T series. Howeve r , stu- fundamentals. Taught entirely in Spanish; conversational Renaissance and baroque Hispanic literat u r e, Italian ideas in dents placing beyond level 1 cannot enter the linked “T” fluency is encouraged through classroom practice and the Spanish Renaissance, Cer vantes series, which req u i r es continuous enrollment from fall conversation groups, and is supplemented by language LOU R D E S MART Í N E Z -E CH A Z Á B A L (L i t e r a t u re ) th r ough spring quarters. For further information on the laboratory work. Classes are held three days a week; stu- Latin American and Caribbean literat u r es; Afro- L a t i n aims and nature of the 1-2-3 series and the 1T-2 T- 3 T dents complete the conversation group work independ- American literat u r es, cultures, and societies; found[n]ational series, please see the course descriptions. ently of the classroom sessions. Prerequisite(s): course 2, na r ra t i v es; Brazilian literat u r e; literat u r es of Cuba and the 2X, or Spanish Placement Examination score of 30. En- Cuban diaspora; critical race theory Spanish for Spanish Spe a k e r s rollment limited to 26. The Staff Spanish for Spanish speakers (SPSS) has been devel o p e d Le c t u re r 4. Intermediate Spanish. F,W,S for students who, although raised in Spa n i s h - s p e a k i n g Includes comprehensive grammar review, composition, IGN AC I O AZN A R , Eme r i t u s communities or households, are not yet fully prof i c i e n t readings, and discussion. Reading and audiovisual mate- in Spanish. Spanish for Spanish speakers courses take BRE N D A BARC E L Ó rial deal with various sociopolitical and cultural issues in into account the experiences and influences of bilingual the Spanish speaking world. Classes are conducted in Latin American culture, bilingual studies, Rom a n c e and bicultural upbringing. languages, Spa n i s h / E nglish and Eng l i s h / S panish tran s l a t i o n , Spanish. Prerequisite(s): course 3, 3T, 3X, or Spanish SPSS students are req u i r ed to attend lab instruc t i o n Hispanic linguistics Placement Examination score of 40. (General Education once a week in addition to the regular class meetings. Code(s): IH.) The Staff CAR LO S CAL I E R N O Some lower-division and all upper-division courses can Latin American culture, history, literat u r e, cinema, music, fulfill req u i r ements for several majors or departm e n t s , 5. Intermediate Spanish. F,W,S ar t, economics, and politics such as American studies, education, global economics, Includes comprehensive grammar review, composition, VER Ó N I C A FEL I U language studies, and Latin American and Latino studies. readings, and discussion. Reading and audiovisual mate- Latin American literat u r e of 20th century and colonial rial deal with various socio-political and cultural issues in period, cultural studies, studies on testimony, popular culture Campus Language Laboratories and the Spanish speaking world. Classes are conducted in and perfo rm a n c e Spanish. Prerequisite(s): course 4, 4X, Spanish for Span- Placement Exa m s ish Speakers 61, or Spanish Placement Examination score MAR Í A VIC TO R I A GON Z Á L E Z -P AGA N I of 50. (General Education Code(s): IH.) The Staff Language teaching methodology; Spanish syntax; computer- Information on these topics can be found on page 275, under Language Prog r a m . assisted foreign language learning; Latin American cultural 5M. Medical Spanish. W studies, especially women’s contributions Students learn voc a b u l a r y, expressions, and cultural back- MAR Í A MOR R I S Study Abro a d ground to be able to interact with Spanish-speaking pa- Language learning styles and strategies, culture and technology The UC Education Abr oad Program (EAP) offers pro- tients and doctors. Medical Spanish fulfills language in language trai n i n g grams ranging from one quarter to one year in San t i a g o , requirement for the health science major of the Biology Department. Prerequisite(s): course 4, Spanish for Span- MAR TA NAVAR R O Chile; San Jose and Mon t e ve r de, Costa Rica; Mex i c o Latin American literat u r e, Mexican/Chicano culture, City and Mon t e r re y , Mexico; and Cordoba, Mad r i d , ish Speakers 61, or Spanish Placement Examination score Latina/Chicana issues Alcola, Bar celona, and Granada, Spain. Gen e r a l l y , stu- of 50. Enrollment limited to 24. (General Education dents must have completed Spanish for Spanish Spe a k e r s Code(s): IH.) The Staff ARI E L PÉR E Z 63 or Spanish 6 or 56 by the end of the sophomore yea r Language acquisition and teaching methodology, computer- 6. Intermediate Spanish. F,W,S to qualify for a junior year abroad. Courses taken abroa d assisted language learning, teaching language for prof i c i e n c y , Increases oral and written proficiency using authentic or al proficiency assessment; Latin American current affairs can, with approval of an adviser, be applied to major reading materials which focus on such topics as social req u i r ements. For more information on the program, see class, ethnicity, education, religion, economic, and polit- FRA N K A. (PACO ) RAM Í R E Z UC Education Abr oad Program (page 40). For informa- Second-language acquisition, bilingual education, Siglo de ical developments in the Spanish-speaking world. Prereq- tion on credit applied to a major, contact the approp r i a t e uisite(s): course 5, 5M, 5X, Spanish for Spanish Speakers Oro Th e a t e r , Peninsular medieval literat u r e, Spa n i s h - de p a rt m e n t . language film and theater for linguistic and cultural 62, or Spanish Placement Examination score of 60. En- ac q u i s i t i o n rollment limited to 24. (General Education Code(s): IH.) Sp a n i s h The Staff ALVAR O ROM E R O-M ARC O Spanish literat u r e of the nineteenth and twentieth centuries; 56. Advanced Readings in Different Genres. S film, cultural studies Lower-Division Courses Includes composition, discussion, and vocabulary building based on the reading of selected prose, poetry, and re- Prog ra m s 1. Instruction in the Spanish Language. F,W,S lated cultural material. Conducted in Sp a n i s h . Speaking, listening comprehension, reading and writing Recommended as preparation for upper-division courses. Students interested in acquiring proficiency in Spa n i s h fundamentals. Taught entirely in Spanish; conversational can enroll in a wide range of Spanish language or fluency is encouraged through classroom practice and STEVENSON COLLEGE 369

Prerequisite(s): course 5, 5M, 5X, Spanish for Spanish Spanish for Spanish Speakers Speakers 62, or Spanish Placement Examination score of Stevenson College 60. (General Education Code(s): IH.) The Staff Lower-Division Courses 94. Group Tutorial. F,W,S Provides a means for a small group of students to study a 61. Spanish for Spanish Speakers. F College Off i c e particular topic in consultation with a faculty sponsor. This course deals with orthography (syllabification, ac- (831) 459-4930 Students submit petition to sponsoring agency. Enroll- centuation, etc.), basic grammatical features, verbal struc - ht t p : / / w w w 2 . u c s c . e d u / s t e ve n s o n ment limited to 10. The Staff t u res, and development of conversation skills and For college description and list of faculty, see page 77. confidence in spoken Spanish. Focus on development of 99. Tutorial. F,W,S writing skills: description, dialogue, exposition, and com- Students submit petition to sponsoring agency. The Staff mentary on contemporary issues relevant to Spanish Lower-Division Courses speakers of the Americas. Students need to utilize the Sel f - 99F. Tutorial (2 credits). F,W,S 15. Latina Identity (2 credits). F Students submit petition to sponsoring agency. The Staff Placement Guidelines, available in Crown 122 to assure p roper placement in this class. (General Ed u c a t i o n A weekly seminar addressing Latina development of iden- Code(s): IH.) The Staff tity. Covers psychological, cultural, political, historical, Upper-Division Courses and sociological issues impacting ethnic identity devel o p - 62. Spanish for Spanish Speakers. W ment. Discussions based on the reading material; students 114. Advanced Conversation and Comprehensive review of the subjunctive, the passive prepare a five-page paper and present one research article Composition. S voice, different uses of “se,” and other nuances of the lan- for discussion. Enrollment limited to 15. The Staff Advanced conversation and composition based on exten- guage. Intensive practice in understanding specialized sive readings in the humanities and social sciences. Stu- readings, presentation/discussion of major ideas, vocabu- 42. Student-Directed Seminar. F,W,S dents interested in this course who have not taken the lary expansion, and writing essays on topics discussed. Seminars taught by upper-division students under faculty prerequisite should meet with the instructor prior to the Students who have not taken Spanish for Spanish Speak- supervision (see course 192). The Staff first class meeting. Prerequisite(s): course 6, 56, Spanish ers 61 need to speak with an instructor in the Spanish for 80A. Self and Society (Stevenson Core Course). for Spanish Speakers 63, or Spanish Placement Examina- Spanish Speakers Program. Prerequisite(s): course 61 or F,W,S placement exam. (General Education Code(s): IH.) The tion score of 70. The Staff Students learn relationship between “self” and “society” Staff 156. Topics in Hispanic Language and Culture. through introduction to various cultural and social her- An analytic study of twen t i e t h - c e n t u r y Hispanic language 63. Spanish for Spanish Speakers. S itages by study of great books. Readings range from an- and culture as revealed in print and audio visual media. Comprehensive grammar review. Rigorous practice in cient texts to the present and are representative of such One of the following courses is offered quarterly. reading historical, sociopolitical, and literary works point- thinkers as Plato, Shakespeare, Gandhi, Malcolm X, Sor ing out nuances of Spanish. Rigorous experimentation Juana, Woolf, Marx, and Freud and such works as the 156A. Hispanic Culture through Film. W with various writing styles: analytical, argumentative, and Bible and Koran. (General Education Code(s): T5-Hu- Focuses on how different Hispanic nations/regions creative. Prerequisite(s): course 62 or placement exam. manities and Arts or Social Sciences.) The Staff document images of themselves and others through (General Education Code(s): IH.) The Staff their national film. Students re s e a rch part i c u l a r 80B. Self and Society (Stevenson Core themes, such as national crisis, humor, changes in 94. Group Tutorial. F,W,S Course). W class/gender roles, and language varieties in films from Provides a means for a small group of students to study a Students learn relationship between “self” and “society” minimally three nations/regions. Prer equisite(s): course particular topic in consultation with a faculty sponsor. through introduction to various cultural and social her- 6, 56, Spanish for Spanish Speakers 63, or Spanish Students submit petition to sponsoring agency. Enroll- itages by study of great books. Readings range from an- Placement Examination score of 70. The Staff ment limited to 10. The Staff cient texts to the present and are representative of such thinkers as Plato, Shakespeare, Gandhi, Malcolm X, Sor 156F. El humor en Español. F 99. Tutorial. F,W,S Juana, Woolf, Marx, and Freud and such works as the Topic-oriented language course on sociopolitical and Students submit petition to sponsoring agency. The Staff Bible and Koran. Prerequisite(s): satisfaction of the Sub- historical issues as seen through humor in different ject A requirement for designated C sections. (General genres and media. Topics include Mafalda and Con- 99F. Tutorial (2 credits). F,W,S Education Code(s): T5-Humanities and Arts or Social dorito (comic strips), Rius (collage of comic strips, Students submit petition to sponsoring agency. The Staff Sciences, C for designated sections.) The Staff photographs and original documents), Continflas and Almodovar (cinema), El Teatro Campesino (theater), Upper-Division Courses 80H. Rainbow Theater: An Introduction to Ana L., Vega (literature), Les Luthiers (song and Multicultural Theater. F music). Course deals with written and oral discourse 125. Mexico and the Southwest. S Introduction to Asian American, Chicano/Latino, and pertaining to the following Spanish language varieties: An interdisciplinary sur vey of the cultural history of the African American plays through reading of major authors, Rio de la Plata, Mexican, Caribbean, U.S., and Penin- Mexican people in both Mexico and the U.S. Southwest. discussion of social and historical context of their work, sular. Intensive writing and speaking in Spanish. Pre- Topics include literature, art, folklore, oral tradition, and development of a production of a one-act play from requisite(s): courses 6, 56, Spanish for Spanish Spe a k e r s music, politics, as well as “everyday” cultural manifesta- each cultural group. In-depth examination of key histor- 63 or Spanish placement examination score of 70. tions. Conducted in Spanish. May be counted towa r d ful- ical context of these three cultural groups. Video presen- M. Gonzalez Pagani fillment of upper-division major requirements for Latin tations followed by class discussion. Enr ollment limited to 25. May be repeated for credit. (General Education 194. Group Tutorial. F,W,S American and Latino studies and language studies. Pre- Code(s): T4-Humanities and Arts, E.) D. Williams Provides a means for a small group of students to study a requisite(s): course 6, 56, Spanish for Spanish Speakers 63, particular topic in consultation with a faculty sponsor. or Spanish Placement Examination score of 70. Enroll- 80T. Self and Society for Transfer Students. S Students submit petition to sponsoring agency. Enroll- ment limited to 25. The Staff A historical introduction to great ideas centering on the ment limited to 10. The Staff 194. Group Tutorial. F,W,S theme of the relationship between individual and society in a variety of cultural settings. Texts drawn from the three 199. Tutorial. F,W,S Provides a means for a small group of students to study a qu a r ters of course 80A-B-C. Prer equisite(s): satisfaction of Students submit petition to sponsoring agency. The Staff pa r ticular topic in consultation with a faculty sponsor. En- rollment limited to 10. The Staff the Subject A and Composition requirements. (General 199F. Tutorial (2 credits). F,W,S Education Code(s): T5-Humanities and Arts or Social Students submit petition to sponsoring agency. The Staff 199. Tutorial. F,W,S Sciences, W, E.) The Staff Students submit petition to sponsoring agency. The Staff 199F. Tutorial (2 credits). F,W,S Students submit petition to sponsoring agency. The Staff 370 PROGRAMS AND COURSES

Upper-Division Courses Le c t u re r Theater Arts ROS A APO D AC A 120. Self and Society: Teaching Practicum. W,S Chicana/o te a t r o, acting Each student facilitates one of the discussion sections of Stevenson 80B or 80C, attends lectures, and meets with J106 Theater Arts Center TAN D Y BEA L Ch o re o g ra p h y , improvisation, technique, perfo r mance skills, staff for practicum on the teaching process. Prere q u i s i t e ( s ) : (831) 459-2974 qualifications as determined by instructor at first class co l l a b o r ations with classical and jazz composers, circu s , th e a t e r @ u c s c . e d u theater and video, children ’s prod u c t i o n s meeting. Enrollment limited to 5. The Staff ht t p : / / a rt s . u c s c . e d u / t h e a t e r GRE G O R Y FRI TS C H 192. Directed Student Teaching. F,W,S Acting and directing, development of new scripts Teaching of a lower-division seminar under faculty su- Faculty and Professional Int e re s t s pervision (see course 42). Prerequisite(s): upper-division KATE HAWL E Y Pla y w r i t i n g standing and a proposal supported by a faculty member Prof e s s o r willing to supervise. The Staff DOU G HOL S C L AW JAM E S H. BIE R M A N Acting, directing, playwriting, queer theater 193. Field Study. F,W,S Playwriting, theater history and literat u r e, classical and Provides for individual programs of study, sponsored by Renaissance drama, Chicano theater, digital media CON N I E KRE E M E R the college and performed off-campus. This course may be Co n t e m p o ra r y theory and technique, somatic therapies, dance AND R E W E. DOE , Eme r i t u s counted for up to three courses of credit in any quarter. and gender theory, Isa d o r a Duncan rec o n s t r uctions, 20th- Prerequisite(s): approval of student’s adviser and the aca- MIC H A E L D. EDWAR D S , Adj u n c t ce n t u r y dance demic preceptor, and, in the case of full-time study, the Acting and directing, dramatic literat u r e, opera, Sha k e s p e a r e WIL L I A M NIC H O L S board of studies supervising the major. May be repeated M. KATH L E E N FOL E Y His t o r y of design, technical design, lighting design, sound for credit. The Staff Asian theater, Southeast Asian studies, perfo r mance studies, de s i g n ma s k w o r k, puppetry, multicultural theater 194. Group Tutorial. F,W,S MARC I A TAYLO R A program of independent study arranged between a MAR K FRA N K O Acting, stage direc t i n g group of students and a faculty instructor. Enrollment re- Dance history and theory, choreo g ra p h y , technique, ◆ ◆ ◆ stricted to members of Stevenson College. Enrollment pe rf o r mance studies, theatrical theory in historical and critical limited to 12. The Staff pe r s p e c t i v e Prof e s s o r 194F. Group Tutorial (2 credits). F,W,S NORV I D J. ROO S , Eme r i t u s A program of independent study arranged between a DAN N Y SCH E I E MAR Y-K AY GAM E L (L i t e r a t u re ) group of students and a faculty instructor. Course de- Acting, directing, dramatic literat u r e, theater history, Perf o r mance studies, ancient Med i t e r r anean perfo rm a n c e , signed for members of Stevenson College. Students sub- Sha k e s p e a r e, Wag n e r , gay studies Greek and Latin literat u r e, film, feminist approaches to li t e ra t u r e and perfo rm a n c e mit petition to sponsoring agency. Enrollment limited to RUT H L. SOLO M O N , Eme r i t a 10. May be repeated for credit. The Staff AUD R E Y E. STAN L E Y, Eme r i t a 198. Independent Field Study. F,W,S Prog r am Des c r i p t i o n Provides for college-sponsored individual study programs PAUL WHI T WORT H The Theater Arts Dep a r tment combines drama, dance, Acting, directing, dramatic literat u r e (English and Spa n i s h off campus, for which faculty supervision is not in person critical studies, and theater design/technology to offer Renaissance), translating dramatic literat u r e (e.g., supervision is by correspondence). Up to three such students an intensive, unified undergraduate prog r a m . Combining theory and practice, the program seeks to courses may be taken for credit in any one quarter. Pre- Associate Prof e s s o r requisite(s): approval of the student’s adviser, certification educate the mind, the body, and the imagination of stu- of adequate preparation, approval by the academic pre- ELAI N E YOK OYA M A ROO S dents. Graduates of the UCSC program typically pursue ceptor. May be repeated for credit. The Staff Costume design, costume history, makeup, mask making, ca r eers in professional theater and dance companies, in design for dance, Asian and Asian American theater, CADD film and television, and in teaching at all level s — f ro m 198F. Independent Field Study (2 credits). un i v ersity to high school to grade school. Others engage F,W,S Assistant Prof e s s o r in careers in arts administration, dramatic writing, and Provides for college-sponsored individual study programs related fields. off campus, for which faculty supervision is not in person DAVI D CUT H B E R T Lighting design, CADD, projection design, scenic design The program stresses the interrelation of drama, the- (e.g., supervision is by correspondence). Up to three such atrical design/technology, dance, and digital arts and new courses may be take for credit in any one quarte r . Stu d e n t s KATE EDM U N D S media as essential to the successful practice of the theater submit petition to sponsoring agency. Requires approval Set design for theater and film ar ts in the contemporary world. The lower-division cur- of the student’s adviser and academic preceptor. May be PATTY GAL L AGH E R riculum req u i r es a range of practical work in theater arts repeated for credit. The Staff Movement training for actors, circus and clown trad i t i o n s , and a rigorous exposure to the history of drama, de s i g n / t e c h n o l o g y , and dance. At the upper-division 199. Tutorial. F,W,S and Indonesian dance/perfo rm a n c e le v el, students are given the opportunity to focus on an Individual projects carried out under the supervision of a KIM B E R L Y JAN N E RO N E ar ea of interest within the discipline in limited-enrol l - Stevenson faculty member. Students submit petition to Di r ecting, dram a t u r g y, dramatic theory and criticism, theater ment studios and through direct interaction with faculty. sponsoring agency. The Staff hi s t o r y, acting At the same time, they are asked to expand their theoret i - 199F. Tutorial (2 credits). F,W,S ALM A MART I N E Z cal perspectives through confrontation with the range of Individual projects carried out under the supervision of a Acting, Chicana/o theater, contemporar y Mexican and Latin dramatic theories and focused course work in the history Stevenson faculty member. Students submit petition to American popular/political theater, theater of Ame r i c a n and theory of drama, design/technology, and dance. Th e cu l t u r es, critical theory, direc t i n g sponsoring agency. May be repeated for credit. The Staff impact of digital arts and new media on theater is also EDWAR D C. WAR BU R TON ex p l o re d . Dev elopment of dance thought in action, crea t i v e proc e s s e s , A wealth of production opportunities are offered to Subject A and technology in theater arts; dance technique, movem e n t students. This includes major productions directed by fac- res e a r ch and composition, and applied dance prac t i c e s ulty or distinguished visiting artists, productions direc t e d (English Composition) or choreographed by students, and faculty-directed work- Acting Assistant Professor shops. Undergraduate students are also given the opportu - See page 25 and 380. nity to see their own writing, choreo g r a p h y , or intermedia PET E R MOS T KO F F Dr amatic and perfo r mance theory, theater history, acting concepts put into production in annual festivals of student work. Although majors are given pref e r ence in studio THEATER ARTS 371

courses, most courses and productions welcome nonma- division courses), and satisfaction of the senior seminar has two parts—oral and written—which are given in the jors as well. Opp o r tunities to study and perform non- req u i r ement. Students must also take one course within fifth and 10th weeks of the quarte r , res p e c t i ve l y . In the Western as well as Eur o-American traditions are also a sig- the department that focuses on theater of diverse grou p s . fifth week of winter quarte r , the oral presentation is nificant part of the prog r a m . The following lower-division courses must be taken by de l i ve r ed. Students select a focused portion of their cre- The stage and studio spaces available to students of all majors: at i v e or critical work to present to a committee of faculty theater arts allow for this breadth of training and per- 50 Fundamentals of Theater Prod u c t i o n members. Presentation options might include pres e n t i n g formance opportunities. The Theater Arts Center con- (2 - c r edit course; must take a total of 6 cred i t s ) a design project or an acting scene, discussing a direc t o r i - tains a 500-seat thrust stage, a state-of-the-art experimen- al concept, demonstrating a choreo g r a p h y , or reading a tal theater, and a 200-seat proscenium theater; acting, 60 A - B - C Dev elopment of Theater Arts: Th e o r y, scene from an original play. The written exam consists of di r ecting, and dance studios; costume, scene, and prop e r - Lit e ra t u r e, and Prac t i c e essays analyzing selected texts around a selected topic in ties shops; a sound rec o r ding room; a computer lab; and One course in each of the theater arts areas of drama, theater arts. For details, see the Theater Arts Dep a rt m e n t a metal shop. Els ew h e r e on campus are the open-air dance, and theater design and technology: Han d b o o k . Qua r r y Theater seating 3,000, the Sha k e s p e a r e San t a 10 Int r oduction to Theater Design and Tec h n o l o g y Cruz Fes t i v al Glen, and the 150-seat Barn Th e a t e r . 20 Int ro d u c t o r y Studies in Act i n g Minor Req u i re m e n t s Li b r a r y holdings in theater literature and history are 30 Int r oduction to Mod e r n Dance Th e o r y and Students earn a minor in theater arts by completing ex t e n s i v e, including a large slide collection; journals in Tec h n i q u e or other approved introd u c t o r y cu r r ent theater, design/technology, and dance; and se v en courses (six 5-credit courses and one 2-cred i t dance classes (Check with the Theater Arts course) comprising a background in the theory and prac- rec o r dings, films, videotapes, and CD-ROM s . Dep a r tment Off i c e . ) A unique res o u r ce for UCSC students is Sha k e s p e a r e tice of the theater arts as well as a focus on either drama, Santa Cruz. Ack n o wledged to be one of the leading Th r ee lower- or upper-division elective theater arts theater design/technology, or dance. The course req u i r e- Sha k e s p e a r e festivals in the country, SSC was founded in co u r s e s : ments are listed below. Th e r e is no compreh e n s i v e 1982 to foster links between modern scholarship and • one theater arts diversity course (see list in Th e a t e r req u i r ement for the minor. co n t e m p o r a r y professional theater practice. SSC’s annual Ar ts Dep a r tment Off i c e ) • Two courses in the literature/ h i s t o ry / t h e o r y of the summer festival presents the works of Sha k e s p e a r e in • two other theater arts electives theater arts, chosen from the following: 60A-B-C, thematic context with other great plays of the world 160, or the 161 series stage, performed, designed, and directed by prof e s s i o n a l s Six upper-division theater arts courses: fr om all over the country. SSC offers undergraduates • 160, Dr amatic Th e o r i e s • 2 credits of course 50 various opportunities to work in conjunction with the- • two courses in theater literature/ h i s t o ry / c r i t i c a l • One of the following courses, in the student’s area ater professionals through its summer intern prog r a m , st u d i e s of focus: 10, 20, or 30 its winter holiday production (in fall quarter), and • two studio courses Sha k e s p e a re - t o - G o, a 45-minute Sha k e s p e a r e outrea c h • one faculty-directed theater arts production course • Th r ee upper-division electives, one of which must be pr oduction in which students perform and tour a studio or faculty production course (r ehearsed during winter quarter and performed during Each major must satisfy the senior seminar req u i re m e n t (course 185). spring quarter) for audiences throughout Santa Cruz Fif t h - Y ear Cer tificate Prog ra m County and beyon d . Exceptions to the major req u i r ements, through the UC Majors who wish to intensify their study of one parti c - Education Abr oad Program or transfer credits, are consid- The Theater Arts Dep a r tment offers a graduate certi f i c a t e ular theater arts area before seeking admission to gradu- er ed on a case-by-case basis by the department chair. pr ogram that allows a limited number of students to ate school or work with professional companies are refocus or intensify their skills, concentrating on per- encouraged to apply to the departm e n t ’s Fif t h - Ye a r Theater Arts Major Pla n n e r s formance rei n f o r ced by scholarship. The program pro- Ce r tificate Prog r a m . The following are two recommended academic plans for vides the opportunity to experience the benefits of students to complete during their first two years as prep a - ap p r enticeship in an academic setting. Students follow an Petitioning for the Maj o r ration for the theater arts major. Plan One is a guideline individual program suited to their background, needs, for students who are committed to the major early in and interests while specializing in drama, design/technol- Prior to petitioning for the major, students must have their academic career; Plan Two is for students who are og y , dance, playwriting, Western or non-Western theater, successfully completed 2 credits of course 50, considering the major. or dramatic literature. Fundamentals of Theater Prod u c t i o n , and courses 60A-B- Students in the graduate certificate program are C, Dev elopment of Theater Arts: Th e o r y, Lit e ra t u r e, and Plan One expected to complete one year as a full-time resident stu- Prac t i c e . Students are encouraged to complete these Ye a r F a l l Wi n t e r S p r i n g dent, passing eight 5-credit theater arts courses. Of those courses as early in their studies as possible so that the 1st Thea 60A Thea 60B Thea 60C eight courses, one is a graduate seminar; and one must be petition to major status can be accomplished no later (frsh) gen ed low-div studio Thea 50 in the history, criticism, or theory of theater, design/tech- than the first quarter of the junior yea r . college core gen ed gen ed no l o g y , or dance. The remainder of the program is designed by the student according to individual interes t s 2nd Thea 30 Thea 10 Thea 20 Transfer Stu d e n t s and needs in consultation with the faculty adviser. Man y (soph) gen ed Thea 50 gen ed students elect to take faculty-supervised individual stud- During the first quarter on campus, transfer students gen ed gen ed gen ed ies courses in their area of emphasis. who have not satisfied the prer equisites for the theater (declare major) For additional information, contact the Theater Arts ar ts major may declare the major after completing a Plan Two Dep a rt m e n t . study plan during an advising session. Transfer students may petition to have equivalent courses taken at other Ye a r F a l l Wi n t e r S p r i n g schools count towa r d the major req u i r ements. 1st gen ed Thea 20 Thea 30 Lower-Division Courses Petition forms and information on courses and major (frsh) gen ed low-div studio Thea 60C req u i r ements can be obtained at the department office, college core gen ed gen ed 10. Introduction to Theater Design and Technology. F,S J106 Theater Arts Center. 2nd Thea 50 Thea 10 Thea 50 Addresses imagination and creativity. Using the frame- (soph) Thea 60A Thea 60B gen ed work of theater production, students explore the process Major Req u i re m e n t s gen ed gen ed gen ed of translating a script into a performance. Topics include (declare major) Students majoring in theater arts may organize their visual literacy, creative problem solving, establishing ef- studies around a particular area of interest in accorda n c e fe c t i v e working teams, tear sheets, storyb o a r ding, drawing, with the req u i r ements outlined below. The theater arts Co m p re h e n s i v e Req u i re m e n t sound and color theory. This course is a prer equisite for all major req u i r es six lower-division courses and 6 credits of Theater arts majors are responsible for successfully com- upper-division design courses. (General Ed u c a t i o n course 50 (a 2-credit course that provides experience in Code(s): A.) K. Edmunds pr oduction work), six upper-division courses in res i - pleting a senior compreh e n s i v e exam in winter quarter of dence, two electives (which may be upper- or lower - their last year of study in conjunction with course 185. It 372 PROGRAMS AND COURSES

12. Production Management. F text explorations undertaken in small groups. Prerequi- present. Major theoretical treatises, scripts, scenarios, Designed to acquaint students with the complexities of site(s): course 20. Enr ollment limited to 20. (General Ed- background readings, and other documents are discussed staging productions from the audition process to final per- ucation Code(s): A.) P. Whitworth in relation to the actual performance and staging practices formance. Directing, lighting, scenic production, sound, of the period: Greek to the sixteenth century (theater, cueing, and personnel management are aspects that will be 30. Introduction to Modern Dance Theory and drama, dance). (General Education Code(s): IH, A.) touched upon in class. Students are billed for a materials Technique. F,W,S P. Mostkoff fee. (General Education Code(s): A.) The Staff Intensive instruction in developing the dancer’s physical instrument, combined with basic movement theory. May 60B. Development of Theater Arts: Theory, 14. Drawing. * be repeated for credit with consent of instruc t o r . Stu d e n t s Literature, and Practice. W A fundamental course in drawing from still life, the figure, ar e billed a materials fee. May be repeated for credit. (Gen - The performance practice, history, and theory of drama, and in the landscape. The approach is from the tonal and eral Education Code(s): IH, A.) The Staff dance, and film and video in the modern period are stud- volumetric aspects of the object. Color is introduced as the ied in their historical and cultural framework. Particular course progresses. Instruction fashioned to the individual 32. Introduction to Ballet. F emphasis given to selected periods from the Greeks to the needs of the student. The inexperienced are welcomed as Int r oduction to ballet basics such as healthy alignment, present. Major theoretical treatises, scripts, scenarios, well as the experienced. Students are billed for a materials anatomically sound articulation of hips and feet, balance background readings, and other documents are discussed fee. (General Education Code(s): A.) The Staff co n t r ol, moving through space harmoniously, and devel - in relation to the actual performance and staging practices opment of technical strength and combinative capacity in of the period: seventeenth to nineteenth century (theater, 17. Costume Construction. F a classical, but fluid, aesthetic. Students are billed a mate- drama, dance). (General Education Code(s): IH, A.) The process of interpreting a costume designer’s sketch rials fee. Enr ollment limited to 35. May be repeated for J. Bierman into a finished theatrical costume. Some techniques in- cr edit. (General Education Code(s): IH, A.) E. War b u rt o n cluded are dyeing, fabric selection, draping, flat pattern 60C. Development of Theater Arts: Theory, drafting, pattern manipulation, adaptation, fitting, and al- 33. Advanced Introduction to Modern Literature, and Practice. S teration. Using various techniques, students make basic Dance. † The performance practice, history, and theory of drama, pattern pieces and learn to modify them to create cos- Intensive instruction in developing the dancer’s physical dance, and film and video in the modern period are stud- tumes. Students are billed for a materials fee. Enrollment instrument. Intended for students who have a previous ied in their historical and cultural framework. Particular limited to 20. (General Education Code(s): A.) E. Roos fundamental knowledge of the basics of classic dance, emphasis given to selected periods from the Greeks to the combined with movement theory. Students are billed a present. Major theoretical treatises, scripts, scenarios, 18. Drafting for Theatrical Production. S materials fee. Prerequisite(s): course 30. Enrollment lim- background readings, and other documents are discussed An examination of the fundamentals of drafting scale ited to 30. May be repeated for credit. (General Edu c a t i o n in relation to the actual performance and staging practices drawings for production, including floor plans, elevat i o n s , Code(s): IH, A.) The Staff of the period: twentieth century (theater, drama, dance, sections, working drawings, dimensions, layout, and let- 35. Introduction to Tap Dance. W film and video). (General Education Code(s): IH, A.) tering. Students learn isometric drawing, perspective, and K. Jannarone rendering techniques. Students are billed for a materials Intensive instruction in developing the dancer’s physical fee. En rollment limited to 20. (General Ed u c a t i o n instrument combined with basic movement theory. En- 70. Working in Theater and the Performing Code(s): A.) K. Edmunds rollment limited to 30. May be repeated for credit. (Gen- Arts (2 credits). * eral Education Code(s): A.) The Staff Crea t i v e artists, technicians, and designers discuss the the- 19. Design Studio: Lighting Studio A. W ory and practice of their art. Presentations include dis- An introduction to the theory and practice of lighting de- 36. Introduction to Dance Composition. F Composing solo dances using a variety of approaches for cussion of the nature of their artistic work and reflection sign with attention to the practical skills and creative ap- on the path that brought them to their present work with pr oaches to lighting performance pieces; the technical side developing movement combinations. Observation and recognition of personal movement patterns and discover- attention to the creativity and constraint that they expe- of lighting design via demonstrations, lectures, and labs. rience in their profession. P. Whitworth Students complete projects evolving and executing con- ing new sources for creative material. Students are billed cepts for lighting chosen pieces. Students are billed for a a materials fee. May be repeated for credit. (General Ed- 80B. Rock ’n’ Roll Design. W materials fee. Prerequisite(s): course 10. (General Educa- ucation Code(s): IH, A.) E. Warburton Examination of the genesis, histor y, and development of tion Code(s): IH, A.) D. Cuthbert 40. Introduction to Directing. F technical theater practices used in large arena rock shows. Topics will include the development of rigging practices 20. Introductory Studies in Acting. F,W,S An overview of the analytical and creative processes that inform the director’s work. Close examination of texts, used in arenas, touring logistics, lighting instrumentation Int r oduction to basic acting skills and the problems of per- and aesthetics of rock shows, and the nature, practice, and formance. Concentrates on expanding the students’ range concepts, and directorial choices in staged performances, opera, films, and video. (General Education Code(s): IH, approach of sound in these venues. (General Education of expression and ability to respond to and analyze dra- Code(s): T4-Humanities and Arts, A.) The Staff matic text. Students with little or no experience are en- A.) K. Jannarone couraged to attend. (General Education Code(s): IH, A.) 45. Student Directed Production. F,W,S 80E. Stand-Up Comedy. W (F) P. Gallagher, (W) A. Martinez, (S) D. Scheie Participation in a student-directed play or student-chore- American comedy from Mar k Twain to present, including popular humor, history, and politics, using comedy from 21. Acting Studio I. F,W,S ographed dance concert under faculty supervision. (See course 192). Rehearsals culminate in public perfo r m a n c e s . the ‘20s through the women’s gay and civil rights move- Studio course involves acting exercises based on the ments. Discussions are based on readings and videos of a Stanislavski principles of acting as well as work on move- Prer equisite(s): admission by audition; see department office for more information. The Staff wide variety of artists. Students present performances ment, voice, and interpretation of text. Prerequisite(s): wee k l y . (General Education Code(s): T4 - H umanities and course 20 or permission of instruc t o r . Enr ollment limited 50. Fundamentals of Theater Production (2 Arts, A.) The Staff to 30. (General Education Code(s): A.) The Staff credits). F,W,S 80G. Creative Process/Dance. * 22. Indonesian Dance and Drama. F,S Work is on various aspects of theatrical production, including scenery, lighting, costumes, sound, stage man- Introductory dance, with participation in a wide range of Students learn the basic movement repertoire of the spe- movement classes taught by the instructor and guest cific characters of the Indonesian dance-drama/puppetry agement, and video documentation. Satisfies the de p a rt m e n t ’s technical experience req u i r ement. May be re- artists. Students develop their movement experiences tradition over the quarter with explication of how these th r ough further viewing of world dance, discussion, rea d - types operate in their own cultural context. The course peated for credit. (General Education Code(s): A.) The Staff ing, and writing. Enr ollment limited to 100. (General Ed- culminates in an open showing of scenework. May be re- ucation Code(s): T4-Humanities and Arts, A.) The Staff peated for credit. (General Education Code(s): A, E.)(F) 60A. Development of Theater Arts: Theory, P. Gallagher, (S) M. Foley Literature, and Practice. F 80H. Hamlet Conundrums. F,W,S Offered online, the course explores major issues of inter- 23. Voice for the Actor. S The performance practice, histor y, and theory of drama, dance, and film and video in the modern period are stud- pr etation of Sha k e s p e a r e’s classic play, which has occupied Students work on developing resonance, range and ex- the minds of audiences, directors, designers, performers, pressivity for stage performance via physical exercises and ied in their historical and cultural framework. Particular emphasis given to selected periods from the Greeks to the and critics during its 400-year history. In doing this, it offers a sense of history of people’s preoccupations with and THEATER ARTS 373

thoughts about the play. Students taking this class are ex- 80V. The Circus in American Culture. * applied to digital media design. Giv es additional attention pected to complete the course during the quarter for Circus arts from their shamanic roots to contemporary to theoretical questions raised by introduction of moving which they are enrolled. All students enrolled in this practice will be analyzed in a historical, aesthetic, and cre- images in a theatrical space, visual composition, and edit- course should visit elsinore.ucsc.edu and write to elsi- at i v e dimension. Lecture, discussion, and demonstrations ing practices. Enrollment limited to 15. (General Educa- [email protected]. (General Education Code(s): T4-Hu- will explore the theory and practice of American circus tion Code(s): A.) The Staff manities and Arts, A.) J. Bierman arts. In section, students will explore basic circus skills from clowning to tumbling to exhibition of freaks. (Gen- 107. Design Studio: Masks and Makeup. S 80L. Muppet Magic: Jim Henson’s Art. W eral Education Code(s): T4 - H umanities and Arts, A.) Th e Advanced work in the design and techniques of stage The artistic and social impact of the Muppets on Ameri- Staff make-up and masks. Students are billed for a materials fee. can puppetry, children ’s television, and Hollywood film is Prer equisite(s): course 10. Enr ollment restricted to theater explored through viewings, guest lectures, and analysis. 80W. The Way Things Work and the Theater. * ar ts majors; open at the end of priority enrollment if space Henson’s legacy in artistic innovation, mainstreaming of Exp l o r es basics of mechanics and movement as applied to permits. Enrollment limited to 20. Offered in alternate puppet theater for adult audiences, and establishment of theatrical and non-theatrical realms. Utilizes textual ma- academic years. E. Roos pu p p e t r y in media and marketing are also explored. (Gen - terials as well as interaction with technology.Topics in- eral Education Code(s): T4-Humanities and Arts, A.) clude structural elements, motion, energy, sound/light, 110. Advanced Stage Technology. † M. Foley their physical properties and how they interface with pre- An investigation into the intricacies of production, focus- and post-modern theater. (General Education Code(s): ing on structural, spatial, and visual concepts, creation and 80M. Chicano/a Teatro. W T4-Humanities and Arts, A.) The Staff execution of scenic units, drafting, and related areas of Introduction to Teatro Chicano/a with examination of te c h n o l o g y . Designed to facilitate in-depth studies of spe- ho w cultural diversity plays a role in theater. Th r ough lec- 80X. The Performance of Story in Theater and cific production problems. Students are billed for a mate- tures, films, and workshop exercises, reflect upon the Film. * rials fee. Prerequisite(s): course 10. (General Education process of Teatro Chicano. Students write their own acts, An examination of the theory and practice of theater and Code(s): A.) The Staff improvise, and perform in class. (General Education film, comparing and contrasting works that have been Code(s): T4-Humanities and Arts, A, E.) The Staff adapted from one genre to another. Lecture, film and 113. The History of Design for Theater. * video viewing and discussion of materialist, psychoana- The development of scenic design from the Greek period 80N. Walt Disney. * lytic, and feminist approaches will be shared. (General Ed- to the present. Concentration is on the changing styles of An examination of Walt Dis n e y ’s creation of the American ucation Code(s): T4 - H umanities and Arts, A.) P. Mos t k o f f set design in relation to the changing attitudes towa r d dra- vision of “family entertainment.” Par ticular attention will matic literature, art, and theater arch i t e c t u r e. (General Ed- be paid to the classic animated feature films of Walt Dis- 80Y. The Broadway Musical. * ucation Code(s): A.) The Staff ney and to the way this Disney invention has been pre- The musical comedy as a distinctly American contribution served and developed since his death. We will also look at to theater and film will be studied through scripts, scores, 114. Design Studio: Sound. F the live action films, theme parks, and other Disney cre- film, and video viewing. Analyzes Eur opean backgrou n d s , The intangible and transitory nature of the acoustic real- ations. (General Education Code(s): T4-Humanities and the relationship of Broadway musicals and Hollywood ity. Electronically regenerated sounds for use in the per- Arts, A.) J. Bierman film in the studio era, the work of Rogers and Hammer- forming arts. Broad scope of the course consideration stein and Sondheim, and changes in popular music from begins with found sound and includes sound prop a g a t i o n . 80O. Comedy in American Theater and Media blues to rock to Disney musicals. Students cannot receive Emphasis on tape-rec o r ding, editing, sound control func- since 1950. * cr edit for this course and course 161V. Students are billed tions, and equipment utility. Students are billed for a ma- The interrelationship of comedy in contemporary Amer- a materials fee. (General Education Code(s): T4 - Hu m a n - terials fee. Prerequisite(s): course 10. (General Education ican media and innovations at Second City, the Chicago- ities and Arts, A.) D. Scheie Code(s): A.) The Staff based comedy club, will be explored, as well as the theory and practice of improvisation as a technique for generat- 80Z. Indian Dance. F 115. Design Studio: Scenic Design. W ing comic material and the varied relationships of per- Classical Indian dance will be studied as a performance Advanced work in principles and theory of scenic design. formers, writers, and audiences in live theater, television, practice. Understanding of drum syllables and associated May be repeated for credit with consent of instruc t o r . Stu - and film. (General Education Code(s): T4-Humanities steps, religious and sociological context, and mimesis (abi- dents are billed for a materials fee. Prerequisite(s): course and Arts, A.) M. Foley naya) as well as introduction to epic stories (Ramayana, 10. (General Education Code(s): A.) K. Edmunds Mahbharata, Bha g a v ata Purana) and classical song. (Gen - 80S. Theater Arts Education and the 116A. History of Clothing and Costume. † eral Education Code(s): T4 - H umanities and Arts, A.) Th e Survey of clothing and theatrical costumes; emphasis on Community. * Staff This course is designed to develop ways in which we can dr ess of the audience and actor in historical periods of the- direct our interest in the arts into concrete and successful 99. Tutorial. F,W,S atrical activity. Students are billed for a materials fee. community projects. Although the emphasis will be on Students must file their petitions for this course with the (General Education Code(s): A.) The Staff developing skills to work within K-12 classrooms, other de p a r tment office by the end of the fifth day of instruc t i o n 116B. American Costume Since 1950: Socks, community projects will be discussed and designed. (Gen - in the quarter in which they would like to take the tuto- Drugs, and Rock ’n’ Roll. * eral Education Code(s): T4 - H umanities and Arts, A.) Th e rial.Prerequisite(s): petition required, approved by in- Introduction to American fashion and fashion designers Staff structor and department. May be repeated for credit. The fr om the 1950s to the present, with special attention given Staff 80T. Queer Theater. S to the influence of popular media on American costume The course examines the history of the queer perspective since 1950, the beginning of rock and roll. Students can- in dramatic literature from the Greeks to Marlowe and Upper-Division Courses not rec e i v e credit for this course and course 80U. (Gen e r a l Sha k e s p e a r e through the calcification of homosexuality in Education Code(s): A.) E. Roos 104. Multimedia Authoring. S the era of Freud; it then traces theater stewardship by gay 117. Design Studio: Costume. W Introduces students to basic tools for the creation of mul- and lesbian artists from within the closet and without. Adv anced principles and theory of costume design for the- timedia digital projects. Special attention is given to the (General Education Code(s): T4-Humanities and Arts, atrical productions. Students are billed for a materials fee. integration of video, sound, graphics, text and virtual re- A.) The Staff Prerequisite(s): course 10. May be repeated for credit. ality and to the creation and execution of strategies for in- (General Education Code(s): A.) E. Roos 80U. Socks, Drugs, and Rock and Roll: teraction between users and the projects themselves. Wit h American Costume Since 1950. * this in mind, students design and create computer puzzles 118. Design Studio: Scene Painting. * This course is an introduction to American fashion and and games. Enr ollment limited to 25. (General Edu c a t i o n Emphasis on techniques used in painting scenery for the fashion designers from the 1950’s to the present with spe- Code(s): A.) J. Bierman theater. Students are billed for a materials fee. Prerequi- cial attention given to the influence of popular media on 105. Introduction to Digital Media Design. F site(s): course 10. (General Education Code(s): A.) The American costume since 1950, the beginning of rock and Staff roll. Students cannot receive credit for this course and Introduction to digital media design for live theater. Pri- course 116B. (General Education Code(s): T4-Humani- mary focus on developing working understanding of ties and Arts, A.) E. Roos Adobe Pho t o s h o p , Final Cut Pro, and DVD Studio Pro as

*Not offered in 2004–05 †Quarter to be determined 374 PROGRAMS AND COURSES

119. Design Studio: Lighting Studio B. S billed a materials fee. Prerequisite(s): course 30 or 31 or 151. Studies in Performance (Drama). F,W,S The theory and practice of lighting design with emphasis permission of instructor. May be repeated for credit. Studies in theater, taken in connection with participation on practical application. Light plots, electricity, optics, de- (General Education Code(s): A.) The Staff in a Theater Arts Department sponsored production. En- sign, and manipulation of lighting for the theater and re- rollment is limited to those persons chosen to take part in lated performance events are investigated. The student 133. Issues in Dance History and Theory. * a particular production. Admission by audition; audition explores mechanics and aesthetics with hands-on experi- A research seminar.Topics range from problems in dance schedule to be announced at first class meeting. May be ence. Students are billed for a materials fee. Prere q u i s i t e ( s ) : aesthetics, criticism, or theory to particular movements, repeated for credit. (General Education Code(s): A.) The course 19. (General Education Code(s): A.) D. Cuthbert periods, or the work of a choreographer. Enrollment lim- Staff ited to 20. May be repeated for credit. (General Edu c a t i o n 121. Acting Studio II. F,W Code(s): A.) M. Franko 155. Workshop Experiments in Performance. Continuing concentrated work on basic acting skills and F,W,S textual analysis through scene study. May be repeated for 134. Introduction to Dance Modernism. * A process-oriented investigation of specific playwrights or credit with consent of instructor. Prerequisite(s): admis- Rare historical footage and the writings of famous chore- theatrical styles consisting of work which may culminate sion by audition at first class meeting. See department of- ographers provide an ove rv i ew of twe n t i e t h - c e n t u ry in a final production. Admission by audition at first class fice for more information. Course 21 recommended as dance within the perspective of modernism. Topics in- meeting; see department office for more information. May preparation. May be repeated for credit. (General Educa- clude romanticism, “natural” dance, Orientalism, Aus- be repeated for credit. (General Education Code(s): A.) tion Code(s): A.) The Staff druckstanz, “industrial” dance, American modern dance D. Scheie, D. Cuthbert and neo-classicism, chance procedure, postmodernism, 122. Indian Performance: Rama, Siva, and the avant-garde commodity marketplace. (General 156. Play Development Workshop. * Krishna. * Education Code(s): A.) M. Franko “Hands on” study and exploration of the process of de- Study of the classical theater and dance of India, with at- veloping a new script from the perspective of the play- tention to performance practice, aesthetic theory, rela- 135. Dance Improvisation and Theory. * wright, the actor, and the director. Students enrolling in tionship to religious practice devoted to Rama, Siva, and Exploring sources for movement; gaining facility in a wide this course as playwrights are selected on the basis of sub- Krishna, political implications and intercultural experi- range of movement elements; working in ensemble and missions turned in the previous quarter. Students taking mentation. (General Education Code(s): IH, A.)The Sta f f solos. Students are billed a materials fee. (General Educa- the course as directors are required to obtain consent of tion Code(s): A.) The Staff the instruc t o r . Other students may enroll as usual. May be 124. Movement for Performers. W,S repeated for credit. The Staff Awareness and extension of personal movement reper- 136. Intermediate Ballet. S to i r e, through observation, movement experience, and ex- Continued study of classical ballet technique as a serious 157. Playwriting. F ploration. (General Education Code(s): A.) The Staff, (S) expressive art form. Work includes longer combinations, Students are given the opportunity to write their own P. Gallagher air work, and style study (Baroque and Romantic) in a scripts and refine them as the result of class discussion and regular class routine. Class also involves viewing, reading, scenework with actors. Work is on specific problems in- 126. Acting Studio III. F,W and rev i e w writing. Students are billed a materials fee. Pre- volving such elements as the structuring of a plot or the Individual work on acting skills and problems, with em- requisite(s): course 32 or permission of instructor. En- development of character. Prerequisite(s): satisfaction of phasis on individual interpretation and scene work with rollment limited to 30. May be repeated for credit. the Subject A and Composition req u i r ements. May be re- other students. Prerequisite(s): course 121; permission of (General Education Code(s): IH, A.) E. Warburton peated for credit. (General Education Code(s): W,A.) instructor; audition at first class meeting—contact de- J. Bierman pa r tment office for more information. Enr ollment limited 137. Studies in Performance (Dance). * to 18. May be repeated for credit. (General Education Studies in dance, taken in connection with performance 158. Chautauqua Workshop. S Code(s): A.) The Staff, P. Gallagher in a major dance concert. Students are required to work Adv anced course that provides directors, writers, and per- on all aspects of the production. Students work with guest formers with an opportunity to develop new works in per- 129. Advanced Ballet (2 credits). * and faculty choreographers. May be repeated for credit formance. Students enrolling in this course as playwrights Continued study of classical ballet technique as a serious, with consent of instructor. Students are billed a materials ar e selected on basis of submissions turned in the prev i o u s expressive art form. Work includes longer combinations, fee. Admission by audition held late winter quarter; see quarter. Students taking the course as directors are re- air work, and style study in a regular class routine. Audi- de p a r tment office for more information. May be rep e a t e d qu i r ed to obtain consent of the instruc t o r . Other students tion at first class meeting. Students are billed a materials for credit. (General Education Code(s): A.) M. Franko may enroll as usual. Interview with instructor at first class fee. Enr ollment limited to 20. May be repeated for cred i t . meeting. May be repeated for credit. The Staff (General Education Code(s): A.) The Staff 139. Random: With a Purpose. W Participation in a student-choreographed and directed 159. Advanced Playwriting. W 130. Intermediate Modern Dance Theory and dance concert under faculty supervision. Rehearsals cul- A study, through practice, of the constituent elements in Technique. W minate in public performances. Students are billed a ma- the construction of a drama. Students concentrate, in par- A progression from the simple phrasing and articulation terials fee. Auditions to be held on the first day of class. ticular, on the organization of complex plots, the expres- of beginning technique class to more complex material re- May be repeated for credit. (General Education Code(s): sion of character through conflict, and maximizing the quiring more acute perceptive skills and richer dynamic A.) The Staff emotional impact of dramatic situations. Prerequisite(s): range. Emphasis is on both alignment and maintaining 141. Play Direction Studio I. W course 157 or equivalent, satisfaction of the Subject A and the kinetic integrity of the body while moving through Composition requirements. Enrollment limited to 25. space. Students are billed a materials fee. Prerequisite(s): Basic studio exploration through scene problems and exercises of the development of directing principles. Inten- May be repeated for credit. (General Education Code(s): course 30 or 31 or permission of instructor. May be re- W,A.) J. Bierman peated for credit. (General Education Code(s): A.) The sive work on the director’s pre-rehearsal work from text Staff selection, analysis, and casting. Audition at first class. En- 160. Dramatic Theories. W,S rollment limited to 20. The Staff An examination of the theories of acting and directing 131. Advanced Modern Dance Theory and 142. Play Direction Studio II. * from the nineteenth century to our own time, starting Technique. * with the classic theater and concentrating on the twenti- Advanced instruction in developing the dancer’s physical Intensive studio exploration of the art and craft of directing. Pri m a r y focus on text analysis, collaboration with de- eth-century debate centered in Stanislavski and Brecht, instrument, combined with movement theory. Students Grotowski, and Robert Wilson. Prerequisite(s): course are billed a materials fee. Prerequisite(s): course 30 or 31 signers, developing a point of view and visual/auditory language for the play, staging techniques, and communi- 60A, 60B, and 60 C. This course must be taken prior to or permission of instructor. May be repeated for credit. student’s senior year; required for course 185. (General (General Education Code(s): A.) The Staff cation techniques with actors. Prerequisite(s): course 40, 141, or permission of instructor. Enrollment limited to Education Code(s): A.) P. Mostkoff 132. Modern Dance Studio (2 credits). * 15. May be repeated for credit. (General Education Instruction in developing the dancer’s physical instru- Code(s): A.) The Staff ment, combined with movement theory. Students are THEATER ARTS 375

161. Theater, Literature and History. 161V. The Broadway Musical. * dures for such study by the fifth week of the previous 161C. The Theater and Drama of Musical comedy as a distinctly American contribution qu a rt e r . Petition req u i r ed, approved by instructor and de- Renaissance Europe. S to theater and film studied through scripts, scores, and partment. The Staff An examination of selected plays from Renaissance Eu- film and video viewing. Eur opean backgrounds, the relationship of Broadway musicals and Hollywood film 198F. Independent Field Study (2 credits). rope (1580-1680, Ita l y , Spain, and France) from an ex- F,W,S plicitly theatrical viewpoint which will include in the studio era, works of Rogers and Hammerstein and Sondheim, and changes in popular music from Provides for department-sponsored individual study pro- practical scene study. Covers Renaissance theater grams off campus for which faculty supervision is not in buildings and some related critical materials. Offered blues to rock to Disney musicals analyzed. Students cannot rec e i v e credit for this class and course 80Y. Stu - person (e.g., supervision is by correspondence). Students in alternate academic years. (General Ed u c a t i o n engaging in field study must complete application proce- Code(s): A.) P. Whitworth dents are billed a materials fee. (General Education Code(s): A.) D. Scheie dures for such study by the fifth week of the previous 161D. Asian Theater: An Anthropological qu a rt e r . Petition req u i r ed, approved by instructor and de- Approach. S 163. Special Studies in Individual Playwrights. partment. May be repeated for credit. The Staff Ar t serves simultaneously to educate its audience to the 163A. Shakespeare. * 199. Tutorial. F,W,S gro u p ’s traditional values and to test new ideas. Ind i a n , Focus is on Shakespeare’s Hamlet . Explores the range Individual study in areas approved by sponsoring instruc - Indonesian, and Japanese forms are studied in relation and variety of interpretations of the play, both in crit- tors. Students submit petition to sponsoring agency. May to their cultural context. Through videotapes, lecture ical writings and in performance. Also studied is the be repeated for credit. The Staff demonstrations, performances, and scenework, stu- graphic art and other writing created on the subject dents explore the forms. Off e r ed in alternate academic and themes of Hamlet . Offered in alternate academic 199F. Tutorial (2 credits). F,W,S years. (General Education Code(s): A, E.) M. Foley years. (General Education Code(s): A.) D. Scheie Individual study in areas approved by sponsoring instruc - 161M. Gender and Performance. * tors. Students submit petition to sponsoring agency. May 163E. Chekhov and His Impact. * be repeated for credit. The Staff Analysis of interrelationships between gender and per- Delves into the work of Chekhov and the Moscow art formance on stage and off. Topics include the gendered th e a t e r . Th r ough scene work Sta n i s l a v s k i ’s acting tech- body; gesture and costume; gender in theories and his- niques are related to the scripts. The impact on later Graduate Courses to r y of performance, gender, and scripting; and gender Russian innovators, especially Meyerhold, and on the and staging choices. Combines study of theoretical American theater is considered. (General Education 290. Special Topics and Area Concentration. texts and scripts with analysis and practice. (General Code(s): A.) The Staff F,W,S Education Code(s): A.) The Staff Study group meetings on a regular basis which involve ei- 163G. Special Studies in Playwrights: 161Q. Queer Theatricks: Representations ther the study of shared texts or presentations by the grou p Artaud. W members and invited guests. Enrollment restricted to and Sensibilities. S Antonin Artaud through three critical lenses: influence Search for a queer sensibility through four decades of graduate students in theater arts. May be repeated for on modern and contemporary theater, subject and site credit. The Staff diverse performances. Provides survey of representa- of psychoanalytic and social criticism, and theater prac- tions of queers in theater from perspectives of histori- titioner. Exercises cultural, historical, and analytic ap- 291. Field Study. F,W,S cal context, literary significance, personal expression, proaches to his work. Prerequisite(s): course 60C; Student-designed and conducted research carried out in social construct, and theatrical forms. Students cannot course 160 recommended. Enrollment limited to 40. field settings. A brief prospectus must be filed with the de- receive credit for this course and course 80T. (General (General Education Code(s): A.) K. Jannarone partment office before undertaking the research, and a Education Code(s): A.) The Staff brief final report of activities must be filed upon return. 185. Senior Seminar. W Course intended for students with graduate standing in 161R. Theater of American Cultures. F A required seminar in preparation for senior comprehen- Int e r r elationship of ethnicity and the rise of significant theater arts. Petition req u i r ed, approved by instructor and sive examination for majors involving readings and dis- department. The Staff American theater groups including the black theater cussions of important texts in dance, drama, design, and movement, Chicano Teatro, and Asian American the- film/video. Prerequisite(s): course 160. The Staff 292. Teaching-Related Independent Study. ater will be shared via lecture, viewing, and discussion. F,W,S (General Education Code(s): A, E.) A. Martinez 190. Group Projects. F,W,S Directed graduate research and writing coordinated with 161S. American Drama: Politics and Prerequisite(s): petition required, approved by instructor the teaching of undergraduates. Course intended for grad- Theater. * and department. May be repeated for credit. The Staff uate students in theater arts. Petition required, approved The dream of group theater, a long-term partnership of 192. Directed Student Teaching. F,W,S by instructor and department. The Staff actors, directors, and playwrights, has fueled extraor- Teaching a lower-division seminar under faculty supervi- dinary and exciting change in the twentieth-century 297. Independent Study. F,W,S sion. (See courses 42 and 45). Petition req u i r ed, approved Independent study or research for graduate students in American theater theory and practice. We examine ten by instructor and department. The Staff exemplary manifestations of this dream. (General Ed- theater arts. Petition req u i r ed, approved by instructor and ucation Code(s): A.) The Staff 193. Proseminar. * department. May be repeated for credit. The Staff 161T. Women in Theater. * Exposes students to an aspect of the theory or practice of ◆◆ ◆ Explores twentieth-century American female play- theater arts. Visiting scholars share their area of expertise wrights from textual, historical, and multicultural per- in lectures to a small group of students. Enrollment lim- spectives. The course progresses from Trifles (1916) ited to 25. May be repeated for credit. (General Edu c a t i o n Additional Courses of Int e re s t through the Harlem Renaissance, Broadway’s Lillian Code(s): A.) The Staff An t h r opology 133, Nar ra t i v es of the Popular Hellman, and today’s post-Feminist theatrical explo- 193F. Proseminar (2 credits). * Ar t 80A, Int r oduction to Draw i n g sion in lectures, films, dramatizations, and award- w i n - Exposes students to an aspect of the theory or practice of Ar t 80C, Int r oduction to Visual Arts ning playwrights’ visits. (General Education Code(s): theatre arts. Visiting lecturers share their area of expertise Ar t 80D, Int r oduction to Pho t o g r aphy A.) The Staff in lectures to a small group of students. Enrollment lim- Economics 80G, Money and the Arts: Two All - 161U. Performance of Story in Theater and ited to 25. May be repeated for credit. (General Edu c a t i o n Consuming Pas s i o n s Film. W Code(s): A.) The Staff Economics 137, Perf o r ming Arts in the Public and Examination of theory and practice of theater and film 198. Independent Field Study. F,W,S Pri v ate Economy comparing and contrasting works having been adapted Provides for department-sponsored individual study pro- Greek Literature 103, Greek Dram a from one genre to another. Lecture, film, and video grams off campus for which faculty supervision is not in Music 80G, American Musical Theater vi e wing. Discussions of materialist, psychoanalytic, and person (e.g., supervision is by correspondence). Students Music 160, Uni v ersity Ope r a Th e a t e r feminist approaches shared. Students cannot receive engaging in field study must complete application proce- Physical Education 20A, Dance: Bal l e t credit for this course and course 80X. (General Edu- Physical Education 20B, Dance: Fol k cation Code(s): A.) P. Mostkoff

*Not offered in 2004–05 376 PROGRAMS AND COURSES

Physical Education 20C, Dance: Jazz CAR L A FRE C C E R O, Professor of French Literature, FAYE J. CROS B Y , Professor of Psyc h o l o g y Physical Education 20D, Dance: Mod e r n Wom e n ’s Studies, and His t o r y of Consciousness Gen d e r , social identity, and social justice, especially Physical Education 30H, Fitness Activities: T’ai Chi Renaissance studies, French and Italian language and af f i rm a t i v e action li t e ra t u r e, early modern Eur opean history and literat u re , Ch’ u a n TE R E S AD E LAUR E T I S , Professor of His t o r y of postcolonial theories and literat u r e, contemporar y feminist Sociology 116, Communication and Mass Med i a theories and politics, queer theory, pre- and early modern Co n s c i o u s n e s s Semiotics, psychoanalysis, feminism, film theory, literar y Sociology 129, Popular Cul t u r e studies, contemporar y fiction by women of color in the U.S., th e o r y, and queer studies Sociology 135, Non v erbal Communication identity politics as political forma t i o n s DAN A FRA N K , Professor of His t o r y ROS A LIN D A FRE G O S O , Professor of Latin American U.S. social and economic history, women’s labor and worki n g - and Latino Studies, Film and Digital Media, and Western Civilization class history, contemporar y political economy Wom e n ’s Stu d i e s Cul t u r al studies, Latina/o culture, film and media; critical PAS C A L E GAI T E T , Professor of Literature and Students wishing to pursue a course of study in Wes t e r n race feminisms and transnational feminisms Language Stu d i e s civilization should consult the concentration in pre- and Nineteenth- and 20th-century French literat u re , early modern studies under Literature, page 292. JOD Y GRE E N E , Assistant Professor of Literature and sociolinguistics, political history, Celine, Gen e t Wom e n ’s Stu d i e s Sev enteenth- and 18th-century British and French literat u r e MAR Y-K AY GAM E L , Professor of Classics and and culture, pre- and early modern studies, early modern Co m p a r a t i v e Literature colonialisms, gay and lesbian cultural studies, gender studies, Perf o r mance studies, ancient Med i t e r r anean perfo rm a n c e , Wom e n ’ s Studies hi s t o r y of authorship, history of the book Greek and Latin literat u r e, film, feminist approaches to li t e ra t u r e and perfo rm a n c e DON N A J. HAR A WAY, Professor of His t o r y of 180 Kresge College Consciousness and Wom e n ’s Stu d i e s SUS A N GIL L M A N , Professor of American Literature (831) 459-4324 Feminist theory, cultural and historical studies of science and Nin e t e e n t h - c e n t u r y American literat u r e and culture; theories of culture, race, and gender; world literat u r e and cultural ws t @ u c s c . e d u te c h n o l o g y, relation of life and human sciences, and human- animal rel a t i o n s st u d i e s ht t p : / / h u m w w w. u c s c . e d u / w s t / HEL E N E MOG L E N , Presidential Chair in Literature JEN N I F E R A. GON Z Á L E Z , Assistant Professor of The English novel; feminist, cultural, and psych o a n a l y t i c His t o r y of Art and Visual Cul t u r e Faculty and Professional Int e re s t s th e o r y; Direc t o r , Institute of Adv anced Feminist Res e a rc h Co n t e m p o ra r y theories of visual culture, semiotics, critical museum studies, photograp h y , public and activist art in the BETT I N A APT H E K E R , Professor of Wom e n ’s Stu d i e s and His t o r y Affiliated Fac u l t y U. S . Wom e n ’s history, women’s culture, African American women’s SON I A E. ALVAR E Z , Professor of Pol i t i c s JUN E GOR D O N , Associate Professor of Edu c a t i o n hi s t o r y, feminist pedagogy, lesbian studies, Jewish women’s Latin American politics, the politics of gender, comparat i v e Urban education of working-class and ethnic minority studies, women’s spirituality political development, feminist theory, social movem e n t s , students in East Asia, Britain, and the U.S., and rel a t e d issues in teacher education ANJ A L I ARON D E K A R , Assistant Professor of Wom e n ’s de m o c r atization, contemporar y democratic theory, civil society Stu d i e s KAR E N BAS S I , Associate Professor of Classics IRE N E GUS TA F S O N , Assistant Professor of Film and Feminist and postcolonial theory, critical queer/race studies, (L i t e r a t u re ) Digital Med i a South Asia studies, and 19th-century studies Greek and Latin literat u r es, Greek drama, Hellenistic poetics, Film and video production, hybridized approaches to genre, pr oduction design, issues of gender and sexuality/queer studies GIN A DEN T , Associate Professor of Wom e n ’s feminist interpretation, literar y and cultural theory, pre- and Studies and His t o r y of Consciousness ea r ly modern studies M. LIS B E T H HAA S , Associate Professor of His t o r y Africana studies, popular culture and social prob l e m s , JUL I E BETT I E , Associate Professor of Soc i o l o g y U. S . - M exico borde r lands, Chicano and Nat i v e Ame r i c a n feminist legal theory, postcolonial and critical area studies Feminist studies, cultural studies, race/ethnic studies, identity, hi s t o r y; visual culture in the colonial Americas; the U.S. Wes t popular culture, educational inequality, critical ethnograp h y and Cal i f o r nia; historical memory, theory, and historical MARG A R E T M. DOWN E S BAS K I N , Res e a rc h me t h o d o l o g y Associate in Wom e n ’s Stu d i e s JOYCE BROD S K Y , Professor of Art Presidential leadership styles, elections and the media, women’s Co n t e m p o ra r y theory and criticism in the visual arts and in AME L I E HAS T I E , Assistant Professor of Film and political and corporate leadership style, intergenerat i o n a l relationship to the practice of art in the 20th century Digital Med i a rel a t i o n s Film theory and history, feminist film and television studies, HEAT H E R BUL LO C K , Associate Professor Chinese cinemas, issues of authorship, interdi s c i p l i n a r y MARG E FRA N T Z , Emerita, Lecturer in American of Psyc h o l o g y ap p ro a c h e s Studies and Wom e n ’s Stu d i e s Pover ty and economic inequality, wel f a r e policy, feminist ps yc h o l o g y, discrimination MARG O HEN D R I C K S , Associate Professor of EMI L Y HON I G , Professor of Wom e n ’s Studies and Li t e r a t u r e His t o r y JUL I A N N E BUR TON -C AR VAJ A L , Professor of Ear ly modern English literat u r e and culture; theories and Gen d e r , sexuality, and ethnicity in modern Chinese history; Li t e r a t u r e discourses of race, gender, drama, and theory; women co m p a ra t i v e labor history; Chicana history, nationalism, and Twentieth- and 21st-century Latin(o) American visual playwrights; pre- and early modern studies sexuality in the Th i r d Wor ld; oral history media, parti c u l a r ly film; melodrama as a transnational form; gender and authorship; history, cultures, and rep re s e n t a t i o n s GAI L B. HER S H A TTE R , Professor of His t o r y AKA S H A HUL L , Emerita, Professor of Wom e n ’s of Cal i f o r nia, parti c u l a r ly the Cen t r al Coast Mod e r n Chinese social and cultural history; labor history; Studies and Literature gender history; history of sexuality; feminist theory; history, MON I C A J. CAS PE R , Associate Professor of RAD H I K A MON G I A , Assistant Professor of Wom e n ’s me m o r y, and nostalgia Stu d i e s Soc i o l o g y Medical sociology, science and technology studies, JOC E LY N HOY, Lecturer in Phi l o s o p h y Feminist theory; critical race studies, Mar xist, postcolonial, gender/feminist theory, cultural studies, qualitative res e a rc h , Feminist philosophy, 19th- and 20th-century continental and poststruc t u r alist theory; critical historiograp h y , history of wo m e n ’s health, and environmental health philosophy mi g r ation law and the formations of the modern state; cu l t u r al studies NAN C Y N. CHE N , Associate Professor of A. YVE TT E HUG I N N I E , Assistant Professor of An t h ro p o l o g y American Stu d i e s ◆ ◆ ◆ Medical anthrop o l o g y, visual anthrop o l o g y, urban Race and class relations within wes t e r n American history, an t h ro p o l o g y, Asian American identity, traditional medicine, U.S. labor and immigration history, and comparat i v e ethnic ANG E L A Y. DAVI S , Professor of His t o r y of mental health, anthrop o l o g y of food, China st u d i e s Consciousness and Wom e n ’s Stu d i e s Feminism, African American studies, critical theory, popular E. G. CRI C H TO N , Associate Professor of Art music culture and social consciousness, philosophy of Int e rd i s c i p l i n a r y mixed media, electronic arts, photograp h y , punishment (women’s jails and prisons) in s t a l l a t i o n WOMEN’S STUDIES 377

DON N A HUN T E R , Associate Professor of His t o r y of LIS A ROF E L , Associate Professor of Anthrop o l o g y PATR I C I A ZAVE L L A, Professor of Latin American and Ar t and Visual Cul t u r e Critical theory, anthrop o l o g y of moderni t y , popular/public Latino Stu d i e s Eur opean painting (especially French) from 1600 to the cu l t u r e, gender and sexuality, transnational political economy, The relationship between women’s work and domestic labor, 1960s; Ger man art and visual culture between the two world postcolonial feminist anthrop o l o g y, China po vert y , family, sexuality and social networks, feminist studies, wars; art as social practice, portra i t u r e et h n o g r aphic res e a r ch methods, and transnational migrat i o n TRI C I A ROS E , Professor of American Studies of Mexicana/o workers and U.S. capital AID A HUR TAD O , Professor of Psyc h o l o g y Twen t i e t h - c e n t u r y African American culture, urban history, Social identity, feminist theory, social psych o l o g y of education, cu l t u r al politics, race and gender theory, race and sexuality EIL E E N ZUR B R I G G E N , Assistant Professor of political consciousness, survey methodology Psyc h o l o g y VAN I T A SET H , Assistant Professor of Pol i t i c s Sexual aggression; long-term effects of childhood sexual abuse VIRG I N I A JAN S E N , Professor of His t o r y of Art and Mod e r n political theory; political movements; feminist theory, hi s t o r y, and prac t i c e victimization; sexual decision-making; quantitative models of Visual Cul t u r e social cognitive processes; motivation, especially power and Med i e v al visual culture, urbanism, and secular building; DEA N N A SHE M E K , Associate Professor of Literature affiliation-intimacy motives Gothic arch i t e c t u r e; campus planning and arch i t e c t u r e Italian literat u r e and cultural history, Renaissance studies, STACY KAM E H I R O, Assistant Professor of His t o r y of ea r ly modern popular culture, narrat i v e (early modern to Ar t and Visual Cul t u r e co n t e m p o ra r y), women's studies, literar y theory Prog r am Des c r i p t i o n Wom e n ’s studies is an interdi s c i p l i n a r y major that draws Visual cultures of the Pacific, 19th-century Haw a i i , MAR Y W. SILV E R , Professor of Ocean Sciences nationalism, cultural syncretism, textiles Biological oceanograp h y , marine plankton, midwater ecology its questions and approaches from the humanities, social sciences, natural sciences, and arts. It helps students to L. S. KIM , Assistant Professor of Film and Dig i t a l GRE T A SLOB I N , Emerita, Professor of Rus s i a n de v elop theoretical, empirical, and methodological per- Med i a Li t e r a t u r e sp e c t i v es for studying the intersections of gender, race, Television history and theory, racial discourse, feminist criticism and postfeminism, transnationalism in relation to SHE L L E Y STAM P , Associate Professor of Film and class, and sexuality as critical categories for understanding Asian media genres, such as martial arts films and anime Digital Med i a the world. Utilizing transnational and internationalist Film history, theory, and criticism; silent cinema; women’s pe r s p e c t i v es, women’s studies offers an emphasis on mul- NOR M A KLAH N , Professor of Literature filmmaking; film censorship; histories of moviegoing; feminist ticultural, multiracial, and Th i r d World feminisms. Latin American literar y and cultural studies (specialization: ap p r oaches to cinema Li k e wise, issues in feminist theory, sexuality, literature, Mexico), Chicano/Latino literat u r e and culture from a cros s - an t h ro p o l o g y , history, science and technology, and rep r o- bo r der perspective, popular culture and the novel, poetics and ELI ZA B E T H STE PH E N S , Associate Professor of Art du c t i v e freedoms inform our curriculum. Sc u l p t u r e, installation, video, perfo rm a n c e politics, fiction and history, nation and narration, cultural Wom e n ’s studies prep a r es undergraduates for a var i e t y and feminist theories NAN C Y STOL L E R , Professor of Community Stu d i e s of careers. The B.A. degree in women’s studies, for LOR I G. KLE T Z E R , Professor of Eco n o m i c s Race and gender aspects of health, the AIDS epidemic, example, provides excellent grounding for undergradu- Emp l o yment and wage determination, impact of community organizing, sexualities, and medicine in prisons ates with career aspirations in law, health, public admin- globalization on the domestic labor market, industrial NEF E RT I TAD I A R , Associate Professor of His t o r y of istration, community organizations, and social servi c e s . relations, gover nment labor market policies, higher education, Students wishing to pursue doctoral work will also find and the labor marke t Co n s c i o u s n e s s Th i r d Wor ld feminisms, postcolonial theory, critical theories of that interdi s c i p l i n a r y training in women’s studies equips CAM P B E L L LEA PE R , Professor of Psyc h o l o g y race and racism, literar y and social theory, cultural studies of them with theoretical and methodological strengths in Social construction and socialization of gender in childhood, the Asia Pacific reg i o n most disciplines and applied res e a r ch fields. Specialists in adolescence, and adulthood; self-concept and social identity; wo m e n ’s studies are being hired as consultants in indus- JUL I E TAN N E N B AU M , Associate Professor of language and social interaction; social relationships, gender tr y, higher education, and human res o u r ces. State and bias in the schools; images of gender in the media Phi l o s o p h y federal government agencies employ people who have Ethics, philosophy of mind special training in understanding systems of privilege CARO LY N MART I N SHA W, Professor of An t h ro p o l o g y AVR I L THO R N E , Associate Professor of Psyc h o l o g y based on gender, race, class, and sexuality. Edu c a t i o n a l Identity development through personal memory telling, African societies, colonial discourse, social theory, anthrop o l o g y institutions need specialists to develop and administer de v elopment of meaning in adolescents’ self-defining memory of women, sexuality wo m e n ’s studies programs, women’s centers, and other na r ra t i v es, family storytelling and the development of a sense institutional struc t u r es designed specifically to study and LOU R D E S MART Í N E Z -E CH A Z Á B A L , Associate of self, narrat i v e co-construction of identity and intimacy assist women. Professor of Latin American Literature ANN A TSI N G , Professor of Anthrop o l o g y Latin American and Caribbean literat u r es; Afro- L a t i n Cul t u r e and politics, feminist theory and gender in the U.S., American literat u r es, cultures, and societies; found[n]ational Req u i r ements for the Maj o r social landscapes and tropical forest ethnoecologies, ethnicity, na r ra t i v es; Brazilian literat u r e; literat u r es of Cuba and the local power and relations to the state in Indonesia, Southeast Wom e n ’s studies majors must complete 11 courses and a Cuban diaspora; critical race theory Asia, and the U.S. senior compreh e n s i v e exit req u i r ement in the women’s JEN N I E LIN D MCDAD E , Professor of Art studies program. Students must choose one of the follow- CAN D AC E WES T , Professor of Soc i o l o g y Dr awing, painting ing concentrations within the major: rep r esentations; race, Language and social interaction, sociology of gender, class, and ethnicity (within the U.S.); nations and cultures co n v ersation analysis, microanalysis, and medicine MARG A R E T MOR S E , Professor of Film and Dig i t a l (outside the U.S. or comparative with the U.S.); move- Med i a MAR I LY N J. WES T E R K A M P , Professor of His t o r y ments, institutions, policy, and legal studies; or feminist Digital and electronic media theory and criticism, media art, British colonial and revo l u t i o n a r y America, early modern theories. Courses appropriate for each concentration are media history, technology and culture, film history and theory, cu l t u r al and religious history, U.S. religious history, women’s do c u m e n t a r y and science fiction listed in the Wom e n ’s Studies Office at Kresge College. hi s t o r y, gender A proposal for an independent concentration will be PAM E L A PER R Y, Assistant Professor of Community ROB WIL S O N , Professor of Literature ap p r oved only when a student presents a clear, coheren t , Stu d i e s Transnational and postcolonial literat u r es, especially as located and rigorous plan of study that does not fit the existing Youth activism and empower ment, youth cultures , in Asi a / P acific emergences as posited against American empire concentrations. Both the student’s adviser and the educational inequalities, race and ethnic identities, and of globalization; cultural poetics of America; the sublime, Wom e n ’s Studies Dep a r tment chair must approve a pro- wh i t e n e s s Longinus to Hir oshima; mongrel poetics of experimental posal for an independent concentration. CATH E R I N E RAM I R E Z , Assistant Professor of writing, especially poetry Req u i r ed courses include course 1A, Int r oduction to Feminisms, or 1B, Int r oduction to Th i r d Wor ld Fem i n i s m s ; American Studies ALI C E YAN G MUR R A Y, Associate Professor of Chicana/o and U.S. Latina/o literat u r e, history, and culture; His t o r y course 100, Feminist Theories (must be taken at UCSC); popular and cultural studies; critical theory; postcolonial Historical memory, Asian American history, gender history, se v en upper-division courses from the concentrations li t e ra t u r e and theory; feminist theory; speculative fiction race and ethnicity, 20th-century U.S., oral history (f i v e or six from the student’s chosen concentration, one or two from another); one upper-division course on gen- PAM E L A ANN ROB Y , Professor of Soc i o l o g y JUD Y YUN G , Emerita Professor of American Stu d i e s So c i o l o g y of learning, leadership and social change, sociology der and racial formations or women of color in the U.S.; Asian American history, culture, women, and contemporar y one women’s history course; and an exit (compreh e n s i ve ) of emotions, feminist res e a r ch, women and work, inequality, issues; comparat i v e race and ethnicity; oral history and social policy req u i r ement course. 378 PROGRAMS AND COURSES

Because women’s studies is an interdi s c i p l i n a r y major WM S T ) in the regular curriculum or in Sum m e r police brutality, violence and the economy, religion/spir- and lists courses taught by affiliate faculty in other depart- Ses s i o n . ituality and violence, medical experimentation, attacks on ments, women’s studies majors must take a minimum of the reproductive rights of women of color, and mili- fi v e courses at UCSC taught directly in the Wom e n ’s Graduate Courses tarism/border violence. Enrollment limited to 40. (Gen- Studies Dep a r tment, i.e., courses designated WM S T . eral Education Code(s): T5 - H umanities and Arts or Soc i a l Note: Upper-division undergraduates are admitted only One internship or individual study (Wom e n ’s Stu d i e s Sciences, E.) The Staff with permission of the instruc t o r . 193, 198, or 199) may count automatically as an elective, but as a concentration course only with the chair’s or fac- His t o r y 204, Engendering China, E. Hon i g Upper-Division Courses ulty adviser’s approval. Two EAP courses may count His t o r y 222, His t o r y of Gender Res e a r ch Sem i n a r , A. Yan g tow a r ds the major; three transfer courses may count Mur r a y His t o r y of Consciousness 210A-B, Cul t u r al and His t o r i c a l 100. Feminist Theories. W tow a r ds the major; and the total combined number of Core course for women’s studies. Explores core questions EAP and transfer courses that may count towa r ds the Studies of Race and Eth n i c i t y , A. Y. Dav i s His t o r y of Consciousness 213A-B, Rep r esentation, T. de in theory and practice of feminist politics. Is there a com- major is a maximum of three . mon ground for a general theory of the oppression of Exit req u i r ement options include a senior thesis or a La u re t i s His t o r y of Consciousness 215A-B-C, Critical Th e o r y in women? How do feminist questions change from the senior project (course 195) or a senior seminar (course standpoints of race, gender, class, and sexuality? Focus will 194) taught by core or affiliated faculty. Course 1A or 1B, the Mar xist Tradition, A. Y. Dav i s His t o r y of Consciousness 217A-B-C, Seminar: Topics in change each year. Enrollment restricted to sophomore, course 100, and the composition (general education code junior, and senior students. A. Arondekar C) req u i r ement are prer equisites to course 195 and the Feminist Th e o r y, D. Har a w a y senior seminars. A fourth option for fulfilling the exit His t o r y of Consciousness 250A-B, Foundation in Science 102. Feminist Critical Race Studies. * req u i r ement is to develop and teach a student-direc t e d Studies, D. Har a w a y Working from the perspective that race is a cultural in- se m i n a r . Only two student-directed seminars may be His t o r y of Consciousness 251, Readings in Science Stu d i e s , vention and racism is a political, economic, and social re- of f e r ed each quarte r . Guidelines for completion of the exit D. Har a w a y lation, investigates how “ra c e ” is produced as a meaningfu l req u i r ement are available in the Wom e n ’s Studies Off i c e Sociology 242, Feminist Res e a r ch Sem i n a r , P. Rob y and powerful social category, examines the effects of or on the web: ht t p : / / h u m w w w. u c s c . e d u / w s t . racism as a social relation, and argues for the necessity of Lower-Division Courses combining feminist and critical race studies. By consider- Transfer Stu d e n t s ing different historical periods and places, aims to equip 1A. Introduction to Feminisms. F students with the tools necessary to critically examine the Transfer students are encouraged to declare the major as Core course for women’s studies. Placing women’s experi- production and reproduction of race and racism in the soon as possible in order to be assured entrance into the ences at the center of our interpretation, introduces philo- U.S. Prerequisite(s): one course from Women’s Studies. req u i r ed core courses. Wom e n ’s studies advisers or the sophical, historical, political, cultural, and sexual issues Enrollment restricted to juniors and seniors. Enrollment chair determine which courses from other institutions are from feminist perspectives. Emphasis on diversity of limited to 20. (General Education Code(s): E.) transferable. Course 1A or 1B and course 100 must be women’s lives across class, racial, and ethnic experiences R. Mongia completed in the junior year so that the exit req u i re m e n t and sexual identities, and on the potential for our unity may be completed in the senior yea r . 103. Writing Women’s Lives. * and empowerment as women. Practical emphasis given to Examines various ways of representing women’s lives, in- ways of implementing a feminist process and a politic for cluding autobiography, oral history, community studies, Graduate Stu d i e s useful social change. Several short essays and one longer fiction, etc. Par ticular attention to intersections of gender, paper re q u i red. (General Education Code(s): IH.) Graduate students may work towa r d a Ph.D. degree that race, ethnicity, class, and sexuality, to the ways in which B. Aptheker notes a concentration in women’s studies on the gradua- individuals are situated in communities, and to the relation documents. The request must originate in the 1B. Introduction to Third World Feminisms. W tionship between author and subject. Enrollment limited de g r ee-granting department. The Anthrop o l o g y , His t o r y, Co r e course for women’s studies. Int r oduces feminisms by to 40. The Staff His t o r y of Consciousness, Literature, Psyc h o l o g y , and focusing on the Third World instead of beginning with 110. Women Writers of the African Diaspora. * Sociology Dep a r tments participate in this paren t h e t i c a l the development of feminism in North America and Adv anced introduction to contemporary writings of black notation program with the Wom e n ’s Stu d i e s “looking out” to the Third World. The meanings of fem- women in U.S., Africa, and the Caribbean, focusing on re- Dep a r tment. Students in other departments wishing to inism are created in very specific historical and local con- lationship between these different sites of production in pursue this option should consult with the chairs of texts. By centering women’s experience, feminism forces context of struggles against colonialism and patriarchy. their res p e c t i v e Ph.D. programs and of women’s studies. society to reconceptualize such basic concepts as power, Org a n i z ed around theme of perception, divided into three A list, updated annually, of regularly offered approved politics, and work. (General Education Code(s): IH, E.) main parts: Part I treats texts directing our attention to graduate courses is available in the Wom e n ’s Stu d i e s E. Honig Dep a r tment Office. different orders of perception; Part II includes three nov- The following are req u i r ed for the notation: 42. Student-Directed Seminar. F,W,S els with psychological problems at their center; and Part Seminars taught by upper-division students under faculty III turns to issue of tradition and conflicts of contempo- • Committee composition. The student must have a des- supervision. (See course 192.). The Staff rary black women in relation to gender, class, and na- ignated graduate adviser from women’s studies core tionality. Enrollment limited to 25. (General Education or affiliated faculty who serves on the qualifying 80S. Women in Music. F Code(s): E.) G. Dent examination committee or in some other approp r i a t e An exploration of the sociological position of women as ca p a c i t y . composers and performers in Western music history with 112. Women and the Law. F a focus on specific figures from the Middle Ages to pres- Int e rd i s c i p l i n a r y approach to study of law in its relation to • Wri t i n g . The student must prep a r e a significant piece ent. (Also offered as Music 80S. Students cannot receive category “women” and production of gender. Considers of writing in the area of women’s studies. This writ- credit for both courses.) Offered in alternate academic various materials including critical race theory, domestic ing must be a master’s essay or a chapter of the doc- years. (General Education Code(s): T4-Humanities and case law and international instruments, rep r esentations of toral disserta t i o n . Arts, A.) L. Miller la w , and writings by and on behalf of women living under different forms of legal control. Examines how law struc- • Course req u i re m e n t s . The student must take four grad- 80Y. Violence Against Women of Color. W uate courses in women’s studies/feminist studies. Th e tures rights, offers protections, produces hierarchies, and Examines violence against women of color in its myriad courses can be selected from among the graduate se x u a l i z es power relations in both public and intimate life. forms and analyzes the relationship between sexual/do- offerings of any UCSC department, as long as they (Also offered as Politics 112. Students cannot receive mestic violence and institutional structures of violence. ar e taught by core or affiliated women’s studies faculty. cr edit for both courses.) Enr ollment restricted to women’s Fur ther explores the development of women of color’s or- studies, politics, legal studies, and Latin American and • Tea c h i n g . The student must be a teaching assistant in ganizing strategies against violence and their relationship Latino studies/politics combined majors during priority at least one women’s studies course or teach a to the mainstream anti-sexual/domestic violence move- enrollment only. The Staff wo m e n ’s studies course independently (designated ment. Issues to be covered include domestic/sexual violence, colonialism and violence, prisons/INS detention, WOMEN’S STUDIES 379

132. Gender and Postcoloniality. * course 151A or Psychology 1, 40, or 157A, or consent of 194. Senior Seminar. Postcolonial feminist studies. Explores how discourses of instructor. Enrollment restricted to juniors and seniors. Discussion classes providing a broad overview of some gender and sexuality shaped the policies and ideologies of Enrollment limited to 30. The Staff general “area of concentration.” Discussion of assigned the historical processes of colonialism, the civilizing mis- readings, focus on oral presentations, and a final 20- to sion, and anticolonial nationalism. Considers orientalism 154. Revolutionary Tales: Women in Modern 25-page paper. Satisfies the senior comprehensive re- as a gendered discourse as well as colonial understandings China. * quirement in women’s studies. Enrollment limited to 20. Focusing on autobiographical, fictitious, and filmatic nar- of gender and sexuality in decolonialization. Explores 194I. Women’s Oral History and Memoir. * Western media rep r esentations, literature, the law, and the ratives about the Chinese revolution, course explores the history of women in China during the twentieth century: Designed to train students in oral history and memoir place of gender in the current debate between cultural rel - writing. Emp h a s i z es the specialness of women’s voi c e s ; ativism and universalism. Provides an understanding of ho w their role in the family struc t u r e and work force wer e affected by the social, economic, and political transfor- race, class, and sexuality, women’s silence, erasure, cen- some key terms in postcolonial studies and an in-depth ex- so r s h i p , and marginalization are addressed. The politics amination of the place of gender in these processes. Pre- mations that accompanied the Chinese revolution. Pre- requisite(s): course 1A or 1B; a course in modern Chinese of memory, narratives, storytelling, and editorial judg- requisite(s): courses 1B and 100 or permission of ment are considered. Prer equisite(s): satisfaction of the instructor. Enrollment restricted to juniors and seniors. history is recommended as preparation. Enrollment restricted to sophomore, junior, and senior students. En- Subject A and Composition requirements; course 1A Enrollment limited to 20. (General Education Code(s): or 1B, and 100. Enrollment restricted to senior E.) R. Mongia rollment limited to 20. Offered in alternate academic years. (General Education Code(s): E.) E. Honig women’s studies majors. Enrollment limited to 22. 139. African American Women’s History. S (General Education Code(s): W.) B. Aptheker 155. Women Workers in Transnational Considers African American women as central to under- 194J. Advanced Feminist Philosophy. * standing of U.S. history, focusing on ever yday survi v al, re- Context. F Examines women’s work in context of globalization, i.e., Focuses on issues in epistemology and ontology: the sistance, and movements for social change. Discussion of construction of knowledge and objectivity, rationality critical theories for historical research, gender, and race. creation of a division of labor extending beyond national bo r ders, beginning in fifteenth century and manifesting it- and emotions, subjectivity and personal identity, and Emphasis on biography, cultural history, and documen- the body and sexuality. (Also offered as Philosophy tary and archival research. Enrollment restricted to soph- self more recently with proliferation of factories owned by multinational corporations largely dependent on labor of 19 0 T . Students cannot rec e i v e credit for both courses.) omores, juniors, and seniors. Enrollment limited to 80. Prer equisite(s): course 100 or 168. Enr ollment limited (General Education Code(s): E.) B. Aptheker women in third-world countries. Focus on contemporary issues placed in historical context. Prerequisite(s): course to 20. The Staff 145. Racial and Gender Formations in 1B. Enr ollment restricted to sophomores, juniors and sen- 194L. Politics of Sexual Rights and Sexual the U.S. S iors. Enrollment limited to 20. (General Education Identity in the Third World. * Provides an introduction to the defining issues surround- Code(s): E.) E. Honig Focuses on issues related to the politics of sexual iden- ing “women of color” in the U.S. Explores the term tity and sexual rights in the Third World. Explores “women of color” as a conditional term that brings to- 168. Women: The Philosophical Issues. W ways in which sexual identity is articulated and de- gether forms of knowledge surrounding our understand- Study of philosophical issues reg a r ding women, including fined; state attempts to control and legislate sexual ing of African American, Chicana, Native American, and women’s roles and women’s rights. Such notions as op- identity and behavior; and the emergence of move- Asian American women, with simultaneous focus on our pression, liberation, sexuality, equality, and autonomy are ments for gay and lesbian rights in Third World coun- acts of interpretation and critique in looking at “women ex p l o r ed, along with questions concerning the rel a t i o n s h i p tries. Pre requisite(s): course 1B or equiva l e n t . of color” as an emergent and subjective socio-political be t w een biological and social facts and moral values. (Also Enrollment restricted to junior and senior students. phenomenon. (General Education Code(s): E.) offered as Philosophy 147. Students cannot receive credit Enrollment limited to 20. E. Honig A. Arondekar for both courses.) The Staff 195. Senior Thesis or Project. F,W,S 150. Women’s Culture. S 185. Psychoanalysis and Feminism. * The senior thesis/project which satisfies the major re- Philosophical, historical, and aesthetic implications of Introduction to Freudian and Lacanian theories of sexu- quirement. Course is for independent research and writ- wo m e n ’s consciousness of social rea l i t y . Both the sexual di- ality and the construction of the self as well as to feminist ing. Prerequisite(s): satisfaction of the Subject A and vision of labor and the subordination of women in soci- critiques and rewritings of those theories. An attempt is Composition requirements; students submit petition to ety give rise to distinctive categories of thought. Course made to place psychoanalytic theory in socioeconomic, sponsoring agency. (General Education Code(s): W.) The ob j e c t i v es: locate and consider these categories of thought racial, and colonialist contexts. App r opriate prior work in Staff as they are presented in women’s expressive culture; rede- theory is recommended as preparation. Enrollment refine culture, beauty, and artistry from a feminist perspec- stricted to junior and senior students. Enr ollment limited 196. Feminist Methods of Teaching. F tive; and propose a praxis for creating and transmitting to 25. H. Moglen Practicum for undergraduates assisting in the teaching of course 1A, Int r oduction to Fem i n i s m s , to conduct sections culture. Prerequisite(s): course 1A or 1B. Recommended 189. Advanced Topics in Feminist Theory. S for upper-division students with a background in women’s and evaluate student papers. A weekly seminar considers Focus on a particular problem in feminist theory. Prob- issues relating to experiential and critical thinking, au- studies, cultural, and/or ethnic studies. Enrollment lim- lems vary each year but might include theorizing the gen- ited to 20. B. Aptheker thority in the classroom, effective facilitation of group dered subject, racializing gender, the meeting points of process, racial diversity, violence against women. Prereq- 151A. Chicana Feminism. * psychoanalysis and social-political analysis in theorizing uisite(s): interview with instructor the quarter before Students are introduced to the writings of Chicana femi- gender, the relationship between queer theory and femi- course is offered and course 1A or 1B. Students must be nists to identify the gender issues that produce conflict nist theory, postcolonial feminist theory. Prerequisite(s): upper-division and have a background in women’s studies and cooperation in their communities. The course also course 100. Enrollment restricted to junior, senior, and and/or ethnic studies. En rollment limited to 25. makes linkages to gender issues in other U.S. communi- graduate students. Enrollment limited to 20. May be re- B. Aptheker ties of color and Latin America. (Also offered as Psychol- peated for credit. R. Mongia ogy 157A. Students cannot re c e i ve credit for both 198. Independent Field Study. F,W,S 192. Directed Student Teaching. F,W,S Provides for individual study program off campus for courses.) Prer equisite(s): course 1A or 1B or Psy chology 3. Teaching of a lower-division seminar under faculty su- (General Education Code(s): E.) A. Hurtado which faculty supervision is not in person. Students sub- pervision. (See course 42.). The Staff mit petition to sponsoring agency. The Staff 151B. Advanced Topics in Chicana 193. Field Study. F,W,S 198F. Independent Field Study Feminism. W Individual field study in the vicinity of the campus under Course is a continuation of course 151A which introd u c e s (2 credits). F,W,S the direct supervision of a faculty sponsor. Students sub- Provides for individual study program off campus for students to the writings of Chicana feminists to identify mit petition to sponsoring agency. The Staff the gender issues that cause conflict and cooperation in which faculty supervision is not in person. Students sub- their communities. The seminar format allows students an 193F. Field Study (2 credits). F,W,S mit petition to sponsoring agency. The Staff opportunity for extensive discussion. Satisfies seminar re- Individual field study in the vicinity of the campus under quirements. (Also offered as Psychology 157B. Students the direct supervision of a faculty sponsor. Students sub- cannot receive credit for both courses.) Prerequisite(s): mit petition to sponsoring agency. The Staff

*Not offered in 2004–05 380 PROGRAMS AND COURSES

199. Tutorial. F,W,S 251. Feminist Theory and Social Psychology. * ROXA N N E POWE R HAM I L TON Individual directed study for upper-division undergradu- Course bridges feminist theory and social psychological Poe t r y, writing and rhetoric, crea t i v e writing, feminist theory, ates. Students submit petition to sponsoring agency. The research to explore connections between theory covered queer studies, American literat u r es Staff and empirical studies on various topics in social psychol- ELL E N LOU I S E HAR T ogy. Seminar format allows students opportunity for ex- 199F. Tutorial (2 credits). F,W,S Literature and democracy, poetry and the nineteenth-century tensive discussion. (Also offered as Psychology 251. writer Emily Dickinson Individual directed study for upper-division undergradu- Students cannot receive credit for both courses.) Enroll- ates. Students submit petition to sponsoring agency. The ment restricted to graduate students. The Staff ROB I N KIN G Staff Visual arts, media criticism, sociology of learning and 264. The Idea of Africa. * em o t i o n s Examines the position of Africa in cultural studies and the Graduate Courses NAN C Y KRUS O E simultaneous processes of over- and under-representation Pos t m o d e r n writing: practice, theory, and pedagogy; rhe t o r i c 205. Feminism, Nationalism, and Sexuality in of the continent that mark enunciations of the global and and politics the local. Themes include defining diaspora, the West as the Third World. * BRI J LUN I N E Focus on the historical construction and articulation of philosophy, and Africa in the global economy. (Also offered as History of Consciousness 264. Students cannot Reception studies, cultural studies, popular culture and you t h feminism in the Th i r d World. Exp l o r es the relationship of su b c u l t u re s feminist and nationalist movements, considering such receive credit for both courses.) Enrollment restricted to questions as whether Third World women’s political graduate students. Enrollment limited to 15. The Staff PATR I C K MCKERC H E R Vir tual reality educational environments, outreach proj e c t s , movements are necessarily “feminist,” how these political 297. Independent Study. F,W,S co l l a b o ra t i v e res e a r ch with James Burk e movements define feminism, and the tensions between Independent study and res e a r ch under faculty supervi s i o n . nationalisms and feminisms. Par ticular attention to issues Students submit petition to sponsoring agency. The Staff ROB E R T MIC H A L S K I of sexuality, the effects of colonial institutions and policies Composition and rhetoric, popular culture, 19th- and 20th- on sexual identities in Th i r d World countries, the notions ce n t u r y British literat u r e of womanhood and female sexualities articulated within ELL E N NEWB E R R Y, Co - Di re c t o r , Central California nationalist ideologies and movements, the consequences Writing Proj e c t of such constructions for women, and the formulation of Writing Program Educational partnerships, writing for tran s f e r / re - e n t r y sexual issues among feminists. Offered every two or three students, writing and political issues years. Enrollment restricted to graduate students. Enroll- ment limited to 15. E. Honig 166 Kresge College SAR A H -H OP E PAR M E T E R (831) 459-2431 Multilingual, multicultural rhetorics; cross-age writing 206. Feminism and Psychoanalytic Theory. * ht t p : / / h u m w w w. u c s c . e d u / w r i t i n g / i n d e x . h t m l pa r tnerships and public school collaborat i ve s After studying essays by Freud, Lacan, and Melanie Klein DAN SCR I P T U R E which have been central to the construction of feminist Faculty and Professional Int e re s t s Vietnam War popular culture studies, fiction writing th e o r y, considers the writings of such feminist theorists as Jessica Benjamin, Judith Butler, Julia Kristeva, Juliet ROS W E L L SPAF F O R D Mitchell, Jaqueline Rose, Carolyn Steedman, and Maria Senior Lecturer Co o rd i n a t o r , Journalism Min o r Jou r nalism, media criticism, fiction, poetry, service learni n g , Torok. Enrollment restricted to graduate students or sen- CARO L M. FRE E M A N educational partn e r s h i p s iors with permission of instruc t o r , based on narrative eval - His t o r y, theory, and practice of rhetoric; composition theory uations and sample essays. Enrollment limited to 15. and pedagogy; the essay as genre JUD I T H TOD D H. Moglen Philosophies of nature, ecopsychology, Native American DON A L D L. ROTH M A N , Dire c t o r , Central worldviews, visual arts, cross-cultural and interdisciplinary 207. Advanced Topics in Queer/Race Studies. * California Writing Proj e c t studies Explores the interrelated epistemological frameworks of Lit e r acy education and democracy; UC/K-12 partn e r s h i p s ; AMY WEAV E R critical race studies and queer studies. Through a study of writing, persuasion, and nonviolence; writing pedagogy; Crea t i v e nonfiction, writing pedagogy philosophical, scientific, and literary texts, we historicize connections between beauty and justice and theorize discourses of race and sexuality. Enrollment JAM E S WIL S O N restricted to graduate students. Enrollment limited to 15. Le c t u re r Mod e r n Eur opean literar y, artistic, intellectual, and political mo vements (especially of France, Ita l y , and Spain); poetry of A. Arondekar ELI ZA B E T H ABR A M S , CH A I R Composition and rhetoric; writing across the curriculum; Ezr a Pound; Chinese poetry and philosophy; tran s l a t i o n , 212. Feminist Theory and the Law. F 19th- and 20th-century American history and literat u re , argument in popular culture; the rhetoric of sports Interrogation of the relationship between law and its in- especially concerning the Civil War stantiating gendered categories, supported by feminist, Prof e s s o r queer, Marxist, critical race, and postcolonial theories. JEF F R E Y M. ARN E T T PAUL N. SKE N A Z Y (L i t e r a t u re ) Topics include hypostasization of legal categories, the con- DER E D E ARTH U R Co n t e m p o ra r y U.S. fiction, popular culture (especially test between domestic and international human rights Popular culture, cultural studies, 18th–20th-century Bri t i s h de t e c t i v e fiction), practical criticism and reviews, oral history, frameworks, overlapping civil and communal codes, cul- li t e ra t u r e, theory of the novel the teaching of literat u r e, American writers abroa d , tural explanations in the law, the law as text and archive, jo u rn a l i s m testimony and legal subjectivity. (Also offered as History MAR K BAK E R Media and democrac y , postmodernism, 20th century of Consciousness 212. Students cannot receive credit for li t e ra t u r e and culture of the Americas, community Prog r am Des c r i p t i o n both courses.) Enr ollment restricted to graduate students. pa r ticipation, writing and social res p o n s i b i l i t y Enrollment limited to 15. G. Dent The campuswide Writing Program offers courses FAR N A Z FATE M I designed to help students at ever y level of prof i c i e n c y 232. Topics in Postcolonial Studies. * Media analysis, Middle East issues and cros s - c u l t u ra l become more competent and confident writers of pros e . Variable topics that could include postcolonial ap- pe r s p e c t i v es, visual culture The courses offered through this program teach skills of pr oaches to questions of epistemology and knowledge pro- TIM OT H Y FIT Z M AU R I C E grammar and organization and strategies of inven t i o n , duction, theories of nationalism and nation-state Poe t r y and politics, writing and publications composition, and editing. These courses approach writ- formation, subaltern historiography, analyses of modern- ing as one of the most important ways we have of mak- MAR I A CEC I L I A FRE E M A N , Coordi n a t o r , Subject A ization and developmental theory, postcolonial approa c h e s ing discoveries about ourselves and the world around us Gram m a r , English as a second language (ESL), multicultural to globalization, and transnationalism. Significant com- and of communicating these insights to others. ponent of feminist contributions to these literatures. En- American literat u r e, teacher training, educational pa rt n e r s h i p s The Writing Program administers the writing compo- rollment restricted to graduate students. Enrollment nent of the campus general education req u i r ements, as limited to 15. R. Mongia well as the Subject A req u i r ement, and advises students WRITING PROGRAM 381

about ways to fulfill these req u i r ements. It offers courses 21. Meaning and Style: The Sentence in 99F. Tutorial (2 credits). F,W,S that satisfy the “C” general education req u i r ement and Context. S Individual, directed study for lower-division students in tutorials that prep a r e students for the writing placement Exp l o r es, via cross-cultural readings, the nature, uses, and expository writing, editing, or journalism. Students sub- exam. Writing instructors in each college participate in abuses of language. Course work includes extensive writ- mit petition to sponsoring agency. May be repeated for that college’s core course and counsel its students about ing, both take-home and in-class. Emphasis on revising for credit. The Staff their writing. power of expression and for variety and accuracy at the The Writing Program has offered two minors: a sentence level. Enr ollment restricted to first-year students Upper-Division Courses minor in journalism (see page 273) and a minor in during priority enrollment; may be opened if space allows . communication and rhetoric (see page 156), though Enrollment limited to 22. M. Freeman 101. Introduction to the History, Theory, and both are suspended at this time. It also offers instru c- Practice of Rhetoric. * tion in the theory and practice of teaching writing for 22A. Grammar and Editing Workshop (3 A survey of classical and contemporary ideas about rhet- graduate students and peer tutors. credits). F oric which explores, practically and theoret i c a l l y , “the best Courses in crea t i v e writing are offered through the Offers instruction on selected topics in grammar and con- means of persuasion in any situation whatsoever ” and will Li t e r a t u r e Dep a rt m e n t . ventions of written English as needed to strengthen the writing skills of students whose primary language is not consider the nature of human discourse in diverse areas of standard English. Provides students practice in applying knowledge. Prerequisite(s): satisfaction of the Subject A Lower-Division Courses these concepts to editing their own writing. Designed for and Composition re q u i rements. (General Ed u c a t i o n entering first-year students. Enrollment limited to 22. Code(s): W.) C. Freeman 1. Composition and Rhetoric. F,W,S M. Freeman A basic composition course, which helps students find 102. The Rhetoric of the Social Sciences. * specific, practical ways of improving every aspect of their 22B. Grammar and Editing Workshop (3 Develops rhetorical facility in disciplinary writing for writing, through a broadly based consideration of the na- credits). upper-division social science majors. Req u i r es critical and ture of language from a diversity of perspectives. Prereq- Offers instruction on selected topics in grammar and con- disciplinary reading, writing in modes appropriate to so- uisite(s): satisfaction of the Subject A re q u i re m e n t . ventions of written English as needed to strengthen the cial science disciplines, and a substantial research or crit- Enrollment limited to 25. (General Education Code(s): writing skills of students whose primary language is not ical paper within the student’s own discipline. C.) The Staff standard English. Provides students practice in applying Prerequisite(s): satisfaction of the Subject A and Compo- these concepts to editing their own writing. Designed for sition requirements. (General Education Code(s): W.) 11A. Adjunct Tutorial in Writing (2 credits per continuing students who have already taken course 20 M. Baker quarter) (2 credits). F and/or 21. Enrollment limited to 22. M. Freeman A tutorial designed to provide follow-up assistance in writ- 103. Rhetoric of the Natural Sciences. * ing for students who have passed the Subject A require- 42. Student-Directed Seminar. This course explores writing genres within the natural sci- ment, but wish to continue to work on various aspects of Seminars taught by upper-division students under faculty ences. Emphasis is on the relationships between good sci- their writing. Counts only for academic standing and fi- supervision. (See course 192.) The Staff ence and good writing, clear thinking and clear writing. nancial aid purposes, but does not apply towa r d degree re- Frequent papers and substantive revisions required. Pre- q u i rements (i.e., counts as workload credit only). 64. Newswriting Workshop. * requisite(s): completion of 10 units coursewo r k in the nat- Prerequisite(s): approval of the Writing Program; satisfac- Introduction to the basic techniques of newswriting, in- ural sciences, satisfaction of the Subject A and tion of the Subject A requirement. May be repeated for cluding practice in leads, formats, and different kinds of Composition requirements. Enrollment restricted to jun- credit. The Staff ne ws rep o r ting. Emphasis on developing skills in res e a rc h , iors and seniors during priority enrollment. Enrollment interviewing, and shaping stories. Includes an examina- limited to 30. (General Education Code(s): W. ) 11B. Adjunct Tutorial in Writing (2 credits per tion of the contemporary media. Prerequisite(s): satisfac- S. Parmeter quarter) (2 credits). W tion of the Subject A and Composition requirements, A tutorial designed to provide follow-up assistance in writ- in s t r uctor determination at first class meeting. Enro l l m e n t 104. Writing in the Arts. * ing for students who have passed the Subject A require- limited to 22. (General Education Code(s): W.)The Staff A writing course focusing on the purposes and composi- ment, but wish to continue to work on various aspects of tion of various genres of writing about and in the per- their writing. Counts only for academic standing and fi- 70. Communication and Rhetoric: An forming arts, visual arts, and music such as reviews, nancial aid purposes, but does not apply towa r d degree re- Introduction. * pr ogram and exhibit notes, journal and magazine arti c l e s , q u i rements (i.e., counts as workload credit only). This course introduces the field of contemporary com- grant proposals, and press releases. Prerequisite(s): satis- Prerequisite(s): approval of the Writing Program; satisfac- munication studies, locating its roots in rhetoric and faction of the Subject A and Composition requirements. tion of the Subject A requirement. May be repeated for showing how key concepts play out in mass media and Enrollment limited to 30. (General Education Code(s): credit. The Staff other settings as well as in everyday life. Prerequisite(s): W.) E. Abrams satisfaction of the Subject A requirement. R. Spafford 11C. Adjunct Tutorial in Writing (2 credits per 106. Public Speaking. * quarter) (2 credits). S 93. Field Study. F,W,S Students learn strategies to write, analyze, and deliver ef- A tutorial designed to provide follow-up assistance in writ- For lower-division students: supervised study within com- fe c t i v e speeches of various kinds as well as professional pre- ing for students who have passed the Subject A require- muting distance of campus. May include internships at sentations using Powe r Point and other visuals. ment, but wish to continue to work on various aspects of magazines, newspapers, publishing houses, or newsletters Prerequisite(s): satisfaction of the Subject A and Compo- their writing. Counts only for academic standing and fi- of corporations, and civic or service organizations. Pre- sition requirements. Enrollment limited to 25. J. Wilson requisite(s): satisfaction of Subject A; certification of ade- nancial aid purposes, but does not apply towa r d degree re- 107. Technical and Business Writing: An q u i rements (i.e., counts as workload credit only). quate preparation; approval of Writing Program. May be repeated for credit. The Staff Overview. * Prerequisite(s): approval of the Writing Program; satisfac- An exploration of the conventions and formats of business tion of the Subject A requirement. May be repeated for 93F. Field Study (2 credits). F,W,S and technical writing. Course work involves writing ef- credit. The Staff For lower-division students: supervised study within com- fective resumes, proposals, letters, end-user manuals, and 20. The Nature of Written Discourse. W muting distance of campus. May include internships at the fundamentals of Web site design. Prerequisite(s): sat- Explores the dynamics of written language: its relation- magazines, newspapers, publishing houses, or newsletters isfaction of the Subject A and Composition req u i re m e n t s . ships to speech, thought, and culture; its uses in different of corporations, and civic or service organizations. Stu- Enrollment limited to 30. The Staff personal, academic, professional, and public contexts; its dents submit petition to sponsoring agency. May be repeated for credit. The Staff 108. Electronic Communication. * abuses in jargon and propaganda. Course work includes An introduction to the evolving conventions of effective ex t e n s i v e practice in different kinds of writing. Enro l l m e n t 99. Tutorial. F,W,S Web site design as well as collaborative writing. Course restricted to first-year students during priority enrol l m e n t ; Individual, directed study for lower-division students in work includes evaluation of Web site content and struc- may be opened if space allows. Enrollment limited to 22. expository writing, editing, or journalism. Students sub- tu r e and creation of hypertext. Prer equisite(s): satisfaction The Staff mit petition to sponsoring agency. May be repeated for of the Subject A and Composition requirements. Enroll- credit. The Staff ment limited to 24. The Staff

*Not offered in 2004–05 382 PROGRAMS AND COURSES

109. Argument and Practical Reasoning. * Prer equisite(s): intervi e w only and satisfaction of the Sub - 166N. The Rhetoric of Radio. * An investigation of contemporary persuasive discourse ject A and Composition req u i r ements. Enr ollment limited Examines the theory and practice of radio. Students ex- with special attention to the elements and forms of argu- to 20. (General Education Code(s): W.) The Staff plore how the formats of radio create its meaning, and ment, the nature of evidence, questions of validity and investigate radio’s place in the landscape of the media, pro b a b i l i t y , and the workings of rhetorical reasoning. Em- 163. Advanced Workshop in Expository particularly in the U.S. and Mexico. Prerequisite(s): phasizes the analysis of arguments rather than their con- Writing. * satisfaction of the Subject A and Composition rest r uction. Prer equisite(s): satisfaction of the Subject A and A composition course for students who, having mastered qu i r ements and consent of instruc t o r . Enr ollment lim- Composition requirements. Enrollment limited to 40 basic writing skills, wish to concentrate on increasing their ited to 25. L. Lopez J. Wilson ef f e c t i v eness as rhetoricians, prose stylists, and editors. As- signments include writing and revising essays, res p o n d i n g 167. Making the News. * 110A. Writing in the Professions. * to other students’ work, and reading published essays. Pre- A writing course examining news and feature articles in Study of writing required in the selected professions, in- requisite(s): satisfaction of the Subject A and Composition popular print media. Students write their own articles and cluding law, politics, and government. Considers the rhet- req u i r ements. Enr ollment limited to 22. May be rep e a t e d analyze how a particular content is mandated by conven- oric of each discipline and rel e v ant texts. Includes lectures for credit. (General Education Code(s): W.) D. Arthur tional forms, by the structure of the industries, and by from visiting professionals and a series of writing assign- ideas of “newsworthiness.” Designed for journalism mi- ments based on reading and res e a r ch. Topic may var y from 165. Practicum in Reporting. * nors and students for whom a course in media criticism is year to yea r , focusing on the rhetoric of other prof e s s i o n a l In-depth, community-based reporting, with an emphasis central to their program. Prer equisite(s): satisfaction of the divisions: medicine, engineering, economics, and so on skills ranging from intervi e wing techniques to prof i l e s , Subject A and Composition requirements; qualifications forth. Prerequisite(s): satisfaction of the Subject A and integrating research with writing. Students choose a spe- determined by instructor at first class meeting. Enro l l m e n t Composition requirements. Enrollment limited to 40. cific area or “de s k ” of concentration, and all the stories re- limited to 43. (General Education Code(s): W. ) (General Education Code(s): W.) T. Fitzmaurice flect that beat. Prerequisite(s): satisfaction of the Subject R. Spafford, C. Hallinan A and Composition req u i r ements; a writing sample, com- 120. Editing English Prose. * pleted in class, is required at first class meeting. Enroll- 169. Theory and Practice of Tutoring This course offers extended, detailed instruction in editing ment restricted to journalism minors during priority Writing. F on e ’s own and other people’s prose for accuracy, clarity, ap- en r ollment. Enr ollment limited to 22. (General Edu c a t i o n An introduction to theory and res e a r ch on the composing pr opriateness, and effectiveness. It provides some history of Code(s): W.) The Staff process and practical strategies for teaching writing, espe- theories of style and stylistic analysis, and instruction in cially in tutorial situations. Recommended for writing as- pr ose variation according to social context. Prere q u i s i t e ( s ) : 166. Topics in Journalism. sistants. Prerequisite(s): instructor determination at first satisfaction of the Subject A and Composition req u i r e- Courses under this heading explore fields of newspaper class meeting; course intended for writing tutors only. En- ments. Enr ollment limited to 40. D. Scripture and magazine journalism: feature writing, inves t i g a t i v e re- rollment limited to 30. The Staff po r ting, rev i e wing, commentary, etc. Students study pub- 128. Latino Media in the U.S. F lished writing and hone their own skills as writers under 180. Seminar in Editing and Publishing. F,W,S Overview of Latino mass media outlets in the U.S. and the supervision of a practicing journalist. See the Sc h e d u l e Newswriting seminar for City on a Hill editors and writ- their role in the face of increased concentration of main- of Classes for specific offerings. ers. Weekly sessions evaluate newspaper in depth, includ- st r eam media own e r s h i p . Focus on development of strate- 166A. Magazine Writing.* ing writing, reporting, and issues in journalism ranging gies and writing skills to enable grassroots and community Introduces students to the various forms of magazine from ethics to legal questions. Prerequisite(s): instructor organizations to access print media. Bilingual approach. writing?as well as to pertinent reporting techniques. determination at first class meeting; open only to editors, (Formerly Journalism and the Latino Community. ). (Also Students work intensively on process, style, and edit- interns, and writers at City on a Hill Press. Enrollment offered as Latin Americn & Latino Studies 128. Students ing, producing numerous formal and informal pieces. limited to 40. May be repeated for credit. The Staff cannot receive credit for both courses.) The Staff Enr ollment priority will be given to journalism minors. 189. Methods of Teaching Writing. F,W,S 159. Grammar for Tutors and Teachers (3 Students produce a writing sample on the first day of Supervised by a writing instructor, each students attends credits). W class. Prerequisite(s): satisfaction of Subject A and a weekly seminar on teaching writing and either assists in English grammar from a pedagogical perspective, empha- Composition req u i r ements; course 64 or permission of a class or serves as a facilitator of a small writing group in sizing structures, patterns, and conventions of written instructor. Enrollment limited to 22. (General Educa- a course at UCSC or a public school. Prerequisite(s): Pe- English that commonly challenge basic writers. Students tion Code(s): W.) The Staff tition on file with sponsoring agency. May be repeated for learn strategies for helping multilingual and other writers 166B. Investigative Reporting. * credit. The Staff improve their writing skills by increasing their awareness Students acquire basic inves t i g a t i v e and res e a r ch skills, 191. Internships. of grammar. Prerequisite(s): satisfaction of Subject A and with particular emphasis on how to develop investiga- Individual work in journalism, publishing, or broadcast- Composition requirements. M. Freeman tive subjects, obtain data, check accuracy, and convert ing. Internships req u i r e a contracted amount of writing or information into well written, publishable articles. Pri - 161. Academic Writing and Res e a r ch Methods. * other work, and generally involve group tutorials with ority given to students concentrating in journalism. Introduces library and field research methods and also faculty in the Writing Program as well as individual con- Pre requisite(s): satisfaction of the Subject A and Com- pr ovides instruction and practice in writing from res e a rc h , ferences. The Staff position requirements; interview with instructor to re- addressing issues such as voice, argument, and documen- view journalism portfolio. Enrollment limited to 22. tation. Students write four lengthy essays and do consid- 191A. Internship in Writing. F,W,S (General Education Code(s): W.) The Staff erable informal writing. Course 161A is either a section Regular writing for newspaper or magazine. Students sub- for re-entry women or a section for students in the EOP 166D. Minorities in Journalism. * mit petition to sponsoring agency. May be repeated for Faculty Mentor Program. Prerequisite(s): satisfaction of Focuses on the minority press and how it has shaped credit. The Staff the Subject A and Composition req u i r ements. Enro l l m e n t journalism in the U.S. as well as viewing how the 191B. Internship in Editing. F,W,S limited to 20. (General Education Code(s): W.) The Staff media has dealt with this segment of our society. Pre- Wor k in an editorial position involving critique and guid- requisite(s): satisfaction of the Subject A and Compo- 161A. Academic Writing and Research ance of reporters. Students submit petition to sponsoring sition re q u i rements and consent of instru c t o r. agency. May be repeated for credit. The Staff Methods. * En rollment limited to 22. (General Ed u c a t i o n Introduces library and field research methods and also Code(s): W.) The Staff 191C. Internship in Publishing. F,W,S pr ovides instruction and practice in writing from res e a rc h , All phases of work for a publishing house, from manu- addressing issues such as voice, argument, and documen- 166J. Online Journalism. * A course in using electronic sources to report articles script reading to editorial. Students submit petition to tation. Students write four lengthy essays and do consid- sponsoring agency. May be repeated for credit. The Staff erable informal writing. Course is either a special section for publication, and in publishing journalistic pieces in fall designed specifically for re- e n t r y women (entry into online. Prer equisite(s): course 64 or journalism experi- 191D. Internship in Broadcasting. F,W,S this section requires instructor determination of qualifi- ence; instructor determination at first class meeting. Writing, editing, scheduling, and/or broadcast work for cations at the first class meeting) or a special section de- Enrollment limited to 25. The Staff television or radio. Students submit petition to sponsoring signed for students in the EOP Faculty Mentor Program. agency. May be repeated for credit. The Staff WRITING PROGRAM 383

192. Directed Student Teaching. F,W,S sponding to and evaluating papers, ESL writers, peer re- Teaching of a lower-division seminar under faculty su- sponse, and technological aids. Enrollment restricted to pervision. (See course 42.) Students submit petition to graduate students. Enr ollment limited to 30. D. Scripture sponsoring agency. May be repeated for credit. The Staff 203. Teaching Writing. S 193. Field Study. F,W,S Prepares graduate students to teach Writing 1 at UCSC For upper-division students: supervised study within com- and elsewhere. Development of a syllabus, teaching strat- muting distance of the campus. May include internships egy, and class plans based on study of composition and at magazines, newspapers, publishing houses, or newslet- rhetorical theories, research on students’ writing develop- ters of corporations, and civic or service organizations. ment, and effective writing pedagogies. Enrollment re- Prer equisite(s): satisfaction of Subject A req u i r ement; stu- stricted to graduate students. Enrollment limited to 25. dents submit petition to sponsoring agency. The Staff E. Abrams 193F. Field Study (2 credits). F,W,S ◆◆ ◆ For upper-division students: supervised study within commuting distance of the campus. May include internships at magazines, newspapers, publishing houses, or newslet- Additional Course of Int e re s t ters of corporations, and civic or service organizations. Computer Engineering 185, Technical Writing for Students submit petition to sponsoring agency. May be re- Computer Eng i n e e r s peated for credit. The Staff 194. Group Tutorial. F,W,S A writing, editing, or publishing project undertaken by a small group of students under the direct supervision of a writing instruc t o r . Students submit petition to sponsoring agency. Enrollment limited to 15. May be repeated for credit. The Staff 195. Senior Thesis. F,W,S Individual work on a thesis for any campus major or individual major. Faculty in the Writing Program help students on all phases of work, from selection and focus to development of bibliographies, research techniques, revision, and editing. Students submit petition to sponsoring agency. May be repeated for credit. The Staff 198. Independent Field Study. F,W,S Individual study for which faculty supervision is possible only by correspondence. May include internships at news - papers, magazines, publishing houses, or the newsletters of corporations, and civic or service organizations. Prerequi- site(s): satisfaction of Subject A req u i r ement; students submit petition to sponsoring agency. May be repeated for credit. The Staff 198F. Independent Field Study (2 credits). F,W,S Individual study for which faculty supervision is possible only by correspondence. May include internships at news - papers, magazines, publishing houses, or the newsletters of corporations, and civic or service organizations. Students submit petition to sponsoring agency. May be repeated for credit. The Staff 199. Tutorial. F,W,S Individual, directed study for upper-division students in expository writing, editing, or journalism. Students submit petition to sponsoring agency. May be repeated for credit. The Staff 199F. Tutorial (2 credits). F,W,S Individual, directed study for upper-division students in expository writing, editing, or journalism. Students submit petition to sponsoring agency. May be repeated for credit. The Staff

Graduate Courses

202. Writing and Learning Seminar (3 credits). * Strategies for teaching assistants to help undergraduates become better learners and writers in disciplinary courses. Topics include using writing to improve reading and thinking, analysis of assignments, avoiding plagiarism, re-

*Not offered in 2004–05 246_UCSCGenlCatalog.13_385 9/13/2004 2:38 PM Page 385

Teaching Staff

Teaching Staff 387 246_UCSCGenlCatalog.13_385 9/13/2004 2:38 PM Page 386 246_UCSCGenlCatalog.13_385 9/13/2004 2:38 PM Page 387

Teaching Staff 387

PATRICK AHERNE, Porter College (1966) MARK ANDERSON (2003) Teaching Staff Professor Emeritus, Art Assistant Professor, Anthropology B.F.A., University of Kansas; M.A., Northwestern B.A., University of North Carolina at Chapel University. Former affiliation: Artist-in-Residence, Hill; M.A., Ph.D., University of Texas at Austin. aculty titles for 2004–06 were verified as Kings Canyon and Sequoia National Parks. Former affiliation: University of Chicago. Fof June 30, 2004, and subsequent changes may not be reflected in the following list. Please JUDITH AISSEN, Stevenson College (1983) ROGER W. A NDERSON, Porter College (1968) note that inclusion in this list is not a guarantee Professor, Linguistics Professor, Chemistry and Biochemistry that the faculty member will be teaching through- B.A., Fordham University; M.A., Yale University; B.A., Carleton College; M.A., Ph.D., Harvard out the 2004–06 academic years. In addition, Ph.D., Harvard University. Former affiliations: University. some faculty listed here as emeriti may be recalled University of California, Los Angeles; Yale to teach courses. University; University of California, Santa Barbara. FRANK C. ANDREWS, Merrill College (1967) The listing for most faculty members includes Professor, Chemistry and Biochemistry college membership, year of arrival at UC Santa JOSHUA AIZENMAN, College Nine (2001) B.S., Kansas State University; M.A., Ph.D., Cruz, academic title, degrees, and former affiliations. Professor, Economics Harvard University. Former affiliation: University B.A., M.A., Hebrew University of Jerusalem; of Wisconsin. MARTIN ABADI (2001) Ph.D., University of Chicago. Former affiliations: Professor, Computer Science University of Pennsylvania; University of LAWRENCE ANDREWS, Porter College (1991) B.S., M.S., Ph.D., Stanford University. Former Chicago; Hebrew University of Jerusalem; Associate Professor, Film and Digital Media affiliations: Systems Research Center, Compaq; Dartmouth College. B.F.A., San Francisco Art Institute. Bell Labs Research; Lucent Technologies. RAMAKRISHNA AKELLA (2003) KAREN L. ANDRIE (1993) RALPH H. ABRAHAM, Kresge College (1968) Professor, Information Systems Management Lecturer, Music (Cello) Professor Emeritus, Mathematics B.S., Indian Institute of Technology; Ph.D., B.M., Performer’s Certificate, Eastman School of B.S.E., M.S., Ph.D., University of Michigan. Indian Institute of Science. Former affiliations: Music. Concurrent affiliations: Cabrillo College; Former affiliations: Princeton University; State University of New York at Buffalo; Carnegie Popper-Keizer Summer Music Conservatory; Columbia University; University of California, Mellon University. Santa Cruz Chamber Players; Santa Cruz New Berkeley. Music Works; Monterey Symphony. NAMEERA N. AKHTAR, Crown College/College W. E MMANUEL ABRAHAM, Cowell College Ten (1995) DAVID HENRY ANTHONY III, Oakes College (1973) Associate Professor, Psychology (1988) Professor Emeritus, Philosophy B.S., M.S., Ph.D., Dalhousie University (Canada). Associate Professor, History B.A., University of London; M.A., B.Phil., A.B., New York University; A.M., Ph.D., Oxford University. Former affiliations: Macalester JORGE ALADRO FONT, Merrill College (1992) University of Wisconsin-Madison. Former affilia- College; University of Ghana; University of Professor, Spanish Literature tion: University of Oregon. California, Berkeley; Stanford University. M.A., University of Barcelona; Ph.D., State University of New York at Albany. Former affilia- BETTINA APTHEKER, Kresge College/College Ten ELIZABETH S. ABRAMS, Porter College (2000) tions: Skidmore College; State University of New (1979) Lecturer, Writing York at Albany. Professor, Women’s Studies and History A.B., University of California, Berkeley; M.A., B.A., University of California, Berkeley; M.A., M.Phil., Yale University. Former affiliation: LUCA DE ALFARO (2001) San Jose State University; Ph.D., University of Harvard Expository Writing Program. Assistant Professor, Computer Engineering California, Santa Cruz. Former affiliation: San B.S., Ph.D., Politecnico di Torino (Italy); M.S., Jose State University. ROBERT F. A DAMS, Crown College (1967) Ph.D., Stanford University. Former affiliation: Professor Emeritus, Economics University of California, Berkeley. DANE ARCHER, Stevenson College (1972) B.A., Oberlin College; M.A., Ph.D., University of Professor, Sociology Michigan. Former affiliations: University of SONIA E. ALVAREZ, Merrill College (1984) B.A., Yale University; M.A., Ph.D., Harvard Pittsburgh; University of Maryland. Professor, Politics University. A.B., Smith College; M.A., M.Phil., Ph.D., Yale ANTHONY AGUIRRE (2003) University. Former affiliation: Yale University. MANUEL ARES JR., Porter College (1987) Assistant Professor, Physics Professor, Molecular, Cell, and Developmental B.A., Brown University; M.A., Ph.D., Harvard GEORGE T. A MIS, Cowell College (1965) Biology University. Former affiliation: Institute for Professor Emeritus, English Literature B.S., Cornell University; Ph.D., University of Advanced Study (Princeton). B.A., Amherst College; M.A., Ph.D., Yale California, San Diego. Former affiliation: Yale University. Former affiliations: Yale University; University. JULIA M. AGUIRRE (2001) Williams College. Assistant Professor, Education SVEN W. A RNDT (1970) B.A., University of California, Berkeley; M.A., ELLIOT W. A NDERSON, Porter College (1997) Professor Emeritus, Economics University of Chicago; Ph.D., University of Assistant Professor, Art B.A., University of Western Ontario; M.A., California, Berkeley. B.S., Northeastern University; B.A., M.A., San Ph.D., University of California, Berkeley. Former Francisco State University. Former affiliation: San affiliations: University of California, Los Angeles; Francisco Art Institute. Johns Hopkins Center for Advanced International Studies (Bologna, Italy). facing page: Professors of molecular, cell, JENNIFER K. ANDERSON, College Eight/College and developmental biology Andrew Chisholm and Ten (1974) JEFFREY M. ARNETT (1987) Yishi Jin both conduct research studying different Lecturer, Environmental Interpretation Lecturer, Writing aspects of a tiny roundworm, Caenorhabditis (Environmental Studies) B.A., University of California, Santa Cruz; M.A., elegans. In a White House ceremony, Jin received B.A., California Life Teaching Credential, University of Colorado, Boulder. Former affilia- University of California, Riverside. Former affiliation: Santa Clara University. a 1999 Presidential Early Career Award for tions: Monterey, Santa Clara, and Riverside Scientists and Engineers. 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388 Teaching Staff

ANJALI ARONDEKAR (2000) NEIL J. BALMFORTH (1999) JONATHAN F. B EECHER, Stevenson College (1970) Assistant Professor, Women’s Studies Professor, Applied Mathematics and Statistics Professor, History I.B., Armand Hammer United World College; B.Sc., University of London; Ph.D., University of B.A., Ph.D., Harvard University. Former affilia- B.A., Cornell University; Graduate Certificate, Cambridge. Former affiliations: University of tions: Harvard University; Ecole Normale Ph.D., University of Pennsylvania. Nottingham; Woods Hole Oceanographic d’Instituteurs (France). Institution. ELLIOT ARONSON, Stevenson College (1974) DAVID P. B ELANGER, College Eight (1984) Professor Emeritus, Psychology THOMAS BANKS (1986) Professor, Physics B.A., Brandeis University; M.A., Wesleyan Professor, Physics B.S., M.S., Georgia Institute of Technology; University; Ph.D., Stanford University. Former B.A., Reed College; Ph.D., Massachusetts Institute Ph.D., University of California, Santa Barbara. affiliations: Harvard University; University of of Technology. Former affiliations: Stanford Linear Minnesota; University of Texas at Austin. Accelerator Center; Tel Aviv University; Institute ILAN BENJAMIN, Stevenson College (1989) for Advanced Study (Princeton); Rutgers Professor, Chemistry and Biochemistry GABRIELA ARREDONDO, Merrill College (1998) University. B.Sc., Ph.D., Hebrew University of Jerusalem. Assistant Professor, Latin American and Latino Former affiliation: University of California, San Studies BRENDA BARCELÓ, Merrill College (1995) Diego. B.A., Reed College; M.A., San Francisco State Lecturer, Spanish Language University; Ph.D., University of Chicago. B.A., M.A., University of California, Santa HARRY BERGER JR., Cowell College (1965) Barbara. Former affiliations: Cuesta College; Professor Emeritus, English Literature and History of DORIS B. ASH, Porter College (2000) Alianza Cultural Uruguay-U.S.A. (Montevideo). Art and Visual Culture Assistant Professor, Education B.A., Ph.D., Yale University. Former affiliation: B.S., M.S., Cornell University; Ph.D., University EHUD MOSHE BARUCH (1999) Yale University. of California, Berkeley. Former affiliation: San Associate Professor, Mathematics Francisco Exploratorium. B.Sc., M.Sc., Technion University (Israel); Ph.D., RALPH BERGER, Cowell College (1967) Yale University. Former affiliations: Weizmann Professor Emeritus, Ecology and Evolutionary Biology NORIKO ASO, Merrill College (1998) Institute of Science (Israel); Ohio State University. B.A., M.A., Cambridge University; Ph.D., Lecturer, History University of Edinburgh. Former affiliations: B.A., Yale University; M.A., Ph.D., University of KAREN BASSI, Cowell College (1988) University of Edinburgh; National Institute of Chicago. Former affiliation: Portland State Associate Professor, Classics (Literature) Neurological Diseases and Blindness; University of University. B.A., University of California, Santa Cruz; Ph.D., Puerto Rico; University of California, Los Angeles. Brown University. Former affiliations: Syracuse ERIK ASPHAUG (1998) University; University of Rhode Island; Brown ROBERT F. B ERKHOFER JR., Merrill College Associate Professor, Earth Sciences University. (1991) B.A., Rice University; Ph.D., University of Professor Emeritus, History Arizona, Tucson. Former affiliations: SETI DILIP K. BASU, Merrill College/College Nine B.A., State University of New York at Albany; Institute; NASA Ames Research Center. (1971) M.A., Ph.D., Cornell University. Former affilia- Associate Professor, History tions: University of Michigan, Ann Arbor; CHARLES ATKINSON, Porter College (1978) B.A., M.A., Calcutta University; M.A., Harvard University of Wisconsin-Madison; University of Lecturer, Creative Writing University; Ph.D., University of California, Minnesota. B.A., Amherst College; M.A., Ph.D., University of Berkeley. Former affiliations: University of California, Santa Cruz. Former affiliation: Michigan; University of California, Berkeley. GIACOMO BERNARDI (1994) Hampshire College. Associate Professor, Ecology and Evolutionary Biology FRANK BÄUERLE (1994) B.S. (Maitrise), M.Sc. (D.E.A.), Ph.D. (These WILLIAM B. ATWOOD (2001) Lecturer, Mathematics d’Université), University of Paris. Former affilia- Adjunct Professor, Physics B.A., Technische Hochschule Karlsruhe; M.A., tions: Institut Jacques Monod (Paris); Hopkins B.S., California Institute of Technology; Ph.D., Ph.D., University of California, San Diego. Marine Station, Stanford University. Stanford University. Former affiliation: Stanford Former affiliations: Monash University; Cornell Linear Accelerator Center. University. CLAUDE F. B ERNASCONI, Merrill College (1967) Professor, Chemistry and Biochemistry MARGARITA AZMITIA, Cowell College/College Ten MURRAY BAUMGARTEN, Kresge College (1966) Diploma, Ph.D., Swiss Federal Institute of (1989) Professor, English and Comparative Literature; Technology (ETH) (Zurich). Former affiliation: Professor, Psychology Neufeld Levin Professor, Holocaust Studies Max Planck Institute for Biophysical Chemistry B.A., M.A., University of North Carolina at B.A., Columbia University; M.A., Ph.D., (Göttingen). Greensboro; Ph.D., University of Minnesota. University of California, Berkeley. Former affilia- Former affiliation: Florida International University. tions: Hebrew University of Jerusalem; Williams GABRIEL BERNS, Cowell College (1965) College; University of California Education Professor Emeritus, Spanish Literature IGNACIO AZNAR (1966) Abroad Program (Jerusalem). B.A., M.A., University of Wisconsin; Ph.D., Ohio Lecturer Emeritus, Spanish Language State University. Former affiliations: Ohio B.A., M.A., University of California, Berkeley. AMY C. BEAL, Porter College (2001) Wesleyan University; Ohio State University; Former affiliation: Pomona College. Assistant Professor, Music University of California Education Abroad B.M., M.M., University of Kansas; M.A., Ph.D., Program (Madrid). MARK BAKER (2000) University of Michigan. Former affiliation: Bates Lecturer, Writing College. EVA BERTRAM (2003) B.A., University of California, Irvine; M.A., San Acting Assistant Professor, Politics Francisco State University. Former affiliation: San TANDY BEAL, Porter College (1973) B.A., Swarthmore College; M.A., M.Phil., Ph.D. Francisco State University. Lecturer, Theater Arts (Dance) cand., Yale University. Former affiliations: Cabrillo College; University of Utah. JULIE BETTIE, College Eight (1997) Associate Professor, Sociology B.S., Boise State University; M.A., Ph.D., University of California, Davis. 246_UCSCGenlCatalog.13_385 9/13/2004 2:38 PM Page 389

Teaching Staff 389

JAMES H. BIERMAN, Cowell College/Porter SCOTT BRANDT, Crown College (1999) MICHAEL K. BROWN, Merrill College (1982) College (1973) Associate Professor, Computer Science Professor, Politics Professor, Theater Arts (Drama) B.S., M.S., University of Minnesota, Minneapolis; B.A., University of Oregon; M.P.A., Ph.D., B.A., Princeton University; Diplôme, University of Ph.D., University of Colorado, Boulder. University of California, Los Angeles. Former affil- Paris, Sorbonne; Ph.D., Stanford University. iation: Virginia Polytechnic Institute and State Former affiliations: Smith College; Amherst ALEXANDRE BRANDWAJN (1985) University. College. Professor, Computer Engineering B.A., Docteur-Ingenieur, Docteur d’Etat, KENNETH W. B RULAND, Crown College (1974) RAOUL BIRNBAUM, Kresge College (1991) University of Paris. Former affiliations: Amdahl Professor, Ocean Sciences; Ida Benson Lynn Professor, Patricia and Rowland Rebele Professor, History of Art Corporation; Ecole Nationale Superieure des Ocean Health and Visual Culture Telecommunications (ENST) (Paris); Duke B.A., Western Washington State College; Ph.D., B.A., College of the City of New York; M.A., University. Scripps Institution of Oceanography, University of M.Phil., Ph.D., Columbia University. Former affil- California, San Diego. iations: University of Iowa; Princeton University; REBECCA BRASLAU, Stevenson College (1991) Harvard University; Metropolitan Museum of Art. Associate Professor, Chemistry and Biochemistry DAVID T. B RUNDAGE, College Eight (1985) B.A., Reed College; Ph.D., University of Associate Professor, Community Studies COURTNEY BLACKBURN (1980) Wisconsin-Madison. Former affiliation: Institut B.A., Reed College; M.A., University of Warwick Physical Education Instructor für Organische Chemie (Basel, Switzerland). (England); Ph.D., University of California, Los Certified master of Yung Style Tai Chi Chuan Angeles. Former affiliation: Research Foundation, under Grand Master Liu, Yao Ting. DONALD BRENNEIS, Cowell College/College Nine Graduate Center of the City University of New (1996) York. GEORGE R. BLUMENTHAL, Oakes College (1972) Professor, Anthropology Professor, Astronomy and Astrophysics B.A., Stanford University; Ph.D., Harvard WAYNE B. BRUMBACH, Merrill College (1969) B.S., University of Wisconsin-Milwaukee; Ph.D., University. Former affiliation: Pitzer College. Professor Emeritus, Physical Education University of California, San Diego. B.S., M.S., University of Washington; Ph.D., BRUCE BRIDGEMAN, College Eight (1973) University of Oregon. Former affiliations: PETER H. BODENHEIMER, Stevenson College Professor, Psychology and Psychobiology University of Washington; University of Oregon. (1967) B.A., Cornell University; Ph.D., Stanford Professor, Astronomy and Astrophysics; Astronomer, University. Former affiliations: Free University of HEATHER BULLOCK, College Ten (1999) UC Observatories/Lick Observatory Berlin; University of California, Berkeley. Associate Professor, Psychology B.A., Harvard University; Ph.D., University of B.A., Allegheny College; M.A., Ph.D., University California, Berkeley. FRANK G. BRIDGES, Stevenson College (1970) of Rhode Island. Former affiliation: Nebraska Professor, Physics Wesleyan University. ROBERTO A. BOGOMOLNI, Porter College (1988) B.Sc., M.Sc., University of British Columbia; Professor, Chemistry and Biochemistry Ph.D., University of California, San Diego. JOSEPH F. B UNNETT, Crown College (1966) Diploma, University of Buenos Aires; Ph.D., Former affiliation: University of California, San Professor Emeritus, Chemistry and Biochemistry University of California, Berkeley. Former affilia- Diego. B.A., Reed College; Ph.D., University of tions: University of California, San Francisco; Rochester. Former affiliations: Reed College; University of California, Berkeley. JEAN P. B RODIE, Cowell College (1987) University of North Carolina; Brown University. Professor, Astronomy and Astrophysics; Astronomer, MICHAEL J. BOLTE (1993) UC Observatories/Lick Observatory VICTOR BURGIN, Oakes College (1988) Professor, Astronomy and Astrophysics; Astronomer, B.Sc., University of London; Ph.D., Cambridge Professor Emeritus, History of Consciousness UC Observatories/Lick Observatory University. Former affiliation: University of A.R.C.A., Royal College of Art (London); M.F.A., B.S., University of Central Florida; M.S., Florida California, Berkeley. Yale University. Former affiliation: Polytechnic of State University; Ph.D., University of Washington. Central London. Former affiliations: NASA/Space Telescope Science JOYCE BRODSKY, Porter College (1992) Institute; Dominion Astrophysical Observatory. Professor, Art NICHOLAS BURGOYNE (1967) B.A., Brooklyn College; M.A., New York Professor Emeritus, Mathematics ROBERT BOLTJE (1999) University; Ph.D. cand., Yale University; Ecole du B.Sc., M.Sc., McGill University; Ph.D., Princeton Associate Professor, Mathematics Louvre. Former affiliation: University of University. Former affiliations: Princeton Dipl. Math., University of Munich; Dr. habil., Dr. Connecticut. University; University of California, Berkeley; rer. nat., University of Augsburg. University of Illinois, Chicago. EILEEN BROOKS, College Nine (2001) JOHN G. BORREGO, Merrill College/College Eight Assistant Professor, Economics EDMUND (TERRY) BURKE III, Merrill College/ (1974) B.S., Massachusetts Institute of Technology; College Nine (1968) Professor, Latin American and Latino Studies M.Litt., Oxford University; A.M., Ph.D., Harvard Professor, History; UC Presidential Chair B.A., University of California, Berkeley; M.A., University. B.A., University of Notre Dame; M.A., Ph.D., Washington University; M.C.P., Massachusetts Princeton University. Institute of Technology; Ph.D., University of MARGARET R. BROSE, Cowell College (1978) California, Berkeley. Former affiliation: University Professor, Italian and Comparative Literature LINDA C. BURMAN-HALL, Porter College (1975) of New Mexico. B.A., Wayne State University; M.A., Ph.D., Professor, Music Harvard University. Former affiliations: Yale B.A., University of California, Los Angeles; BARRY BOWMAN, Oakes College (1979) University; University of Colorado. M.F.A., Ph.D., Princeton University. Professor, Molecular, Cell, and Developmental Biology GEORGE S. BROWN, Porter College (1990) JULIANNE BURTON-CARVAJAL, Merrill College B.A., University of Wisconsin; Ph.D., University Professor, Physics; Vice Provost, Academic Affairs (1974) of Michigan. Former affiliation: Yale University. B.S., California Institute of Technology; M.S., Professor, Literature Ph.D., Cornell University. Former affiliations: B.A., Denison University; M.Phil., Ph.D., Yale MARK BRANDENBURG (1989) Cornell University; Bell Laboratories; Stanford University. Former affiliation: University of Texas. Lecturer, Music (Clarinet) University; Stanford Synchrotron Radiation B.M., M.S., Juilliard School of Music. Laboratory. 246_UCSCGenlCatalog.13_385 9/13/2004 2:38 PM Page 390

390 Teaching Staff

CATHERINE BYRNE (2004) PEDRO G. CASTILLO, Merrill College/Oakes JOHN BROWN CHILDS, College Ten (1987) Assistant Professor, Psychology College (1975) Professor, Sociology B.A., Southern Oregon State College, Ashland; Associate Professor, History; Provost, Oakes College B.A., University of Massachusetts-Amherst; M.A., M.A., University of Notre Dame; Ph.D., B.A., Arizona State University; M.A., Northern Ph.D., State University of New York at Buffalo. University of Nevada, Reno. Arizona University; Ph.D., University of Former affiliations: National Academy of Sciences; California, Santa Barbara. Former affiliations: Amherst College; Harvard University; Yale MELISSA L. CALDWELL (2004) University of California, Santa Barbara; Yale University. Assistant Professor, Anthropology University. B.A., University of Tennessee; M.A., Indiana MENZIE CHINN, Crown College (1991) University; A.M., Ph.D., Harvard University. BRIAN A. CATLOS (2002) Professor, Economics Former affiliations: Northeastern University; Assistant Professor, History B.A., Harvard University; M.A., Ph.D., University Harvard University. B.A., M.A., Ph.D., University of Toronto. Former of California, Berkeley. affiliation: Boston University. CARLOS CALIERNO, Merrill College (1990) ANDREW D. CHISHOLM (1996) Lecturer, Spanish Language GIULIA CENTINEO, Cowell College (1987) Associate Professor, Molecular, Cell, and M.A., San Francisco State University; law degree, Lecturer, Italian Language Developmental Biology Facultad De Ciencias Juridicas (Santa Fe, Laurea, Università degli Studi di Palermo (Italy); B.A., Cambridge University; Ph.D., Medical Argentina). M.A., Ph.D. cand., University of California, Research Council Laboratory of Molecular Biology Berkeley. (Cambridge, England). MAUREEN A. CALLANAN, Crown College/College Ten (1989) PAK K. CHAN, Crown College (1987) ALAN S. CHRISTY, Merrill College (1995) Professor, Psychology Associate Professor, Computer Engineering Associate Professor, History A.B., Mount Holyoke College; Ph.D., Stanford B.Sc., Chinese University of Hong Kong; M.Sc., B.A., Carleton College; M.A., Ph.D., University of University. Former affiliations: University of Texas Ph.D., University of California, Los Angeles. Chicago. at Austin; Lehigh University. Former affiliation: University of California, Los Angeles. PATRICK Y. CHUANG (2001) ELISABETH CAMERON, Porter College (2001) Assistant Professor, Earth Sciences Assistant Professor, History of Art and Visual Culture MARTIN M. CHEMERS, Porter College/College B.Sc., University of Alberta; M.S., Ph.D., B.A., Agnes Scott College; M.A., Ph.D., Ten (1995) California Institute of Technology. Former affilia- University of California, Los Angeles. Former affil- Acting Chancellor; Professor, Psychology tion: National Center for Atmospheric Research. iation: Nelson-Atkins Museum of Art (Kansas B.S., M.S., Ph.D., University of Illinois, Urbana- City, Missouri). Champaign. Former affiliations: Claremont LOUIS CHUDE-SOKEI, Oakes College (1998) McKenna College; Claremont Graduate School; Associate Professor, Literature KENNETH L. CAMERON, Crown College (1973) University of Utah; University of Delaware. B.A., Ph.D., University of California, Los Angeles. Professor Emeritus, Earth Sciences Former affiliations: Bowdoin College; Occidental B.S., M.S., University of Houston; Ph.D., Virginia NANCY N. CHEN, Crown College/College Ten College. Polytechnic Institute and State University. Former (1994) affiliation: State University of New York at Stony Associate Professor, Anthropology SANDRA CHUNG, Cowell College (1986) Brook. B.A., Stanford University; M.A., Ph.D., University Professor, Linguistics of California, Berkeley. Former affiliation: Tufts A.B., Radcliffe College; Ph.D., Harvard University. WALTER CAMPBELL (1989) University. Former affiliations: University of California, Los Lecturer, German Language Angeles; University of California, San Diego. B.A., Whitman College; B.A., M.A., University of SHAOWEI CHEN (2004) Washington. Assistant Professor, Chemistry and Biochemistry MARK CIOC, Stevenson College/College Nine B.S., University of Science and Technology of (1989) MARK H. CARR (1997) China; M.S., Ph.D., Cornell University. Former Professor, History Associate Professor, Ecology and Evolutionary Biology affiliation: Southern Illinois University at B.S., M.A., University of Wyoming; Ph.D., B.A., University of California, Santa Cruz; M.S., Carbondale. University of California, Berkeley. Former affilia- San Francisco State University (Moss Landing tion: University of Massachusetts-Amherst. Marine Laboratories); Ph.D., University of AI-RU (MEG) CHENG (2004) California, Santa Barbara. Former affiliations: Assistant Professor, Economics ANNETTE CLEAR, College Nine (2001) Oregon State University; California Institute of B.A., National Tsing-hua University; M.S., Ph.D., Assistant Professor, Politics Technology. University of North Carolina at Chapel Hill. B.A., Yale University; M.A., M.A., Ph.D., Columbia University. Former affiliations: Asia BENJAMIN L. CARSON, Merrill College/Porter WEIXIN CHENG, College Nine (1999) Foundation; Carter Center for Human Rights; College (2003) Associate Professor, Environmental Studies Indonesian Election Watch. Assistant Professor, Music B.S., Northeast Agricultural College (Harbin, B.A., Willamette University; M.M., University of China); Ph.D., University of Georgia. JAMES T. C LIFFORD, Oakes College (1978) Washington, Seattle; Ph.D., University of Distinguished Professor, History of Consciousness California, San Diego. Former affiliations: YIN-WONG CHEUNG, Crown College (1990) B.A., Haverford College; M.A., Stanford University of California, Riverside; University of Professor, Economics University; Ph.D., Harvard University. Former California, San Diego. B.S., University of Hong Kong; M.A., University affiliation: Harvard University. of Essex (England); Ph.D., University of SUE A. CARTER, Crown College (1995) Pennsylvania. RENA V. C OCHLIN, Merrill College (1973) Associate Professor, Physics Associate Supervisor, Physical Education B.A., Kalamazoo College; Ph.D., University of FRANK C. CHILD (1983) B.A., Barnard College; M.A., Columbia Chicago. Former affiliations: AT&T Bell Professor Emeritus, Economics University. Former affiliations: Central Laboratories; IBM-Almaden Research Center. B.A., University of Utah; M.A., Ph.D., Stanford Connecticut State College; East Los Angeles University. Former affiliation: University of College; World Campus Afloat. California, Davis. 246_UCSCGenlCatalog.13_385 9/13/2004 2:38 PM Page 391

Teaching Staff 391

ROBERT S. COE, Porter College (1968) EUGENE H. COTA-ROBLES, Crown College (1973) ROBERT R. CURRY, College Eight (1979) Professor, Earth Sciences Professor Emeritus, Molecular, Cell, and Professor Emeritus, Environmental Geology B.A., Harvard University; M.A., Ph.D., University Developmental Biology (Environmental Studies) of California, Berkeley. Former affiliations: B.S., University of Arizona; M.A., Ph.D., B.A., M.Sc., University of Colorado; Ph.D., University of California, Berkeley; U.S. Geological University of California, Davis. Former affiliations: University of California, Berkeley. Former affilia- Survey. Pennsylvania State University; University of tions: University of California, Santa Barbara; California, Riverside; Gerber Food Products. University of Montana. RAY T. C OLLETT, Porter College (1965) Director Emeritus, UCSC Arboretum WILLIAM D. COULTER, Porter College (1995) DAVID CUTHBERT, Porter College (2003) B.A., M.A., Ph.D., University of California, Lecturer, Music (Classical Guitar) Assistant Professor, Theater Arts Berkeley. B.A., M.A., University of California, Santa Cruz; B.A., California State University, Fresno; M.F.A., M.A., San Francisco Conservatory of Music. University of California, San Diego. Former affilia- CHRISTOPHER CONNERY, Oakes College (1990) tions: Old Globe Theater (San Diego); PCPA Associate Professor, Chinese Literature MICHAEL H. COWAN, Oakes College (1969) Theaterfest; Vortex Lighting (Los Angeles); B.A., University of California, Santa Cruz; M.A., Professor, American Studies Sledgehammer Theatre. Ph.D., Princeton University. B.A., Ph.D., Yale University. Former affiliation: Yale University. WAYNE WEI-MING DAI (1988) PAUL D. CONTOS (1997) Professor, Computer Engineering Lecturer, Music (Saxophone) DONALD COYNE, Porter College (1985) B.A., Ph.D., University of California, Berkeley. Concurrent affiliations: California State University, Adjunct Professor, Physics Monterey Bay; Monterey Jazz Festival. Former B.S., University of Kansas; Ph.D., California MICHAEL S. DALBEY (1977) affiliations: Santa Cruz County Symphony; San Institute of Technology. Lecturer, Biology Jose Civic Light Opera. B.A., San Fernando Valley State College; Ph.D., DAVID CRANE, Porter College (1999) University of California, Santa Cruz. CATHERINE R. COOPER, Stevenson Assistant Professor, Film and Digital Media College/College Nine (1987) B.A., University of Wisconsin-Madison; M.A., CHARLES DANIEL, Cowell College (1965) Professor, Psychology and Education Ph.D., University of Wisconsin-Milwaukee. Professor Emeritus, Molecular, Cell, and B.A., Pomona College; Ph.D., University of Developmental Biology Minnesota at Minneapolis-St. Paul. Former affilia- SHEILA R. CRANE (2000) B.A., University of New Mexico; M.S., University tion: University of Texas at Austin. Assistant Professor, History of Art and Visual Culture of Hawaii; Ph.D., University of California, Berkeley. B.A., Smith College; M.A., Ph.D., Northwestern BRUCE N. COOPERSTEIN, College Eight (1975) University. SHARON DANIEL, Porter College (1996) Professor, Mathematics Associate Professor, Film and Digital Media B.A., Queens College, City University of New PHILLIP CREWS, Cowell College (1970) B.M., Baylor University; M.M., University of York; M.A., Ph.D., University of Michigan. Professor, Chemistry Texas; M.F.A., University of Tennessee. Former Former affiliation: University of Michigan. B.S., University of California, Los Angeles; Ph.D., affiliations: Massachusetts Institute of Technology; Princeton University. Former affiliation: University Maryland Institute College of Art; Rhode Island VILASHINI COOPPAN (2003) of California, Santa Barbara. School of Design. Assistant Professor, Literature B.A., Yale University; Ph.D., Stanford University. E. G. CRICHTON, Porter College (1994) ANGELA Y. DAVIS, Oakes College (1991) Former affiliation: Yale University. Associate Professor, Art Professor, History of Consciousness and Women’s Studies B.F.A., San Francisco State University; M.F.A., B.A., Brandeis University; M.A., University of DAVID H. COPE, Porter College (1977) California College of Arts and Crafts. Former affil- California, San Diego; Certificat de la Littérature Professor, Music iation: California State University, Hayward. Française Contemporaine, Sorbonne. Former affil- B.M., Arizona State University; M.M., University iation: San Francisco State University. of Southern California. Former affiliations: Miami DONALD CROLL (2000) University (Ohio); Kansas State College. Assistant Professor, Ecology and Evolutionary Biology JAMES E. DAVIS (2004) B.Sc., University of California, Davis; M.Sc., Assistant Professor, Computer Science MARY JANE COPE (1977) California State University, Hayward (Moss B.S., University of California, Davis; Ph.D., Lecturer, Music (Piano) Landing Marine Laboratories); Ph.D., Scripps Stanford University. Former affiliation: Honda B.A., Ohio Dominican College; M.M., Indiana Institution of Oceanography, University of Research Institute. University. Former affiliations: Cottey College; California, San Diego. Kansas State College; Cleveland Institute of Music; WILLIAM JACKSON DAVIS, Stevenson College (1969) Miami University (Ohio). FAYE J. CROSBY, Porter College/College Ten Professor, Ecology and Evolutionary Biology (1997) B.A., University of California, Berkeley; Ph.D., JORGE CORTÉS MONFORTE (2004) Professor, Psychology University of Oregon. Former affiliation: Assistant Professor, Applied Mathematics and A.B., Wheaton College; Ph.D., Boston University; University of Oregon. Statistics LL.D. (Hon.), Ball State University. Former affilia- B.S., University of Basque Country (Spain); M.S., tions: Boston University; London School of DAVID W. D EAMER (1994) University of Zaragoza (Spain); Ph.D., University Economics and Political Science; Yale University; Professor Recalled, Biomolecular Engineering Carlos III de Madrid (Spain). Smith College. B.S., Duke University; Ph.D., Ohio State University School of Medicine. Former affiliation: DANIEL P. C OSTA, College Eight (1982) BEN CROW, College Eight (1996) University of California, Davis. Professor, Ecology and Evolutionary Biology Associate Professor, Sociology B.A., University of California, Los Angeles; Ph.D., B.Sc., University of Westminster (Polytechnic of CAROLYN DEAN, Porter College (1991) University of California, Santa Cruz. Former affili- Central London); Ph.D., University of Edinburgh. Professor, History of Art and Visual Culture ation: Scripps Institution of Oceanography. Former affiliations: Stanford University; University B.A., University of Puget Sound; M.A., C.Phil., of California, Berkeley. Ph.D., University of California, Los Angeles. Former affiliation: Texas Tech University. 246_UCSCGenlCatalog.13_385 9/13/2004 2:38 PM Page 392

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MARGARET (PEGGY) L. DELANEY, Crown College CARLOS E. DOBKIN (2003) DAVID DRAPER (2001) (1983) Assistant Professor, Economics Professor, Applied Mathematics and Statistics Interim Campus Provost and Executive Vice B.A., University of California, Santa Cruz; M.A., B.Sc., University of North Carolina at Chapel Hill; Chancellor; Professor, Ocean Sciences Ph.D., University of California, Berkeley. M.A., Ph.D., University of California, Berkeley. B.S., Yale University; Ph.D., Massachusetts Former affiliations: University of Chicago; RAND Institute of Technology. ANDREW E. DOE, Porter College (1973) Corporation; University of California, Los Professor Emeritus, Theater Arts (Drama) Angeles; University of Bath (England). TERESA DE LAURETIS, Oakes College (1985) B.S., University of Vermont; M.A., University of Professor, History of Consciousness Washington. Former affiliations: Lower Columbia SHERWOOD DUDLEY, Porter College (1968) Maturità Classica, Liceo-Ginnasio Dante Alighieri College; University of Iowa; University of Professor Emeritus, Music (Ravenna); Laurea, Universita Luigi Bocconi Michigan; University of Southern California; B.M., B.A., North Texas State University; M.A., (Milan). Former affiliations: University of Pomona College. Ph.D., University of California, Berkeley. Former Wisconsin-Milwaukee; University of California, affiliation: University of California Education San Diego. G. WILLIAM DOMHOFF, Stevenson College Abroad Program (Grenoble, Montpellier, (1965) Marseilles). GUILLERMO DELGADO-P., Merrill College (1989) Professor Emeritus, Psychology Lecturer, Latin American and Latino Studies B.A., Duke University; M.A., Kent State WILLIAM DUNBAR (2004) B.A., Licenciatura, Catholic University of Chile University; Ph.D., University of Miami. Former Assistant Professor, Computer Engineering (Santiago); Ph.D., University of Texas at Austin. affiliation: California State College, Los Angeles. B.S., Virginia Polytechnic Institute and State Former affiliation: Gustavus Adolphus College. University; M.S., University of California, San NATHANIEL J. DOMINY (2004) Diego; Ph.D., California Institute of Technology. GINA DENT (2002) Assistant Professor, Anthropology Associate Professor, Women’s Studies and History of B.A., Johns Hopkins University; Ph.D., University E. MELANIE DUPUIS, Crown College (1997) Consciousness of Hong Kong. Former affiliation: University of Associate Professor, Sociology B.A., University of California, Berkeley; M.A.; Chicago. B.A., Radcliffe College, Harvard University; M.S., M.Phil., Ph.D., Columbia University. Former affil- Ph.D., Cornell University. Former affiliations: iations: Columbia University; Princeton CHONGYING DONG, Crown College (1990) State University of New York at Albany; New York University. Professor, Mathematics State Department of Economic Development; B.S., Xian Telecommunication and Engineering Skidmore College; Rensselaer Polytechnic JOSHUA M. DEUTSCH, Merrill College (1986) University; Ph.D., Institute of System Science, Institute; Siena College; Hudson Valley Professor, Physics Academia Sinica. Former affiliation: Rutgers Community College. B.S., M.Sc., University of California, San Diego; University. Ph.D., Cambridge University. Former affiliation: ROBERT M. DURLING, Cowell College (1966) University of California, Santa Barbara. MICHAEL P. D OOLEY, Crown College (1992) Professor Emeritus, Italian and English Literature Professor, Economics B.A., M.A., Ph.D., Harvard University. Former RACHEL J. DEWEY (1999) B.S., Duquesne University; M.A., University of affiliations: Haverford College; Cornell University. Associate Adjunct Professor, Astronomy and Delaware; Ph.D., Pennsylvania State University. Astrophysics Former affiliations: International Monetary Fund; ROBERT EDGAR, Crown College (1970) A.B., Harvard University; Ph.D., Princeton Federal Reserve Bank. Professor Emeritus, Molecular, Cell, and University. Developmental Biology DAVID E. DORFAN, Oakes College (1968) B.Sc., McGill University; Ph.D., University of MARIA ELENA DIAZ, Merrill College (1991) Professor, Physics Rochester. Former affiliation: California Institute Associate Professor, History B.Sc., University of Cape Town; Ph.D., Columbia of Technology. B.A., Syracuse University; M.A., University of University. Former affiliations: Columbia Chicago; Ph.D., University of Texas at Austin. University; Stanford Linear Accelerator Center. KATE EDMUNDS (2004) Former affiliation: University of Texas at Austin. Assistant Professor, Theater Arts JOHN M. DORIS, Cowell College (1998) B.F.A., Wayne State University; M.F.A., Yale MAY N. DIAZ, Merrill College (1974) Associate Professor, Philosophy School of Drama. Former affiliation: University of Professor Emerita, Anthropology B.A., Cornell University; M.A., Ph.D., University California, Berkeley. B.A., Ph.D., University of California, Berkeley. of Michigan, Ann Arbor. Former affiliation: University of California, CHRISTOPHER A. EDWARDS (2002) Berkeley. MARGARET (PEGGY) M. DOWNES BASKIN (1998) Assistant Professor, Ocean Sciences Research Associate, Women’s Studies B.A. (Hons.), Haverford College; Ph.D., MICHAEL DINE, Stevenson College (1990) B.A., Vassar College; M.A., California State Massachusetts Institute of Technology and Woods Professor, Physics University, Northridge; Ph.D., Claremont Hole Oceanographic Institution. Former affilia- B.S., Johns Hopkins University; Ph.D., Yale Graduate School of Government. tion: University of Connecticut. University. Former affiliations: City College of the City University of New York; Stanford Linear WILLIAM DOYLE, Crown College (1965) MICHAEL D. EDWARDS (1982) Accelerator Center. Professor Emeritus, Ecology and Evolutionary Biology Adjunct Professor, Theater Arts (Drama) B.A., Ph.D., University of California, Berkeley. B.A. (Hons.), Monash University (Australia); JOHN DIZIKES, Cowell College (1965) Former affiliation: Northwestern University. M.F.A., University of California, Los Angeles. Professor Emeritus, American Studies Former affiliation: State College of Victoria B.A., University of California, Los Angeles; Ph.D., FRANK D. DRAKE (1984) (Australia). Harvard University. Former affiliation: University Professor Emeritus, Astronomy and Astrophysics of Connecticut. B. Eng. Physics, Cornell University; M.A., Ph.D., TORSTEN EHRHARDT (2004) Harvard University. Concurrent affiliation: SETI Assistant Professor, Mathematics DANIEL F. D OAK, College Eight (1992) Institute. Former affiliations: Harvard University; Dipl. Math., Dr. rer. nat., Dr. habil., Chemnitz Professor, Ecology and Evolutionary Biology National Radio Astronomy Observatory; Jet University of Technology (Germany). Former affil- B.A., Swarthmore College; Ph.D., University of Propulsion Laboratory; Cornell University. iation: Chemnitz University of Technology. Washington. Former affiliations: San Francisco State University; University of Washington. 246_UCSCGenlCatalog.13_385 9/13/2004 2:38 PM Page 393

Teaching Staff 393

ÓLÖF EINARSDÓTTIR, Crown College (1989) MARIA V. E ZEROVA, Porter College (1994) ARTHUR E. FISCHER, Crown College (1972) Professor, Chemistry and Biochemistry Lecturer, Music Professor, Mathematics B.A., University of Iceland, Reykjavík; Ph.D., B.M., Musical College, Moscow State University; B.A., Columbia University; Ph.D., Princeton Colorado State University, Fort Collins. Former M.A., University of California, Santa Cruz; M.M., University; M.D., Albert Einstein College of affiliation: Los Alamos National Laboratory. D.M.A. equivalents, Moscow State Conservatory. Medicine. Former affiliation: University of Former affiliations: Russian Academy of Musical California, Berkeley. BERNARD L. ELBAUM, Merrill College (1986) Arts (Moscow); Moscow State Conservatory; Associate Professor, Economics Turkmenian State Institute of Musical Arts ANDREW FISHER, College Eight (1995) B.A., University of Michigan; Ph.D., Harvard (Ashkhabad). Professor, Earth Sciences University. B.S., Stanford University; Ph.D., University of SANDRA M. FABER, Crown College (1972) Miami. Former affiliations: Indiana Geological GABRIEL ELKAIM (2003) University Professor, Astronomy and Astrophysics; Survey; Indiana University; Texas A&M University; Assistant Professor, Computer Engineering Astronomer, UC Observatories/Lick Observatory Ocean Drilling Program. B.S., Princeton University; M.S., Ph.D., Stanford B.A., Swarthmore College; Ph.D., Harvard University. Concurrent affiliation: Delta University. DOIREANN FITZGERALD (2003) Technology Associates. Assistant Professor, Economics ROBERT W. FAIRLIE, College Ten (1994) B.A., M.A., Ph.D., University College Dublin. JOHN M. ELLIS, Crown College (1966) Associate Professor, Economics Former affiliation: Harvard University. Professor Emeritus, German Literature B.A., Stanford University; M.A., Ph.D., B.A., Ph.D., University of London. Former affilia- Northwestern University. TIMOTHY FITZMAURICE, Crown College (1982) tions: University of Wales; University of Leicester; Lecturer, Writing University of Alberta. DONKA FARKAS, Stevenson College (1991) B.A., San Jose State University; M.A., University Professor, Linguistics of California, Santa Cruz. JONATHAN E. ELLIS (2002) B.A., University of Bucharest (Romania); Ph.D., Assistant Professor, Philosophy University of Chicago. Former affiliation: Yale MARGARET I. FITZSIMMONS (1994) B.A., Dartmouth College; Ph.D., University of University. Professor, Environmental Studies California, Berkeley. B.A., Stanford University; M.A., California State BRYAN H. FARRELL, College Eight (1974) University, Northridge; Ph.D., University of PETER Q. ELSEA, Porter College (1980) Professor Emeritus, Geography (Environmental California, Los Angeles. Former affiliation: Lecturer, Music Studies) Graduate School of Architecture and Urban B.M., M.A., University of Iowa. Former affiliation: B.A., University of Canterbury (New Zealand); Planning, University of California, Los Angeles. University of Iowa. M.A., University of Washington; Ph.D., University of Auckland. Former affiliations: Southern CORMAC FLANAGAN (2003) ANGELA ELSEY, Cowell College (1988) Methodist University; University of Auckland; Assistant Professor, Computer Science Lecturer, French Language University of Alberta; University of Victoria B.S., University College Dublin; M.S., Ph.D., Rice B.A., Kalamazoo College; M.A.T., University of (Canada). University. Former affiliations: Systems Research Michigan. Former affiliations: San Francisco State Center; DEC; Compaq; Hewlett-Packard. University; Oregon State University; Hope College. JOHN FAULKNER, Crown College (1969) Professor, Astronomy and Astrophysics STANLEY M. FLATTÉ, Crown College (1971) HARLAND W. E PPS, Porter College (1989) B.A., M.A., Ph.D., St. John’s College, Cambridge Professor Emeritus, Physics Professor, Astronomy and Astrophysics; Astronomer, University. Former affiliations: Cambridge B.S., California Institute of Technology; Ph.D., UC Observatories/Lick Observatory University; California Institute of Technology; University of California, Berkeley. Former affilia- B.A., Pomona College; M.S., Ph.D., University of Institute of Theoretical Astronomy (Cambridge). tion: Lawrence Radiation Laboratory, Berkeley. Wisconsin. Former affiliation: University of California, Los Angeles. DAVID A. FELDHEIM (2002) A. RUSSELL FLEGAL, Crown College (1985) Assistant Professor, Molecular, Cell, and Professor, Environmental Toxicology BARBARA L. EPSTEIN, Oakes College (1973) Developmental Biology B.A., University of California, Santa Barbara; Professor, History of Consciousness B.A., University of California, San Diego; Ph.D., M.A., Moss Landing Marine Laboratories; Ph.D., B.A., Radcliffe College; M.A., Ph.D., University of University of California, Berkeley. Oregon State University. Former affiliation: California, Berkeley. California Institute of Technology. JERRY F. F ELDMAN, Crown College (1974) SHELLY ERRINGTON, Porter College/Kresge Professor, Molecular, Cell, and Developmental Biology M. KATHLEEN FOLEY, Porter College (1980) College (1972) B.A., Swarthmore College; M.A., Ph.D., Princeton Professor, Theater Arts (Drama) Professor, Anthropology University. Former affiliations: California Institute of B.A., Rosemont College; M.A., University of B.A., Newcomb College, Tulane University; M.A., Technology; State University of New York at Albany. Massachusetts; Ph.D., University of Hawaii at Ph.D., Cornell University. Former affiliation: Manoa. Former affiliation: University of Institute for Advanced Study (Princeton). VERONICA FELIU (1999) Massachusetts. Lecturer, Spanish Language JAMES ESTES (1978) Licenciate, Universidad de Chile; Ph.D., Duke DOYLE FOREMAN, Porter College (1968) Adjunct Professor, Ecology and Evolutionary Biology University. Former affiliation: Duke University. Professor Emeritus, Art and Ocean Sciences B.F.A., California College of Arts and Crafts. B.A., University of Minnesota; M.S., Washington F. J OEL FERGUSON, College Eight (1987) State University; Ph.D., University of Arizona. Professor, Computer Engineering; Provost, Crown THEODORE D. FOSTER, Cowell College (1977) College Professor Emeritus, Marine Sciences J. PETER EUBEN, Kresge College (1967) B.S.E., University of North Carolina at Charlotte; Sc.B., Brown University; M.S., M.A., University of Professor Emeritus, Politics M.S.E.E./C.E., Ph.D., Carnegie Mellon Colorado; Ph.D., University of California, San B.A., Swarthmore College; M.A., Ph.D., University. Diego. Former affiliations: Scripps Institution of University of California, Berkeley; Certificate, Oceanography; Yale University. Oxford University. ANTHONY L. FINK, Crown College (1969) Professor, Chemistry and Biochemistry B.Sc., Ph.D., Queen’s University (Canada). Former affiliation: Queen’s University. 246_UCSCGenlCatalog.13_385 9/13/2004 2:38 PM Page 394

394 Teaching Staff

JONATHAN A. FOX, Merrill College/College Nine BENJAMIN FRIEDLANDER (1999) ALISON GALLOWAY, Crown College (1990) (1995) Professor, Electrical Engineering Professor, Anthropology; Chair, Academic Senate Professor, Latin American and Latino Studies B.S., M.S., Technion University (Israel); M.S., B.A., University of California, Berkeley; M.A., B.A., Princeton University; Ph.D., Massachusetts Ph.D., Stanford University. Former affiliation: Ph.D., University of Arizona. Former affiliation: Institute of Technology. Former affiliation: University of California, Davis. University of Tennessee. Massachusetts Institute of Technology. DANIEL FRIEDMAN, Crown College (1985) FRANK GALUSZKA, Porter College (1995) LAUREL R. FOX, Crown College/College Nine (1977) Professor, Economics Professor, Art Professor, Ecology and Evolutionary Biology B.A., Reed College; M.A., Ph.D., University of B.F.A., M.F.A., Temple University, Tyler School of B.S., Cornell University; M.A., Ph.D., University California, Santa Cruz. Former affiliations: Art. Former affiliation: University of the Arts, of California, Santa Barbara. Former affiliation: University of California, Los Angeles; University of College of Art and Design (Philadelphia). Australian National University. California, Berkeley. ALEXANDER GAMBURD (2004) JEAN E. FOX TREE, Porter College (1994) SUSAN FRIEDMAN, Porter College (1981) Assistant Professor, Mathematics Associate Professor, Psycholinguistics (Psychology) Lecturer, Art B.S., Massachusetts Institute of Technology; M.A., A.B., Harvard University; M.Sc., University of B.A., University of Buffalo; M.F.A., San Francisco Ph.D., Princeton University. Former affiliations: Edinburgh; Ph.D., Stanford University. Former affil- Art Institute. Former affiliation: Cabrillo College. Stanford University; Mathematical Sciences iations: Stanford University; Max Planck Institute for Research Institute; Dartmouth College. Psycholinguistics (Nijmegen, Netherlands). GREGORY FRITSCH, Porter College (1987) Lecturer, Theater Arts (Drama) MARY-KAY GAMEL, Cowell College (1973) DANA FRANK, Merrill College (1991) B.Ed., M.A., University of Miami. Professor, Classics and Comparative Literature Professor, History B.A., Smith College; M.A., Harvard University; B.A., University of California, Santa Cruz; M.A., DONALD C. FRITZ (1988) Ph.D., University of California, Berkeley. Former Ph.D., Yale University. Former affiliation: Lecturer, Art affiliation: Boston University. University of Missouri at St. Louis. B.A., University of California, Santa Cruz; M.F.A., University of California, Davis. PASCALE GARAUD (2004) MARK FRANKO, Porter College (1991) Assistant Professor, Applied Mathematics and Statistics Professor, Theater Arts (Dance) HARDY T. F RYE, Merrill College (1978) B.S., Université Louis Pasteur; M.S., Ph.D., B.A., City College of New York; Ph.D., Columbia Professor Emeritus, Sociology Cambridge University. University. Former affiliations: Columbia B.A., Sacramento State College; M.A., Ph.D., University; Université Paul Valéry; Princeton University of California, Berkeley. Former affilia- J. JOAQUÍN GARCÍA-LUNA-ACEVES, Crown University; Purdue University. tions: Yale University; California State University, College/College Eight (1993) Sacramento. Professor, Computer Engineering MARGE FRANTZ, Kresge College (1976) B.S., Universidad Iberoamericana (Mexico City); Lecturer Emerita, American Studies and Women’s SAKAE FUJITA (1991) M.S., Ph.D., University of Hawaii. Former affilia- Studies Lecturer, Japanese Language tion: Stanford Research Institute International. B.A., University of California, Berkeley; Ph.D., B.A., Osaka University of Education; M.A., University of California, Santa Cruz. Former affili- Monterey Institute of International Studies; Ph.D. ROBERT E. GARRISON, Stevenson College (1968) ation: Institute of Industrial Relations, University cand., University of California, Berkeley. Former Professor Emeritus, Earth Sciences of California, Berkeley. affiliation: Monterey Institute of International B.S., M.S., Stanford University; Ph.D., Princeton Studies. University. Former affiliations: University of CARLA FRECCERO, Kresge College (1991) California, Santa Barbara; University of British Distinguished Professor, French Literature and HIROSHI FUKURAI, Stevenson College/College Columbia. Women’s Studies Eight (1990) B.A., Harvard University; M.Phil., Ph.D., Yale Associate Professor, Sociology GEORGE D. GASPARI, Porter College (1967) University. Former affiliation: Dartmouth College. B.A., California State University, Fullerton; M.A., Professor Emeritus, Physics Ph.D., University of California, Riverside. Former B.S., DePaul University; Ph.D., University of CAROL M. FREEMAN, Cowell College (1974) affiliations: University of California, Riverside; California, Riverside. Former affiliation: University Senior Lecturer, Writing Texas A&M University. of Rochester. B.A., Carleton College; Ph.D., Yale University. Former affiliation: Yale University. K. C. FUNG, Crown College/College Nine (1989) CAROLE CHELSEA GEORGE (1989) Professor, Economics Physical Education Instructor MARIA CECILIA FREEMAN, Crown College (1990) B.A., Swarthmore College; M.S., Ph.D., B.A., University of California, Santa Cruz. Lecturer, Writing University of Wisconsin-Madison. Former affilia- B.A., University of Maryland; M.S., Georgetown tions: Mount Holyoke College; Stanford INGEBORG GERDES, Porter College (1981) University. Former affiliation: University of University. Lecturer, Art California, Berkeley. University of Heidelberg, Germany; M.F.A., San MARGARET H. FUSARI, College Eight (1980) Francisco Art Institute. ROSA LINDA FREGOSO, Merrill College (2001) Lecturer, Environmental Studies; Director, Natural Professor, Latin American and Latino Studies Reserve RAYMOND W. G IBBS JR., Cowell College (1982) B.J., University of Texas at Austin; Ph.D., B.A., Boston University; M.A., Ph.D., University Professor, Psychology University of California, San Diego. Former affilia- of California, Los Angeles. B.A., Hampshire College; M.A., Ph.D., University tions: University of California, Davis; University of of California, San Diego. Former affiliations: Yale California, Los Angeles; University of California, PASCALE GAITET, Kresge College (1986) University; Stanford University. Santa Barbara. Professor, Literature and Language Studies B.A., M.A., Oxford University; Ph.D., Princeton MARGARET (GRETA) A. GIBSON, Merrill College WILLIAM H. FRIEDLAND, Merrill College/College University. (1990) Eight (1969) Professor, Education Professor Emeritus, Community Studies and Sociology PATTY GALLAGHER (2000) B.A., Wheaton College; M.Ed., Ph.D., University B.A., M.A., Wayne State University; Ph.D., Assistant Professor, Theater Arts of Pittsburgh. Former affiliation: California State University of California, Berkeley. Former affilia- B.A., University of Arizona; M.A., Ph.D., University, Sacramento. tion: Cornell University. University of Wisconsin-Madison. 246_UCSCGenlCatalog.13_385 9/13/2004 2:38 PM Page 395

Teaching Staff 395

DIANE GIFFORD-GONZALEZ, Merrill College/ ROBERT A. GOFF, Cowell College (1968) JODY GREENE, Kresge College (1998) College Nine (1976) Associate Professor, Philosophy Associate Professor, Literature and Women’s Studies Professor, Anthropology B.A., Colgate University; Ph.D., Drew University. B.A., Yale University; M.A., Ph.D., Cornell B.A., M.A., Ph.D., University of California, Former affiliations: Moravian College; Hamilton University. Former affiliations: Cornell University; Berkeley. Former affiliation: University of Nevada. College. Hobart and William Smith Colleges.

RICARD GIL (2004) WALTER L. GOLDFRANK, Merrill College/College M.R.C. GREENWOOD (1996) Acting Assistant Professor, Economics Eight/College Nine (1968) Provost and Senior Vice President, University of B.A., Universitat Pompeu Fabra (Spain); M.A., Professor, Sociology California Office of the President; Professor, Biology Ph.D. cand., University of Chicago. B.A., Harvard College; Certificate in Sociology, A.B., Vassar College; Ph.D., Rockefeller University of Madrid; Ph.D., Columbia University. Former affiliations: University of GREGORY S. GILBERT (2000) University. Former affiliation: Columbia California, Davis; White House Office of Science Associate Professor, Environmental Studies University. and Technology Policy; Vassar College; Columbia B.S., State University of New York, College of University. Environmental Science and Forestry; M.S., Ph.D., JENNIFER A. GONZÁLEZ, Porter College (1997) University of Wisconsin-Madison. Associate Professor, History of Art and Visual Culture RONALD E. GRIESON, Crown College (1980) B.A., Yale University; Ph.D., University of Professor, Economics JAMES B. GILL, Oakes College (1972) California, Santa Cruz. Former affiliation: Rhode B.A., Queen’s College; M.A., Ph.D., University of Professor, Earth Sciences Island School of Design. Rochester. Former affiliations: Massachusetts B.S., Wheaton College; M.S., Franklin and Institute of Technology; Columbia University; Marshall College; Ph.D., Australian National MARÍA VICTORIA GONZÁLEZ-PAGANI, Cowell Princeton University. University. College/Merrill College (1992) Lecturer, Spanish Language GARY B. GRIGGS, College Eight (1968) SUSAN GILLMAN, Oakes College (1986) B.A., M.A., Universidad Nacional de Tucumán Professor, Earth Sciences; Director, Institute of Professor, American Literature (Argentina). Former affiliations: Northwestern Marine Sciences A.B., Bryn Mawr College; Ph.D., University of University; University of Michigan; University of B.A., University of California, Santa Barbara; California, Berkeley. Former affiliation: Rice Illinois, Chicago. Ph.D., Oregon State University. Former affiliation: University. Oregon State University. DAVID E. GOODMAN, College Eight (1990) VIKTOR GINZBURG, College Eight (1996) Professor, Environmental Studies KIRSTEN SILVA GRUESZ, Oakes College (1996) Professor, Mathematics B.Sc., London School of Economics and Political Associate Professor, Literature M.S., Moscow Institute of Steel and Alloys; Ph.D., Science; Ph.D., University of California, Berkeley. B.A., Swarthmore College; Ph.D., Yale University. University of California, Berkeley. Former affilia- Former affiliations: University College London; Former affiliation: College of William and Mary. tions: University of California, Berkeley; Princeton University of Manchester. University; Stanford University. ISEBILL V. G RUHN, Stevenson College (1969) JUNE A. GORDON, College Nine (1996) Professor Emerita, Politics PER F. G JERDE, College Nine (1989) Associate Professor, Education B.A., Dickinson College; M.A., Johns Hopkins Professor, Psychology B.A., Stanford University; M.S., Western University; Ph.D., University of California, Cand. Psychol., University of Bergen (Norway); Washington University; Ph.D., University of Berkeley. Former affiliation: Oberlin College. Ph.D., University of California, Berkeley. Former Washington. Former affiliations: University of affiliation: University of California, Berkeley. Washington; Western Washington University. CLAIRE X.-G. GU (1997) Professor, Electrical Engineering GARY A. GLATZMAIER (1998) TERRENCE M. GOSLINER (2001) B.S., Fudan University (China); Ph.D., California Professor, Earth Sciences Adjunct Professor, Ecology and Evolutionary Biology Institute of Technology. Former affiliations: B.S., Marquette University; Ph.D., University of A.B., University of California, Berkeley; M.S., Pennsylvania State University; Rockwell Colorado. Former affiliation: Los Alamos National University of Hawaii; Ph.D., University of New International Science Center. Laboratory. Hampshire. Concurrent affiliation: California Academy of Sciences. DANIEL GUEVARA, Cowell College (1991) STEPHEN R. GLIESSMAN, College Eight/College Associate Professor, Philosophy Nine (1980) HERMAN S. GRAY (1991) B.A., California State University, Los Angeles; Alfred E. Heller Professor, Agroecology Professor, Sociology C.Phil., Ph.D., University of California, Los Angeles. (Environmental Studies) B.A., Florida A&M University; M.A., Washington B.A., M.A., Ph.D., University of California, Santa State University; Ph.D., University of California, PURAGRA (RAJA) GUHATHAKURTA (1994) Barbara. Former affiliation: Colegia Superior de Santa Cruz. Former affiliation: Northeastern Professor, Astronomy and Astrophysics; Astronomer, Agricultura Tropical (Mexico). University. UC Observatories/Lick Observatory B.Sc., St. Xavier’s College (Calcutta, India); M.A., WLAD B. GODZICH (2000) BARRY L. GREEN (1996) Ph.D., Princeton University. Professor, Literature Lecturer, Music (String Bass) M.A., Ph.D., Columbia University. Former affilia- B.M., Indiana University; M.M., University of IRENE GUSTAFSON, Porter College (2003) tions: Université de Genève; University of Toronto; Cincinnati, Conservatory of Music. Former affilia- Assistant Professor, Film and Digital Media University of Montreal; University of Minnesota; tions: University of Cincinnati; Indiana University. B.A., Evergreen State College; M.F.A., Yale University; Columbia University. Northwestern University. Former affiliation: MARVIN J. GREENBERG, Stevenson College (1967) School of the Art Institute of Chicago. LYNDA J. GOFF, Crown College (1975) Professor Emeritus, Mathematics Professor, Ecology and Evolutionary Biology B.A., Columbia University; Ph.D., Princeton JULIE GUTHMAN, College Nine (2003) B.Sc., Western Oregon State College; Ph.D., University. Former affiliations: Rutgers University; Assistant Professor, Community Studies University of British Columbia. Former affilia- University of California, Berkeley; Northeastern B.A., University of California, Santa Cruz; tions: University of Washington, Friday Harbor University. M.B.A., Ph.D., University of California, Berkeley. Marine Station; University of British Columbia; Former affiliation: University of California, U.S. Forest Service. Berkeley. 246_UCSCGenlCatalog.13_385 9/13/2004 2:38 PM Page 396

396 Teaching Staff

MELISSA GWYN, College Nine (2002) DANIEL K. HARDER (2004) MARGO HENDRICKS, Cowell College (1990) Assistant Professor, Art Associate Adjunct Professor, Ecology and Evolutionary Associate Professor, Literature B.A., Ohio State University; M.F.A., Yale Biology; Executive Director, UCSC Arboretum B.A., California State University, San Bernardino; University School of Art. Former affiliation: San B.S., University of Wisconsin-Madison; Ph.D., M.A., Ph.D., University of California, Riverside. Francisco Art Institute. University of California, Berkeley. Former affiliation: San Jose State University.

LISBETH HAAS, Merrill College (1986) SUSAN HARDING, Porter College (1989) GEORGE H. HERBIG (1965) Associate Professor, History Professor, Anthropology Professor Emeritus, Astronomy and Astrophysics; B.A., University of California, San Diego; Ph.D., B.A., M.A., Ph.D., University of Michigan. Astronomer Emeritus, UC Observatories/Lick University of California, Irvine. Former affiliation: University of Michigan. Observatory B.A., University of California, Los Angeles; Ph.D., HOWARD E. HABER, Stevenson College (1982) DAVID M. HARRINGTON, Stevenson College University of California, Berkeley. Former affilia- Professor, Physics (1975) tion: University of California, Berkeley. S.B., S.M., Massachusetts Institute of Technology; Associate Professor, Psychology Ph.D., University of Michigan. B.A., Macalester College; Ph.D., University of GAIL B. HERSHATTER, Merrill College (1991) California, Berkeley. Former affiliations: University Distinguished Professor, History JUDITH A. HABICHT-MAUCHE, Crown College of California, Berkeley; Macalester College. B.A., Hampshire College; M.A., Ph.D., Stanford (1990) University. Former affiliation: Williams College. Associate Professor, Anthropology JUDITH HARRIS-FRISK, Merrill College (1986) B.A., College of William and Mary; M.A., Ph.D., Lecturer, German Language KARLTON E. HESTER, Merrill College/Porter Harvard University. Former affiliation: School of B.A., M.A., Ph.D., University of California, College (2000) American Research (Santa Fe). Berkeley. Former affiliations: Vassar College; Assistant Professor, Music (Composition, Flute, and University of Illinois, Urbana-Champaign; Saxophone) BRENT HADDAD, College Eight (1997) University of California, Berkeley. B.M., University of Texas at El Paso; M.M., San Associate Professor, Environmental Studies Francisco State University; Ph.D., City University B.A., Stanford University; M.A., Georgetown ELLEN LOUISE HART, Cowell College/Merrill of New York Graduate Center. Former affiliation: University; M.B.A., Ph.D., University of College (1984) Cornell University. California, Berkeley. Former affiliation: Monterey Lecturer, Writing Institute of International Studies. B.A., Mount Holyoke College; M.A., Mills CLEMENS A. HEUSCH, Porter College (1969) College. Former affiliation: Laney College. Professor, Physics JAMES B. HALL, Porter College (1969) Diploma, Technical University, Aachen; Ph.D., Professor Emeritus, Literature GRANT HARTZOG (1998) University of Munich. Former affiliations: B.A., M.A., Ph.D., University of Iowa. Former Associate Professor, Molecular, Cell, and California Institute of Technology; DESY, affiliations: Miami University; Cornell University; Developmental Biology University of Hamburg. University of Oregon; University of California, B.A., University of California, Berkeley; Ph.D., Irvine. University of California, San Francisco. HENRY HILGARD, Kresge College (1967) Professor Emeritus, Molecular, Cell, and GILDAS HAMEL, Cowell College (1984) AMELIE HASTIE, Porter College (1999) Developmental Biology Lecturer, French Language and Classical Studies Assistant Professor, Film and Digital Media B.A., Harvard University; M.D., Stanford B.A., Université de Haute-Bretagne; Ph.D., B.A., Brown University; M.A., Ph.D., University University; Ph.D., University of Minnesota. University of California, Santa Cruz. of Wisconsin-Milwaukee. Former affiliations: University of Minnesota; American Heart Association. CRAIG W. H ANEY, Stevenson College (1977) DAVID HAUSSLER, Crown College (1986) Professor, Psychology Professor, Computer Science; Director, Institute for TERRELL L. HILL (1967) B.A., University of Pennsylvania; M.A., Ph.D., Quantitative Biomedical Research Adjunct Professor Emeritus, Chemistry and J.D., Stanford University. Former affiliation: B.A., Connecticut College; M.S., California Biochemistry Stanford University. Polytechnic State University, San Luis Obispo; A.B., Ph.D., University of California, Berkeley. Ph.D., University of Colorado. Former affiliation: JORGE HANKAMER, Stevenson College (1980) University of Denver. LINDSAY HINCK (1998) Professor, Linguistics Assistant Professor, Molecular, Cell, and B.A., M.A., Rice University; Ph.D., Yale JOHN HAY, Porter College (1988) Developmental Biology University. Former affiliation: Harvard University. Professor, History of Art and Visual Culture B.S., Western Washington University; M.S., B.A., Oxford University; Ph.D., Princeton University of California, Davis; Ph.D., Stanford ROBERT W. H ANSEN (1977) University. Former affiliations: Institute of Fine University. Physical Education Instructor Arts, New York University; Harvard University. B.S., M.A., San Jose State University. RALPH HINEGARDNER, Crown College (1967) CHARLES W. H EDRICK JR., Cowell College (1990) Professor Emeritus, Ecology and Evolutionary Biology HARDY HANSON, Porter College (1969) Professor, History B.A., Denison University; M.S., University of Professor Emeritus, Art B.A., Pitzer College; M.A., Ph.D., University of Southern California; Ph.D., University of Hawaii. B.F.A., Yale University. Former affiliations: San Pennsylvania. Former affiliation: State University Former affiliations: University of Kentucky; Fernando Valley State College; University of of New York at Buffalo. Columbia University. Southern California. DAVID P. H ELMBOLD, College Eight (1986) GEORGE P. H ITCHCOCK, Porter College (1971) DONNA J. HARAWAY, Oakes College (1980) Professor, Computer Science Lecturer Emeritus, Creative Writing (Literature) Professor, History of Consciousness and Women’s B.A., University of California, Berkeley; Ph.D., B.A., University of Oregon. Former affiliation: Studies Stanford University. Writer-in-Residence, San Francisco State College. B.A., Colorado College; M.Phil., Ph.D., Yale University. Former affiliations: University of MIRIAM HITCHCOCK (1993) Hawaii; Johns Hopkins University. Lecturer, Art B.A., University of California, Santa Cruz; M.F.A., Yale University. 246_UCSCGenlCatalog.13_385 9/13/2004 2:38 PM Page 397

Teaching Staff 397

DAVID A. (TONY) HOFFMAN (1990) AKASHA HULL, Kresge College (1988) MICHAEL ISAACSON (2003) Lecturer, Psychology Professor Emerita, Women’s Studies and Literature Professor, Electrical Engineering; Narinder Singh B.A., Reed College; M.S., Ph.D., University of B.A., Southern University; M.A., Ph.D., Purdue Kapany Professor, Optoelectronics Oregon. University. Former affiliation: University of B.S., University of Illinois, Urbana-Champaign; Delaware. S.M., Ph.D., University of Chicago. Former affilia- KAREN D. HOLL (1995) tions: Brookhaven National Laboratory; University Pepper-Giberson Associate Professor, Environmental FRED A. HUNNICUTT, Porter College (1969) of Chicago; Cornell University. Studies Professor Emeritus, Art B.S., Stanford University; Ph.D., Virginia B.F.A., University of Texas; M.F.A., San Francisco JOHN W. I SBISTER, Merrill College/College Ten Polytechnic Institute and State University. Art Institute. Former affiliations: University of (1968) Texas at Arlington; Hornsey College of Art Professor, Economics ELI E. HOLLANDER, Porter College (1974) (London); Royal College of Art (London). B.A., Queen’s University (Canada); Ph.D., Professor, Film and Digital Media Princeton University. B.S., Juilliard School of Music; M.F.A., University DONNA HUNTER, Porter College (1985) of California, Los Angeles. Former affiliations: Associate Professor, History of Art and Visual Culture CHIYOKO ISHIBASHI, Cowell College (1972) Encyclopaedia Britannica Films; Public B.A., Vassar College; M.A., Ph.D., Harvard Lecturer, Japanese Language Broadcasting Television Network (Los Angeles); University. Former affiliation: Harvard University. B.A., Aoyama Gakuin University (Japan); M.A., Churchill Films; New York Philharmonic Stanford University. Orchestra. AIDA HURTADO, Stevenson College (1983) Professor, Psychology JUNKO ITÔ, Stevenson College (1986) THEODORE HOLMAN, Cowell College (1996) B.A., Pan American University; M.A., Ph.D., Professor, Linguistics Associate Professor, Chemistry and Biochemistry University of Michigan, Ann Arbor. Former affilia- B.A., M.A., International Christian University B.A., University of California, San Diego; Ph.D., tion: Pan American University. (Tokyo); Ph.D., University of Massachusetts- University of Minnesota at Minneapolis. Former Amherst. affiliations: Harvard Medical School; Syntex HARRY D. HUSKEY (1968) Pharmaceuticals; University of California, Professor Emeritus, Computer Science EARL JACKSON JR., Kresge College (1989) Riverside. B.S., University of Idaho; M.S., Ph.D., Ohio State Associate Professor, Literature University. Former affiliations: University of B.A., State University of New York at Buffalo; PAUL HOLOCHER (1999) California, Berkeley; Institute for Numerical M.A., Cornell University; M.A., Harvard Physical Education Instructor Analysis, National Bureau of Standards; Indian University; M.A., Ph.D., Princeton University. B.S., Santa Clara University. Institute of Technology (Kanpur); Delhi Former affiliation: University of Minnesota. University; University of Pennsylvania; Association EMILY HONIG, Kresge College (1992) for Computing Machinery. KIMBERLY M. JANNARONE, Porter College (2001) Professor, Women’s Studies and History Assistant Professor, Theater Arts B.A., Brown University; M.A., Ph.D., Stanford GRETA HUTCHISON (1986) B.A., Emory University; M.F.A., D.F.A., Yale University. Former affiliations: Yale University; Lecturer, French School of Drama. Former affiliations: University of Lafayette College. B.A., M.A., University of Oregon, Eugene. Former Washington; Smith College; Quinnipiac College. affiliation: Cabrillo College. EDWARD F. H OUGHTON, Porter College (1970) VIRGINIA JANSEN, Cowell College (1975) Professor, Music; Dean, Division of the Arts MICHAEL M. HUTCHISON, Cowell College/ Professor, History of Art and Visual Culture B.A., Rutgers University; M.A., University of Crown College/College Nine (1985) B.A., Smith College; M.A., Ph.D., University of Nevada; Ph.D., University of California, Berkeley. Professor, Economics; Interim Dean, Division of California, Berkeley. Former affiliations: University Former affiliations: University of California Social Sciences of Santa Clara; Foothill College; Montreal Education Abroad Program (Padua, Venice, B.A., University of California, Santa Cruz; Ph.D., Museum of Fine Arts. Bologna); Rutgers University. University of Oregon. Former affiliations: Federal Reserve Bank of San Francisco; University of YISHI JIN (1996) DAVID C. HOY, Cowell College (1981) Oregon; Institute for International Economic Professor, Molecular, Cell, and Developmental Distinguished Professor, Philosophy Studies, University of Stockholm. Biology B.A., Ph.D., Yale University. Former affiliations: B.S., Beijing University; Ph.D., University of Barnard College; Columbia University; University HAROLD A. HYDE, Crown College (1965) California, Berkeley. of California, Los Angeles; Princeton University; Vice Chancellor Emeritus, Business and Finance Yale University. B.A., University of California, Berkeley; M.B.A., ROBERT P. J OHNSON, Merrill College (1991) Harvard Graduate School of Business Professor, Physics JOCELYN HOY, Cowell College (1984) Administration. B.S., University of Kansas; Ph.D., Stanford Lecturer, Philosophy University. Former affiliations: PPE Division, M.Phil., Ph.D., Yale University. Former affiliation: GARTH D. ILLINGWORTH, Crown College (1988) CERN; University of Wisconsin-Madison. Rider College. Professor, Astronomy and Astrophysics; Astronomer, UC Observatories/Lick Observatory SUSANNE JONAS, Merrill College (1986) RICHARD HUGHEY, Crown College (1991) B.Sc., University of Western Australia; Ph.D., Lecturer, Merrill College and Latin American and Professor, Computer Engineering Australian National University. Former affiliations: Latino Studies B.A., B.S., Swarthmore College; Sc.M., Ph.D., Space Telescope Science Institute; University of B.A., Radcliffe College; A.M.T., Harvard Graduate Brown University. California, Berkeley; Kitt Peak National School of Education; M.S., Massachusetts Institute Observatory; Johns Hopkins University. of Technology; Ph.D., University of California, A. YVETTE HUGINNIE, Oakes College (1995) Berkeley. Assistant Professor, American Studies ROBERT IRION (1988) B.A., Radcliffe College, Harvard University; M.A., Lecturer, Science Communication (Science Writing) BURTON F. J ONES, Crown College (1975) M.Phil., Ph.D., Yale University. Former affiliation: B.S., Massachusetts Institute of Technology; Professor Emeritus, Astronomy and Astrophysics; University of Colorado, Boulder. Graduate Certificate, University of California, Astronomer, UC Observatories/Lick Observatory Santa Cruz. B.S., M.S., Ph.D., University of Chicago. 246_UCSCGenlCatalog.13_385 9/13/2004 2:38 PM Page 398

398 Teaching Staff

DAVID EVAN JONES, Porter College (1988) ALAN H. KAWAMOTO, Crown College (1986) NOEL Q. KING, Merrill College (1968) Professor, Music; Provost, Porter College Associate Professor, Psychology Professor Emeritus, History and Comparative B.A., M.A., Ph.D., University of California, San B.S., Stanford University; Ph.D., Brown Religion Diego. Former affiliations: Dartmouth College; University. Former affiliation: Carnegie Mellon M.A., Oxford University; Ph.D., University of University of York (England); University of University. Nottingham. Former affiliations: University of California, San Diego. Nottingham; University of Ghana; University of DAVID KEENAN (2000) East Africa (Makerere). JOHN O. JORDAN, Kresge College (1968) Lecturer, Chinese Language Professor, English Literature B.A., Dartmouth College; M.A., Ph.D., Harvard ROBIN KING (1997) B.A., Princeton University; Ph.D., Stanford University. Former affiliations: Indiana University; Lecturer, Writing University. Grinnell College; Colby College. B.A., M.F.A., University of California, San Diego.

MELISSA JURICA (2003) AL KELLEY, Stevenson College (1966) RUSSELL KINGON (2000) Assistant Professor, Molecular, Cell, and Professor Emeritus, Mathematics Physical Education Instructor Developmental Biology B.S., University of Montana; M.A., Ph.D., B.S., Clemson University. B.S., Montana State University; Ph.D., University University of California, Berkeley. Former affilia- of Washington, Fred Hutchinson Cancer Research tions: Institute for Advanced Study (Princeton); SHARON KINOSHITA, Oakes College (1987) Center. Former affiliation: Brandeis University. National Academy of Sciences Exchange Associate Professor, Literature Fellowship to the USSR. A.B., M.A., Ph.D., University of California, MICHAEL KAHN, Stevenson College (1970) Berkeley. Former affiliation: Stanford University. Professor Emeritus, Psychology DOUGLAS R. KELLOGG (1995) B.A., M.A., Ph.D., Harvard University. Former Professor, Molecular, Cell, and Developmental NORMA KLAHN, Merrill College (1989) affiliations: Harvard University; Yale University; Biology Professor, Literature University of Texas. B.A., University of Wisconsin-Madison; Ph.D., B.A., M.A., Queens College, City University of University of California, San Francisco. New York; Ph.D., State University of New York at STACY KAMEHIRO, Porter College (2002) Stony Brook. Former affiliation: Columbia Assistant Professor, History of Art and Visual Culture DENNIS D. KELSO (1999) University. B.A., University of California, San Diego; M.A., Pepper-Giberson Assistant Professor, Environmental Ph.D., University of California, Los Angeles. Studies KENNETH KLETZER, Stevenson College/College Former affiliation: University of Redlands. B.S., Iowa State University; J.D., Harvard Nine (1992) University; Ph.D., University of California, Professor, Economics GEORGE KANE, Cowell College (1978) Berkeley. Former affiliations: Department of B.S., Stanford University; M.S., University of Lecturer, Art Environmental Conservation, State of Alaska; Washington; Ph.D., University of California, Former affiliation: Los Gatos Times. Department of Fish and Game, State of Alaska. Berkeley. Former affiliations: University of California, Davis; Yale University. SUNG-MO (STEVE) KANG (2001) PETER KENEZ, Stevenson College (1966) Professor, Electrical Engineering; Dean, Jack Baskin Professor, History; Neufeld Levin Professor, Holocaust LORI G. KLETZER, Merrill College/College Ten School of Engineering Studies (1993) B.S., Fairleigh Dickinson University; M.S., State B.A., Princeton University; M.A., Ph.D., Harvard Professor, Economics University of New York at Buffalo; Ph.D., University. Former affiliations: Oxford University; B.A., Vassar College; Ph.D., University of University of California, Berkeley. Former affilia- Massachusetts Institute of Technology. California, Berkeley. Former affiliation: Williams tions: University of Illinois, Urbana-Champaign; College. Swiss Federal Institute of Technology; University ALI AKBAR KHAN (1999) of Karlsruhe; Technical University of Munich. Distinguished Adjunct Professor, Music (North ROBERT KLEVAN (1998) Indian Classical Music) Lecturer, Music (Wind Ensemble) BERT KAPLAN, Cowell College (1965) D.Litt.: Rabinda Bharati University (Calcutta); B.M., M.M., University of the Pacific; Ph.D., Professor Emeritus, Psychology University of Dacca (Bangladesh); University of University of Texas at Austin. Concurrent affilia- B.A., Brooklyn College; Ph.D., Harvard Delhi; Doctorate: Viswa Bharati University tion: Monterey Peninsula College. University. Former affiliations: Harvard University; (Shantiniketan, India); D.A., California Institute University of Kansas; Rice University. of the Arts; D.M.A. (Hon.), New England DAVID S. KLIGER, Oakes College (1971) Conservatory of Music. Concurrent affiliation: Ali Professor, Chemistry and Biochemistry; Dean, KEVIN KARPLUS, Cowell College (1986) Akbar College of Music. Division of Physical and Biological Sciences Professor, Computer Engineering B.S., Rutgers University; Ph.D., Cornell B.S., Michigan State University; M.S., Ph.D., HI KYUNG KIM, Porter College (1992) University. Former affiliation: Harvard University. Stanford University. Former affiliation: Cornell Associate Professor, Music University. B.A., Seoul National University (Korea); M.A., ELISE KNITTLE, Kresge College (1988) Ph.D., University of California, Berkeley; D.E.A., Professor, Earth Sciences S. PAUL KASHAP, Cowell College (1969) IRCAM and Ecole Normale Supérieure (Paris). A.B., Smith College; Ph.D., University of Professor Emeritus, Philosophy Former affiliation: San Francisco State University. California, Berkeley. B.A., M.A., University of Bombay; M.A., Edinburgh University; B.Litt., Oxford University. L. S. KIM, Porter College (2002) PAUL L. KOCH, Crown College (1996) Former affiliations: Brown University; Wheaton Assistant Professor, Film and Digital Media Professor, Earth Sciences College. B.A., Smith College; M.A., Ph.D., University of B.A., University of Rochester; M.S., Ph.D., California, Los Angeles. Former affiliation: University of Michigan. Former affiliations: DAVID E. KAUN, Crown College/College Nine Northwestern University. Smithsonian Institution; Carnegie Institution of (1966) Washington; Princeton University. Professor, Economics JULIE KIMBALL (1983) B.S., Arizona State University; M.A., Claremont Physical Education Instructor Graduate School; Ph.D., Stanford University. B.A., University of California, Santa Cruz. Former Former affiliations: University of Pittsburgh; affiliation: Ramani Iyengar Yoga Institute (India). Brookings Institution. 246_UCSCGenlCatalog.13_385 9/13/2004 2:38 PM Page 399

Teaching Staff 399

PHOKION G. KOLAITIS, College Eight (1988) WILLIAM A. LADUSAW, Cowell College (1984) GARY L. LEASE, Cowell College/Merrill College Professor, Computer Science Professor, Linguistics; Interim Vice Provost and Dean, (1973) Diploma, University of Athens; M.A., Ph.D., Undergraduate Education Professor, History of Consciousness University of California, Los Angeles. Former affil- B.A., University of Kentucky; M.A., Ph.D., B.A., Loyola University of Los Angeles; Dr. Theol., iations: Stanford University; Occidental College; University of Texas at Austin. Former affiliations: University of Munich. Former affiliations: Loyola University of Chicago. University of Connecticut; University of University of Los Angeles; John XXIII Institute for California, Los Angeles; University of Iowa. Ecumenical Theology. HARWOOD G. KOLSKY (1985) Adjunct Professor Emeritus, Computer Engineering EDWARD M. LANDESMAN, Crown College (1966) BURNEY LE BOEUF, Crown College (1967) B.S., M.S., University of Kansas; M.A., Ph.D., Professor Emeritus, Mathematics Professor Emeritus, Ecology and Evolutionary Biology Harvard University. Former affiliations: IBM Palo B.A., M.A., Ph.D., University of California, Los B.A., University of California, Berkeley; M.A., San Alto Scientific Center; Stanford University. Angeles. Former affiliation: University of Francisco State College; Ph.D., University of California, Los Angeles. California, Berkeley. Former affiliations: University JOSEPH P. K ONOPELSKI, Stevenson College (1984) of California, Davis; Harvard University. Professor, Chemistry and Biochemistry GLEN G. LANGDON JR. (1987) B.A., M.A., Johns Hopkins University; Ph.D., Professor Emeritus, Computer Engineering HERBERT LEE III, Porter College (2002) Stanford University. Former affiliations: Université B.S., Washington State University; M.S., Assistant Professor, Applied Mathematics and Louis Pasteur (Strasbourg); University of University of Pittsburgh; Ph.D., Syracuse Statistics Pennsylvania. University. Former affiliations: IBM Research; B.S., Yale University; M.S., Ph.D., Carnegie University of São Paulo. Mellon University. Former affiliation: Duke DAVID C. KOO, College Eight (1988) University. Professor, Astronomy and Astrophysics; Astronomer, JEAN LANGENHEIM, Stevenson College/Crown UC Observatories/Lick Observatory College (1966) JIMIN LEE, Porter College (2003) A.B., Cornell University; M.A., Ph.D., University Professor Emerita, Ecology and Evolutionary Biology Assistant Professor, Art of California, Berkeley. Former affiliation: Space B.S., University of Tulsa; M.S., Ph.D., University B.F.A., M.F.A., Seoul National University (Korea); Telescope Science Institute. of Minnesota. Former affiliations: Harvard M.F.A., San Francisco Art Institute. Former affilia- University; University of California, Berkeley; tion: California State University, Hayward. ATHANASIOS KOTTAS (2002) University of Illinois, Urbana-Champaign; San Assistant Professor, Applied Mathematics and Francisco College for Women; Mills College. H. M. LEICESTER JR., Cowell College (1967) Statistics Professor, English Literature B.Sc., M.Sc., University of Ioannina (Greece); LÉO F. L APORTE, Crown College (1971) B.A., M.A., Ph.D., Yale University. Former affilia- Ph.D., University of Connecticut. Former affilia- Professor Emeritus, Earth Sciences tion: Yale University. tion: Duke University. B.A., Ph.D., Columbia University. Former affiliation: Brown University. ANATOLE LEIKIN, Porter College (1989) ROBERT P. K RAFT, Stevenson College (1967) Professor, Music Professor Emeritus, Astronomy and Astrophysics; BRUCE D. LARKIN, Cowell College (1965) B.A., Gnesin State Conservatory (Moscow); M.A., Astronomer Emeritus, UC Observatories/Lick Professor, Politics Gnesin State Musical and Pedagogical Institute Observatory B.A., University of Chicago; M.A., Ph.D., Harvard (Moscow); Ph.D., University of California, Los B.S., M.S., University of Washington; Ph.D., University. Angeles. Former affiliations: Gnesin State University of California, Berkeley. Former affilia- Conservatory; University of California, Los tions: Indiana University; University of Chicago; TRACY LARRABEE, College Eight (1990) Angeles. Hale Observatories. Professor, Computer Engineering B.S., California Institute of Technology; M.S., HERVÉ LE MANSEC, Cowell College (1978) CONSTANCE KREEMER, Porter College (1990) Ph.D., Stanford University. Former affiliations: Lecturer, French Language Lecturer, Theater Arts Hewlett-Packard Laboratories; Xerox PARC; Diplôme d’Etudes Supérieures, Nantes University B.A., University of Massachusetts-Amherst; M.S., Digital Equipment Corporation. (France); Diplôme de Conseiller Pédagogique, Smith College. University of Aix-en-Provence (France). Former GREGORY LAUGHLIN (2001) affiliations: San Jose State University; Ministry of JACQUELINE KU, Cowell College (1984) Assistant Professor, Astronomy and Astrophysics Education, Addis Ababa, Ethiopia; Stanford Lecturer, Chinese Language B.S., University of Illinois, Urbana-Champaign; University. B.A., Shih-chien College (Taiwan). Former affilia- M.S., Ph.D., University of California, Santa Cruz. tions: Defense Language Institute; Inter-University Former affiliation: NASA Ames Research Center. DEBORAH K. LETOURNEAU, College Eight (1984) Program for Chinese Language Studies (Taipei); Professor, Ecology (Environmental Studies) Stanford University of Asian Languages Summer THORNE LAY, Porter College (1989) B.S., M.S., University of Michigan; Ph.D., Languages Institute; Middlebury College Summer Professor, Earth Sciences; Director, Institute of University of California, Berkeley. Language Institute. Geophysics and Planetary Physics B.S., University of Rochester; M.S., Ph.D., MAX M. LEVIN, Crown College (1967) RAPHAEL KUDELA (1999) California Institute of Technology. Former affilia- Lecturer Emeritus, Psychology Assistant Professor, Ocean Sciences tions: University of Michigan, Ann Arbor; B.A., University of California, Los Angeles; Ph.D., B.S., Drake University; Ph.D., University of California Institute of Technology. University of California, Berkeley. Former affilia- Southern California. Concurrent affiliation: tions: Stanford University; Yale University; Monterey Bay Aquarium Research Institute. COLIN W. L EACH, College Ten (1999) University of Washington; Washington State Associate Professor, Psychology University. FRED KUTTNER (1996) B.A., M.A., Boston University; Ph.D., University of Lecturer, Physics Michigan. Former affiliation: Swarthmore College. BRUCE C. LEVINE (1997) B.S., Massachusetts Institute of Technology; Professor, History M.B.A., Santa Clara University; M.S., Ph.D., CAMPBELL LEAPER, Cowell College (1988) B.A., University of Michigan, Ann Arbor; M.A., University of California, Santa Cruz. Former affili- Professor, Psychology; Provost, Colleges Nine and Ten Ph.D., University of Rochester. Former affiliation: ations: Litton Industries; Northwestern B.A., Boston University; M.A., Ph.D., University of University of Cincinnati. Polytechnic University. California, Los Angeles. Former affiliations: Harvard Medical School; California State University, Northridge; California State University, Long Beach. 246_UCSCGenlCatalog.13_385 9/13/2004 2:38 PM Page 400

400 Teaching Staff

ROBERT A. LEVINSON, Stevenson College (1985) WENTAI LIU (2003) PAVEL MACHOTKA, Porter College (1970) Professor, Computer Science Professor, Electrical Engineering Professor Emeritus, Psychology B.S., University of Minnesota at Minneapolis-St. B.S., National Chiao-Tung University; M.S., B.A., University of Chicago; M.A., Ph.D., Harvard Paul; Ph.D., University of Texas at Austin. Former National Taiwan University; Ph.D., University of University; (Hon.) Dr. h. c., Charles University affiliations: University of Texas at Austin; Michigan, Ann Arbor. Former affiliation: North (Prague). Former affiliations: Harvard University; University of Minnesota. Carolina State University, Raleigh. University of Colorado.

DEBRA LEWIS, Crown College (1991) NORMAN LOCKS, Porter College (1977) NATHANIEL E. MACKEY, Kresge College (1979) Professor, Mathematics Professor, Art Professor, Literature B.A., Ph.D., University of California, Berkeley. B.F.A., San Francisco Art Institute; M.A., San B.A., Princeton University; Ph.D., Stanford Former affiliation: Institute for Math and Its Francisco State University. University. Former affiliations: University of Applications, University of Minnesota. Southern California; University of Wisconsin- SURESH K. LODHA, Porter College/College Nine Madison. DIANE K. LEWIS, Kresge College/Oakes College (1992) (1972) Professor, Computer Science WESLEY MACKEY (1993) Professor Emerita, Anthropology M.Sc., Indian Institute of Technology (Kanpur); Lecturer, Computer Science B.A., M.A., University of California, Los Angeles; M.A., University of California, Berkeley; Ph.D., B.S., M.S., Ph.D., University of Manitoba. M.P.H., University of California, Berkeley; Ph.D., Rice University. Former affiliations: IBM Thomas Cornell University. Former affiliations: University J. Watson Research Center; IBM Almaden PIERO MADAU (2000) of California, Santa Barbara; University of Research Center. Professor, Astronomy and Astrophysics California, Riverside; San Francisco State B.S., University of Florence; Ph.D., International University. MICHAEL E. LOIK (1998) School for Advanced Studies (Trieste). Former Assistant Professor, Environmental Studies affiliation: Cambridge University. FREDRIC LIEBERMAN, Porter College (1983) B.Sc., M.Sc., University of Toronto; Ph.D. Professor, Music University of California, Los Angeles. Former affil- TARA MADHYASTHA (1999) B.M., Eastman School of Music; M.A., University iations: University of California, Berkeley; Assistant Professor, Computer Engineering of Hawaii; Ph.D., University of California, Los California State University, San Bernardino. B.A., Rutgers University; M.S., Ph.D., University Angeles. Former affiliations: Brown University; of Illinois, Urbana-Champaign. Former affiliation: University of Washington. R. SCOTT LOKEY (2002) Carnegie Mellon University. Assistant Professor, Chemistry and Biochemistry PETER LIMBRICK, Porter College (2001) B.S., Trinity University (San Antonio); Ph.D., PATRICE L. MAGINNIS, Cowell College (1986) Assistant Professor, Film and Digital Media University of Texas at Austin. Lecturer, Music (Voice) B.A., M.A., University of Otago (New Zealand); B.A., M.A., San Jose State University. Concurrent Ph.D., La Trobe University (Australia). Former DARRELL D. E. LONG, Stevenson College/Crown affiliation: Opera San Jose. Former affiliations: San affiliations: Duke University; Stanford University; College (1988) Jose State University; De Anza College. University of California, Berkeley. Professor, Information Systems Management B.S., San Diego State University; M.S., Ph.D., ROY T. M ALAN (1980) DOUGLAS N. C. LIN, Crown College (1979) University of California, San Diego. Lecturer, Music (Violin and Viola) Professor, Astronomy and Astrophysics Diplomas, Royal Academy of Music, Juilliard B.S., McGill University; Ph.D., Cambridge CHARLES (CHIP) L. LORD, Porter College (1987) School of Music, and Curtis Institute of Music. University. Former affiliation: Harvard University. Professor, Film and Digital Media Concurrent affiliations: San Francisco Ballet B.A., Tulane University. Former affiliation: Orchestra; San Francisco Contemporary Chamber DANIEL T. L INGER, Stevenson College/College University of California, San Diego. Players; Telluride Chamber Music Festival; Rocky Nine (1983) Ridge Music Center. Former affiliations: Ithaca Professor, Anthropology PAUL M. LUBECK, Merrill College/College College; San Francisco Conservatory of Music; San B.A., University of Michigan; M.A., Ph.D., Eight/College Nine (1973) Francisco State University; University of Nevada at University of California, San Diego. Former affilia- Professor, Sociology Reno; Stanford University. tion: University of California, San Diego. B.A., St. Michael’s College; M.A., Ph.D., Certificate in African Studies, Northwestern ROBERTO MANDUCHI (2001) RONNIE D. LIPSCHUTZ, Stevenson College/ University. Assistant Professor, Computer Engineering College Nine (1990) Laurea, Dottorato di ricerca, University of Padova Professor, Politics ROBERT A. LUDWIG, Crown College (1979) (Italy). Former affiliation: University of Southern B.A., B.S., University of Texas at Austin; M.S., Professor, Molecular, Cell, and Developmental California. Massachusetts Institute of Technology; Ph.D., Biology University of California, Berkeley. B.S., University of Michigan; Ph.D., Yale MARC S. MANGEL, Stevenson College (1996) University. Former affiliation: Massachusetts Professor, Applied Mathematics and Statistics GEORGE LIPSITZ, Oakes College (2003) Institute of Technology. B.S., M.S., University of Illinois; Ph.D., University Professor, American Studies of British Columbia. Former affiliations: A.B., Washington University; M.A., University of JOHN P. L YNCH, Cowell College (1970) University of California, Davis; Simon Fraser Missouri, St. Louis; Ph.D., University of Professor, Classics (Literature) University; University of Oxford; Hebrew Wisconsin. Former affiliations: University of B.A., Harvard College; M.A., M.Phil., Ph.D., Yale University of Jerusalem; Weizmann Institute of California, San Diego; University of Minnesota; University. Science. University of Houston at Clear Lake City. BRUCE E. LYON (1997) PATRICK E. MANTEY, Merrill College (1984) ALAN LITKE (1984) Associate Professor, Ecology and Evolutionary Biology Jack Baskin Professor, Computer Engineering; Adjunct Professor, Physics B.Sc., McGill University; M.Sc., Queen’s Director, Center for Information Technology Research B.A., Johns Hopkins University; M.A., Ph.D., University; Ph.D., Princeton University. in the Interest of Society Harvard University. Former affiliation: Stanford B.S., University of Notre Dame; M.S., University University. of Wisconsin; Ph.D., Stanford University. Former affiliations: Stanford University; IBM Research. 246_UCSCGenlCatalog.13_385 9/13/2004 2:38 PM Page 401

Teaching Staff 401

JOHN A. MARCUM (1969) WILLIAM G. MATHEWS, Porter College (1970) CHARLES E. MCDOWELL, Porter College (1985) Professor Emeritus, Politics; Universitywide Director, Professor, Astronomy and Astrophysics Professor, Computer Science Education Abroad Program, University of California, B.S., University of Washington; M.S., University B.S., California Polytechnic State University, San Santa Barbara of Chicago; Ph.D., University of California, Luis Obispo; M.S., Ph.D., University of B.A., Stanford University; M.A., Columbia Berkeley. Former affiliation: University of California, San Diego. Former affiliations: University; Ph.D., Stanford University. Former California, San Diego. University of California, San Diego; Lawrence affiliations: Colgate University; Lincoln University; Livermore National Laboratory; Digital University of Pennsylvania; University of Denver. DEAN MATHIOWETZ, Merrill College (2003) Equipment Corporation. Assistant Professor, Politics DAVID S. MARRIOTT (2003) B.A., University of Minnesota; M.A., Ph.D., DENNIS C. MCELRATH, Stevenson College (1965) Acting Associate Professor, History of Consciousness University of California, Berkeley. Professor Emeritus, Sociology B.A. (Hons., 1st class), M.A., Ph.D., University of B.A., University of California, Santa Barbara; Sussex. Former affiliation: University of London. XENIA MATSCHKE (2003) M.A., University of California, Los Angeles; Assistant Professor, Economics Ph.D., Yale University. Former affiliations: GEORGE E. MARSH (1982) Diplom-Okonom, Dr. rer. oec., Ruhr Universität- University of Southern California; Northwestern Lecturer, Music (Percussion) Bochum (Germany); M.S., Ph.D., University of University; University of California Education Concurrent affiliation: Sonoma State University. Wisconsin-Madison. Abroad Program (Padua). Former affiliation: San Francisco Conservatory of Music. MARIA EUGENIA MATUTE-BIANCHI, Merrill PATRICK MCKERCHER (1995) College (1971) Lecturer, Writing ALMA R. MARTINEZ, Kresge College (2001) Professor Emerita, Education B.A., M.A., San Diego State University; Ph.D., Assistant Professor, Theater Arts B.A., Pomona College; M.A., Ph.D., Stanford University of British Columbia. B.A., Whittier College; M.F.A., University of University. Southern California; Ph.D. cand., Stanford BARRY MCLAUGHLIN, Merrill College (1966) University. Former affiliations: Aquarius Theater; CLAIRE E. MAX (2001) Professor Emeritus, Psychology El Teatro Campesino; Universal Studios. Professor, Astronomy and Astrophysics; Astronomer, B.A., M.S., St. Louis University; Ph.D., Harvard UC Observatories/Lick Observatory University. Former affiliation: University of LOURDES MARTÍNEZ-ECHAZÁBAL, Merrill College A.B., Harvard University; Ph.D., Princeton California Education Abroad Program (1990) University. (Göttingen). Associate Professor, Latin American Literature B.A., M.A., Ph.D., University of California, San MELANIE J. MAYER, Cowell College (1972) MARGARET A. MCMANUS, Crown College (2000) Diego. Former affiliation: Rutgers University. Professor Emerita, Psychology Visiting Assistant Professor, Ocean Sciences A.B., Cornell University; M.A., University of B.A., University of Virginia; M.S., Ph.D., Old CAROLYN MARTIN SHAW, Kresge College (1972) Wisconsin-Madison; Ph.D., University of Dominion University. Former affiliation: Professor, Anthropology California, San Diego. University of Rhode Island. B.S., Ph.D., Michigan State University. Former affiliations: College of San Mateo; University of JOAN MCCALLUM (1999) KAREN C. MCNALLY, Kresge College (1981) Nairobi. Physical Education Instructor Professor Emerita, Earth Sciences B.A., M.A., Ph.D., University of California, PRADIP K. MASCHARAK, Oakes College (1984) PHILLIP MCCALMAN, Crown College (1999) Berkeley. Former affiliation: California Institute of Professor, Chemistry and Biochemistry Assistant Professor, Economics Technology. B.S., M.S., University of Burdwan (India); Ph.D., B.Comm., M.Comm., University of Melbourne; Indian Institute of Technology (Kanpur). Former Ph.D., University of Wisconsin-Madison. Former MARCIA MCNUTT (1998) affiliations: Stanford University; Massachusetts affiliation: Australian National University. Professor, Earth Sciences Institute of Technology. B.A., Colorado College; Ph.D., Scripps Institution MATTHEW MCCARTHY (2001) of Oceanography, University of California, San GEOFFREY MASON, Kresge College (1973) Assistant Professor, Ocean Sciences Diego; (Hon.) D.Sc., Colorado College. Professor, Mathematics B.S., University of California, San Diego; Ph.D., Concurrent affiliation: Monterey Bay Aquarium B.Sc., University of London; M.S., Ph.D., University of Washington. Former affiliation: Research Institute. Former affiliation: University of Illinois, Chicago. Carnegie Institution of Washington; University of Massachusetts Institute of Technology. Hawaii. DOMINIC W. M ASSARO, Porter College (1979) ROBERT L. MEISTER, Kresge College (1973) Professor, Psychology DOUGLAS E. MCCLELLAN, Porter College (1970) Professor, Politics B.A., University of California, Los Angeles; M.A., Professor Emeritus, Art B.A., Princeton University; Ph.D., Harvard Ph.D., University of Massachusetts. Former affilia- M.F.A., Claremont Graduate School. Former affili- University. Former affiliation: Harvard University. tion: University of Wisconsin. ations: Chaffey College; Otis Art Institute; Scripps College; Claremont Graduate School. R. ARMIN MESTER, Stevenson College (1989) MARA MATHER (2001) Professor, Linguistics Associate Professor, Psychology JAMES MCCLOSKEY, Stevenson College (1988) Staatsexamen, University of Göttingen (Germany); A.B., Stanford University; Ph.D., Princeton Professor, Linguistics Ph.D., University of Massachusetts-Amherst. University. B.A., University College Dublin; Ph.D., University of Texas at Austin. Former affiliations: University KATHRYN E. METZ, Porter College (1971) RICHARD MATHER, Cowell College (1965) College Dublin; Dublin Institute for Advanced Professor Emerita, Art Professor Emeritus, History Studies; University of Texas at Austin. B.F.A., Bowling Green State University; M.A., B.A., M.A., Ph.D., University of California, University of California, Los Angeles. Former affil- Berkeley. JENNIE LIND MCDADE, Porter College (1987) iations: New York University; College of St. Professor, Art Benedict; St. John’s University. B.F.A., University of Southern Mississippi; M.F.A., University of Georgia. 246_UCSCGenlCatalog.13_385 9/13/2004 2:38 PM Page 402

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JACOB B. MICHAELSEN, Crown College (1965) RICHARD R. MITCHELL (1983) MARGARET MORSE, Porter College (1991) Professor Emeritus, Economics Lecturer, Mathematics Professor, Film and Digital Media B.A., M.B.A., Ph.D., University of Chicago. B.A., M.A., Ph.D., University of California, Santa B.A., Humboldt State University; M.A., Ph.D., Former affiliation: University of California, Berkeley. Cruz. University of California, Berkeley. Former affiliations: San Francisco State University; University of PEYMAN MILANFAR (1999) OWEN M. MIYOSHI (2002) San Francisco; University of Southern California. Associate Professor, Electrical Engineering Lecturer, Music (Trumpet) B.S., University of California, Berkeley; Ph.D., B.M., San Francisco Conservatory of Music. JUDIT N. MOSCHKOVICH, Crown College (1999) Massachusetts Institute of Technology. Former Associate Professor, Education affiliation: Stanford Research Institute HELENE MOGLEN, Kresge College (1978) B.S., University of Minnesota; M.A., Ph.D., International. Professor, Literature and Women’s Studies; UC University of California, Berkeley. Presidential Chair GARY B. MILES, Cowell College (1971) B.A., Bryn Mawr College; M.A., Ph.D., Yale PETER MOSTKOFF, Porter College (1999) Professor Emeritus, History University. Former affiliations: State University of Acting Assistant Professor, Theater Arts B.A., Colby College; M.A., Harvard University; New York at Purchase; New York University. B.A., Sarah Lawrence College; M.A., Ph.D. cand., Ph.D., Yale University. Former affiliations: Phillips University of California, Berkeley. Academy; Wesleyan University; University of Texas. ELLEN R. MOIR (1980) Director, New Teacher Center DAVID MULDAWER (1996) ETHAN MILLER, Crown College (2000) B.A., California State University, Northridge; Physical Education Instructor Associate Professor, Computer Science Bilingual Cross-Cultural Specialist Credential, B.A., University of California, Santa Cruz. Sc.B., Brown University; M.S., Ph.D., University University of San Diego (Mexico); M.A., San Jose of California, Berkeley. Former affiliation: State University. GORDON MUMMA, Porter College (1973) University of Maryland, Baltimore County. Professor Emeritus, Music KIVIE MOLDAVE (1984) Composer of electronic and instrumental music. JOSEPH S. MILLER, Crown College (1967) Professor Emeritus, Molecular, Cell, and Former affiliations: Cursos Latinoamericanos de Professor, Astronomy and Astrophysics; Henry Developmental Biology Música Contemporánea; Mills College; University Bachmann Professor, Astronomical Instrumentation; B.A., University of California, Berkeley; M.S., of California, San Diego; Merce Cunningham Director/Astronomer, UC Observatories/Lick Ph.D., University of Southern California. Former Dance Company; Sonic Arts Union; University of Observatory affiliations: Tufts University; University of Illinois. B.A., University of California, Los Angeles; M.S., Pittsburgh; University of California, Irvine. Ph.D., University of Wisconsin. STEPHEN D. MURRAY (2003) RADHIKA VIYAS MONGIA (2000) Associate Adjunct Professor, Astronomy and LETA E. MILLER, Porter College (1978) Assistant Professor, Women’s Studies Astrophysics Professor, Music (Music History and Flute) B.A., Miranda House College, University of Delhi; B.S., Washington State University; M.S., Ph.D., B.A., Stanford University; M.Mus., Hartt College M.S., M.A., Northern Illinois University; Ph.D., University of California, Santa Cruz. Concurrent of Music, University of Hartford; Ph.D., Stanford University of Illinois, Urbana-Champaign. affiliation: Lawrence Livermore National Laboratory. University. Former affiliations: Foothill College; Hartt College of Music. RICHARD MONTGOMERY, Crown College (1990) JOHN MUSACCHIO (2004) Professor, Mathematics Acting Assistant Professor, Information Systems ROBERT C. MILLER (2001) B.A., Sonoma State University; Ph.D., University Management Vice Chancellor, Research, and Dean, Graduate of California, Berkeley. Former affiliation: B.S., Ohio State University; M.S., Ph.D., Studies; Professor, Molecular, Cell, and Massachusetts Institute of Technology. University of California, Berkeley. Former affilia- Developmental Biology tion: TerraBlaze, Inc. B.S., Trinity College; M.S., Pennsylvania State J. CASEY MOORE, Crown College (1970) University; Ph.D., University of Pennsylvania; Professor, Earth Sciences KIM MUSCH (1998) F.R.S.C. Former affiliations: University of B.A., University of California, Santa Barbara; Physical Education Instructor Wisconsin; Massachusetts Institute of Technology; Ph.D., Princeton University. A.B., University of California, Berkeley; M.A., San University of British Columbia; Université de Jose State University. Former affiliations: Genève; University of Washington. MADELINE MOORE, Kresge College (1972) University of California, Berkeley; Chabot College; Professor Emerita, English Literature Ohlone College. TYRUS MILLER, Cowell College (1999) B.S., Ph.D., University of Texas at Austin. Former Associate Professor, Literature; Provost, Cowell College affiliation: University of Texas at Austin. PEGGY B. MUSGRAVE, Crown College (1980) (beginning January 2005) Professor Emerita, Economics B.A., M.A., M.A., Johns Hopkins University; MARTA MORELLO-FROSCH, Merrill College (1974) B.A., M.A., American University; Ph.D., Johns Ph.D., Stanford University. Professor Emerita, Spanish Literature Hopkins University. Former affiliations: M.A., Ph.D., Ohio State University. Former affilia- Northeastern University; University of California, GLENN L. MILLHAUSER, Cowell College (1988) tions: Ohio State University; University of Berkeley; Vassar College. Professor, Chemistry and Biochemistry California, San Diego; University of Waterloo B.S., California State University, Los Angeles; (Canada). RICHARD A. MUSGRAVE, Crown College (1980) M.S., Ph.D., Cornell University. Adjunct Professor, Economics CYNTHIA MORI (1983) M.A., Ph.D., (Hon.) LL.D., Harvard University; MARCIA MILLMAN (1971) Physical Education Instructor Diplom Volkswirt, (Hon.) Doctorate, Heidelberg Professor, Sociology B.A., M.A., California State University, Long University. Former affiliations: Harvard University; B.A., Ph.D., Brandeis University. Beach. Former affiliation: Saddleback College. University of Michigan; Johns Hopkins University; Princeton University; Board of Governors, Federal PATRICIA L. MITCHELL (2002) MARIA MORRIS, Merrill College (1989) Reserve System. Lecturer, Music (Oboe) Lecturer, Spanish Language B.M., San Jose State University. B.A., Santa Clara University; M.A., University of OLGA NÁJERA-RAMÍREZ, Merrill College (1989) Texas. Former affiliations: Santa Clara University; Professor, Anthropology Cabrillo College. B.A., University of California, Santa Cruz; M.A., Ph.D., University of Texas at Austin. 246_UCSCGenlCatalog.13_385 9/13/2004 2:38 PM Page 403

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RAVI NARASIMHAN (2004) DIANA I. NIEVES (2002) JANE A. ORZEL (1990) Assistant Professor, Electrical Engineering Lecturer, Music Lecturer, Music (Bassoon) B.S., University of California, Berkeley; M.S., B.A., M.A., University of California, Santa Cruz. B.S., Indiana University; M.A., San Jose State Ph.D., Stanford University. Former affiliations: University. Concurrent affiliations: Santa Cruz Stanford University; Marvell Semiconductor. HARRY F. N OLLER, Crown College (1968) County Symphony; Monterey County Symphony; Robert L. Sinsheimer Professor, Molecular, Cell, and Ensemble Monterey; Santa Cruz Chamber Players; ONUTTOM NARAYAN (1995) Developmental Biology Laurel Wind Quintet. Former affiliations: Hartnell Associate Professor, Physics B.A., University of California, Berkeley; Ph.D., College; University of Tulsa; Oral Roberts M.Sc., Indian Institute of Technology; M.A., University of Oregon. Former affiliations: Institut University. Ph.D., Princeton University. Former affiliation: de Biologie Moléculaire (Geneva); MRC Harvard University. Laboratory of Molecular Biology (Cambridge, DONALD E. OSTERBROCK, Crown College (1972) England). Professor Emeritus, Astronomy and Astrophysics; MICHAEL NAUENBERG, Crown College (1966) Astronomer Emeritus, UC Observatories/Lick Professor Emeritus, Physics CARLOS G. NOREÑA, Stevenson College (1967) Observatory B.S., Massachusetts Institute of Technology; Professor Emeritus, Philosophy Ph.B., B.S., M.S., Ph.D., University of Chicago; Ph.D., Cornell University. Former affiliations: Master in Classics, College S. Estanislao (Madrid); (Hon.) D.Sc.: University of Cincinnati; University Columbia University; Stanford Linear Accelerator Master in Philosophy, College Chamartin of Chicago; Ohio State University; University of Center. (Madrid); Master in Theology, College S. Georgen Wisconsin-Madison. Former affiliations: Princeton (Frankfurt); LL.M., University of Würzburg; University; California Institute of Technology; PAUL NAUERT, Porter College (1996) Ph.D., University of California, San Diego. University of Wisconsin. Associate Professor, Music Former affiliations: Sophia University (Tokyo); B.M., Eastman School of Music; M.A., Ph.D., University of San Diego; University of California, RICHARD E. OTTE, Cowell College (1982) Columbia University. San Diego. Professor, Philosophy B.A., Colorado State University; M.A., Ph.D., MARTA NAVARRO (1990) LISA K. NORRIS (1986) University of Arizona. Former affiliation: Lecturer, Spanish Language Physical Education Instructor University of Pittsburgh. B.A., M.A., University of California, Berkeley. LOISA NYGAARD, Crown College (1975) KAREN OTTEMANN, Crown College (1998) JERRY E. NELSON (1994) Associate Professor, German Literature Assistant Professor, Environmental Toxicology Professor, Astronomy and Astrophysics; Astronomer, B.A., Ph.D., Cornell University. B.S., University of California, Davis; Ph.D., UC Observatories/Lick Observatory Harvard University. Former affiliation: University B.S., California Institute of Technology; Ph.D., KATIA OBRACZKA (2001) of California, Berkeley. University of California, Berkeley. Former affilia- Associate Professor, Computer Engineering tion: University of California, Berkeley. B.S., M.S., Federal University of Rio de Janeiro; MESUT ÖZGEN (1998) M.S., Ph.D., University of Southern California. Lecturer, Music (Classical Guitar) JEROME NEU, Cowell College (1972) Former affiliation: University of Southern M.M., Artist Diploma, Yale University, School of Professor, Humanities California. Music; D.M.A. cand., Arizona State University; B.A., Princeton University; D.Phil., Oxford M.D., Hacettepe University (Ankara, Turkey). University. JAMES R. O’CONNOR, College Eight (1976) Former affiliation: School of Music Education, Professor Emeritus, Sociology Gazi University (Turkey). DARD NEUMAN (2004) B.S., Ph.D., Columbia University. Former affilia- Assistant Professor, Music tions: Barnard College; Washington University; JAYE PADGETT, Stevenson College/College Nine B.A., University of Washington; M.Phil., Ph.D., San Jose State University. (1992) Columbia University. Professor, Linguistics RODNEY T. O GAWA (2002) B.A., University of Maryland; Ph.D., University of A. TODD NEWBERRY, Cowell College (1965) Professor, Education Massachusetts-Amherst. Professor Emeritus, Ecology and Evolutionary Biology B.A., University of California, Los Angeles; M.A., B.A., Princeton University; Ph.D., Stanford Occidental College; Ph.D., Ohio State University. JEFFREY D. PADUAN (1997) University. Former affiliation: University of California, Associate Adjunct Professor, Ocean Sciences Riverside. B.S.E., University of Michigan, Ann Arbor; Ph.D., ELLEN NEWBERRY (1997) Oregon State University. Concurrent affiliation: Lecturer, Writing SCOTT OLIVER (2004) Naval Postgraduate School. Former affiliation: B.A., Brown University; M.A., San Francisco State Assistant Professor, Chemistry and Biochemistry Scripps Institution of Oceanography, University of University. Former affiliations: De Anza College; B.Sc., Ph.D., University of Toronto. Former affilia- California, San Diego. Evergreen Valley College. tion: State University of New York at Binghamton. NICOLE A. PAIEMENT, Porter College (1988) WILLIAM S. NICKELL (1999) DAVID A. ORLANDO, Cowell College (1972) Professor, Music (Conducting) Lecturer, Russian Language Lecturer Emeritus, French Language B.M., University of Ottawa; M.M., McGill B.A., Washington University; M.A., Ph.D., B.A., San Jose State University; M.A., Ph.D., University; D.M.A., Eastman School of Music. University of California, Berkeley. Stanford University. Former affiliations: Stanford Former affiliations: McGill University; Eastman University; University of Santa Clara. School of Music. PAUL L. NIEBANCK, College Eight (1973) Professor Emeritus, Environmental Planning CHARLES L. (LEO) ORTIZ, Cowell College (1973) DANIEL PALLEROS, Cowell College (1986) (Environmental Studies) Professor, Ecology and Evolutionary Biology Lecturer, Chemistry and Biochemistry A.B., Johns Hopkins University; M.C.P., Ph.D., B.A., California State University, Northridge; M.S., Ph.D., University of Buenos Aires. University of Pennsylvania. Former affiliations: Ph.D., University of California, Los Angeles. University of Pennsylvania; U.S. Department of ANNAPURNA PANDEY (1990) Health, Education and Welfare. PAUL ORTIZ, College Ten (2001) Lecturer, Anthropology Assistant Professor, Community Studies B.A., Utkal University (Orissa, India); M.A., Ph.D., B.A., Evergreen State College; Ph.D., Duke Jawaharlal Nehru University (New Delhi, India). University. Former affiliation: Duke University. 246_UCSCGenlCatalog.13_385 9/13/2004 2:38 PM Page 404

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TRILOKI NATH PANDEY, Crown College (1973) MICAH E. PERKS (1997) ERIC PORTER, Oakes College (2001) Professor, Anthropology Associate Professor, Literature Associate Professor, American Studies B.A., M.A., Lucknow University (India); M.A., B.A., M.F.A., Cornell University. Former affilia- B.A., University of California, Berkeley; M.A., Cambridge University; Ph.D., University of tions: Hobart and William Smith Colleges; Ph.D., University of Michigan. Former affilia- Chicago. Former affiliations: Cambridge Cornell University. tion: University of New Mexico. University; University of Pittsburgh; New York University. PAMELA PERRY, College Ten (2000) DONALD C. POTTS, Crown College (1977) Assistant Professor, Community Studies Professor, Ecology and Evolutionary Biology ALEX T. PANG, Merrill College (1990) B.A., University of California, Berkeley; M.A., B.Sc., University of Queensland; Ph.D., Professor, Computer Science University of Texas at Austin; Ph.D., University University of California, Santa Barbara. Former B.S., University of the Philippines; M.S., Ph.D., of California, Berkeley. Former affiliation: affiliations: Australian National University; University of California, Los Angeles. Harvard University. Flinders University (Australia).

INGRID M. PARKER (1998) THOMAS F. P ETTIGREW, Stevenson College RAQUEL PRADO (2001) Associate Professor, Ecology and Evolutionary (1979) Assistant Professor, Applied Mathematics and Biology Professor Emeritus, Social Psychology Statistics A.B., University of Chicago; Ph.D., University of B.A., University of Virginia; M.A., Ph.D., B.S., Universidad Simon Bolivar (Caracas, Washington. Harvard University. Former affiliations: Venezuela); M.S., Ph.D., Duke University. University of North Carolina; Harvard Former affiliation: Universidad Simon Bolivar. SARAH-HOPE PARMETER, Merrill College (1985) University. Lecturer, Writing ANTHONY R. PRATKANIS, Stevenson College B.A., Mills College; M.A., University of KARL S. PISTER (1991) (1987) California, Davis. Chancellor Emeritus; Roy W. Carlson Professor of Professor, Psychology Engineering Emeritus, University of California, B.S., Eastern Mennonite College; M.A., Ph.D., ELEONORA PASOTTI, Merrill College (2003) Berkeley Ohio State University. Former affiliation: Assistant Professor, Politics B.S., M.S., University of California, Berkeley; Carnegie Mellon University. M.Sc., London School of Economics; M.Phil., Ph.D., University of Illinois, Urbana-Champaign. Ph.D., Columbia University. MARIA (TONIA) PRENCIPE, Cowell College (1991) JUAN POBLETE, Merrill College (1997) Lecturer, Italian Language MANUEL PASTOR JR., Merrill College/College Acting Associate Professor, Spanish Literature Laurea (M.A.), University of Bari (Italy). Ten (1995) Licenciate, Universidad de Chile; Ph.D., Duke Professor, Latin American and Latino Studies University. Former affiliation: Duke University. DANIEL M. PRESS, College Eight/College Ten B.A., University of California, Santa Cruz; M.A., (1992) Ph.D., University of Massachusetts. Former affili- GRANT H. POGSON, Crown College (1994) Professor, Environmental Studies ation: Occidental College. Associate Professor, Ecology and Evolutionary B.S., University of California, Davis; M.A., Biology Ph.D., Claremont Graduate School. Former affil- ART PEARL, College Eight (1972) B.Sc., Carleton University; Ph.D., University of iations: EPICS International; California Institute Professor Emeritus, Education British Columbia. Former affiliations: Dalhousie of Public Affairs. B.A., M.A., Ph.D., University of California, University (Canada); University of Cambridge Berkeley. Former affiliations: Howard University; (England). JOEL R. PRIMACK, Crown College (1973) University of Oregon. Professor, Physics IRA POHL, Stevenson College (1970) B.A., Princeton University; Ph.D., Stanford JOHN PEARSE, College Eight (1971) Professor, Computer Science University. Former affiliations: Stanford Linear Professor Emeritus, Ecology and Evolutionary B.A., Cornell University; M.S., Ph.D., Stanford Accelerator Center; Harvard University. Biology University. Former affiliation: Thomas J. Watson B.S., University of Chicago; Ph.D., Stanford Laboratory. JASON X. PROCHASKA (2002) University. Former affiliations: American Assistant Professor, Astronomy and Astrophysics; University in Cairo; California Institute of CYNTHIA POLECRITTI, Stevenson College (1988) Assistant Astronomer, UC Observatories/Lick Technology. Associate Professor, History Observatory B.A., University of Pittsburgh; M.A., Ph.D., B.S., Princeton University; M.S., Ph.D., LUCINDA PEASE-ALVAREZ (1990) University of California, Berkeley. University of California, San Diego. Associate Professor, Education B.A., Willamette University; M.A., Ph.D., NEOKLIS POLYZOTIS (2003) MARY BETH PUDUP, College Eight (1989) Stanford University. Former affiliations: Stanford Assistant Professor, Computer Science Associate Professor, Community Studies University; University of Alabama. Diploma, University of Athens; M.Sc., Ph.D., B.A., Pennsylvania State University; M.A., Ph.D., University of Wisconsin. University of California, Berkeley. Former affilia- KENNETH PEDROTTI, Porter College (2000) tion: West Virginia University. Associate Professor, Electrical Engineering CLIFTON A. POODRY, Merrill College (1972) B.S., M.S., University of California, Berkeley; Professor Emeritus, Molecular, Cell, and GEOFFREY K. PULLUM, Cowell College/ Ph.D., Stanford University. Former affiliation: Developmental Biology Stevenson College (1981) Rockwell Science Center. B.A., M.A., State University of New York at Distinguished Professor, Linguistics Buffalo; Ph.D., Case Western Reserve University. B.A., University of York; Ph.D., University of JAMES E. PEPPER, College Eight (1972) London. Former affiliations: University of York; Professor Emeritus, Environmental Planning STAN E. POPLIN (2002) University College London. (Environmental Studies) Lecturer, Music (Bass) B.S., B.Arch., Montana State University; M.L.A., Norwegian State Academy of Music. JIE QING, Crown College (1997) M.C.P., University of California, Berkeley. Associate Professor, Mathematics Former affiliation: California State Polytechnic B.S., M.S., Peking University; Ph.D., University College, Pomona. of California, Los Angeles. Former affiliation: Columbia University. 246_UCSCGenlCatalog.13_385 9/13/2004 2:38 PM Page 405

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RALPH H. QUINN, Stevenson College (1984) A. CHRISTINA RAVELO, Oakes College (1991) BARBARA ROGOFF, Porter College (1991) Lecturer, Psychology Associate Professor, Ocean Sciences UC Santa Cruz Foundation Professor, Psychology; A.B., Bowdoin College; M.A., Goddard College; B.A., B.S., Stanford University; M.A., M.Phil., UC Presidential Chair Ph.D., Saybrook Institute (San Francisco). Ph.D., Columbia University. B.A., Pomona College; Ph.D., Harvard University. Former affiliations: University of Utah; Center for SARAH RABKIN (1985) FEDERICO RAVENNA (2001) Advanced Study in the Behavioral Sciences, Lecturer, Environmental Studies Assistant Professor, Economics Stanford University. B.A., Harvard University; Graduate Certificate, B.A., Luiss University of Rome; M.Phil., University of California, Santa Cruz. University of Derby (England); M.A., Ph.D., New CAROL ROHL (2003) York University. Assistant Professor, Biomolecular Engineering HUGH RAFFLES, College Nine (1998) B.A. Rice University, Houston; Ph.D., Stanford Associate Professor, Anthropology CRAIG REINARMAN, College Eight/College Ten University. Former affiliations: University of B.A., University of Warwick; M.A., University of (1989) Washington; University of California, Berkeley. London; D.F.E.S., Yale University. Professor, Sociology B.A., Babson College; M.A., San Francisco State ALVARO ROMERO-MARCO (2000) PETER T. R AIMONDI, College Eight (1996) University; Ph.D., University of California, Santa Lecturer, Spanish Language Professor, Ecology and Evolutionary Biology Barbara. Former affiliation: Northeastern Licenciatura, Universidad de Zaragoza (España); B.A., Northern Arizona University; Ph.D., University. Ph.D., Universidad Complutense de Madrid. University of California, Santa Barbara. Former Former affiliation: University of Madrid. affiliation: University of Melbourne. JOSE RENAU (2004) Acting Assistant Professor, Computer Engineering ELAINE YOKOYAMA ROOS, Porter College (1973) S. RAVI RAJAN, Cowell College/College Ten B.S., M.S. Ramon Llull University; Ph.D., Associate Professor, Theater Arts (Costume Design) (1997) University of Illinois, Urbana-Champaign. B.A., Pomona College; M.F.A., New York Associate Professor, Environmental Studies University School of the Arts. Former affiliation: B.A., Osmania University; B.A., M.A., M.Phil., ALAN R. RICHARDS, Merrill College (1976) State University of New York at Albany. University of Delhi; D.Phil., University of Oxford. Professor, Environmental Studies Former affiliations: Max Planck Institute (Berlin); A.B., A.M., Harvard University; M.A., Ph.D., NORVID J. ROOS, Porter College (1974) Cornell University; University of California, University of Wisconsin-Madison. Former affilia- Professor Emeritus, Theater Arts (Design) Berkeley; University of Oxford. tions: Brooklyn College, City University of New B.F.A., University of Illinois; M.F.A., New York York; University of Wisconsin. University. Former affiliations: The Electric CATHERINE RAMIREZ, Oakes College (2002) Company, Children’s Television Workshop; Assistant Professor, American Studies GERHARD RINGEL, Crown College (1967) Metropolitan Opera; Illinois Wesleyan University. B.A., M.A., Ph.D., University of California, Professor Emeritus, Mathematics Berkeley. Former affiliation: University of New Dr. rer. nat., University of Bonn; (Hon.) Dr. rer. JASPER A. ROSE, Porter College (1965) Mexico. pol. h. c., University of Karlsruhe. Former affilia- Professor Emeritus, Art, History, and History of Art tions: University of Bonn; Johann Wolfgang von and Visual Culture FRANK A. (PACO) RAMÍREZ, Cowell College Goethe University (Frankfurt); Free University B.A., M.A., Cambridge University. Former affilia- (1973) (Berlin). tions: Cambridge University; University of Keele Lecturer, Spanish Language (England); Rice University. B.A., Hunter College, City University of New MICHAEL RIORDAN (1999) York; M.A., Pennsylvania State University; Ph.D., Adjunct Professor, Physics TRICIA ROSE, Oakes College (2002) University of California, Berkeley. S.B., Ph.D., Massachusetts Institute of Professor, American Studies Technology. Concurrent affiliations: Stanford B.A., Yale University; M.A., Ph.D., Brown RENYA RAMIREZ, Oakes College (2000) University; Stanford Linear Accelerator Center. University. Former affiliation: New York Assistant Professor, American Studies University. B.A., University of California, Berkeley; M.A., FORREST G. ROBINSON, Oakes College (1970) Ph.D., Stanford University. Professor, American Studies BRUCE ROSENBLUM, Porter College (1966) B.A., Northwestern University; M.A., Ph.D., Professor Emeritus, Physics RICHARD R. RANDOLPH, Cowell College (1965) Harvard University. Former affiliation: Harvard B.S., New York University; Ph.D., Columbia Professor Emeritus, Anthropology University. University. Former affiliations: University of B.A., Ph.D., University of California, Berkeley. California, Berkeley; Radio Corporation of Former affiliation: Rice University. PAMELA ANN ROBY, Merrill College (1973) America. Professor, Sociology PAUL RANGELL, Porter College (1983) B.A., University of Denver; M.A., Syracuse KEVIN ROSS (2004) Lecturer, Art University; Ph.D., New York University. Former Assistant Professor, Information Systems Management B.A., University of California, Santa Cruz; affiliations: George Washington University; B.S., University of Canterbury; M.S., Ph.D., Tamarind Master Printer, Tamarind Institute, Brandeis University. Stanford University. University of New Mexico. CONSTANCE ROCKOSI (2004) TAMMI ROSSMAN-BENJAMIN (1997) DAVID M. RANK, College Eight (1971) Assistant Professor, Astronomy and Astrophysics; Lecturer, Hebrew Language Professor Emeritus, Astronomy and Astrophysics; Assistant Astronomer, University of California B.A., McGill University; M.A., University of Astronomer Emeritus, UC Observatories/Lick Observatories/Lick Observatory Pennsylvania. Observatory B.S.E., Princeton University; Ph.D., University of B.S., Pennsylvania State University; M.S., Ph.D., Chicago. Former affiliation: University of PAUL A. ROTH (2004) University of Michigan. Washington. Professor, Philosophy B.A., Wesleyan University; M.A., Ph.D., TUDOR S. RATIU, Crown College (1987) LISA ROFEL, Kresge College (1991) University of Chicago. Former affiliation: Professor Emeritus, Mathematics Associate Professor, Anthropology University of Missouri, St. Louis. B.A., M.A., University of Timisoara (Romania); B.A., Brown University; M.A., Ph.D., Stanford Ph.D., University of California, Berkeley. Former University. Former affiliation: Massachusetts affiliation: University of Arizona. Institute of Technology. 246_UCSCGenlCatalog.13_385 9/13/2004 2:38 PM Page 406

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DONALD L. ROTHMAN, Oakes College (1973) DONALD T. S APOSNEK, Stevenson College (1978) CHRISTOPHER A. SCHOLIN (1993) Senior Lecturer, Writing Lecturer, Psychology Associate Adjunct Professor, Ocean Sciences B.A., University of Michigan; M.A., Ph.D. cand., B.A., University of California, Los Angeles; M.A., B.A., University of California, Santa Barbara; University of California, Berkeley. Former affilia- San Jose State University; Ph.D., Ohio State M.A., Duke University; Ph.D., Massachusetts tions: Merritt College; North Oakland University. Former affiliations: Institute of Juvenile Institute of Technology and Woods Hole Development Center; East Oakland Development Research (Chicago); University of San Francisco. Oceanographic Institution. Concurrent affiliation: Center; University of California, Berkeley; Social Monterey Bay Aquarium Research Institute. Action Research Center. THEODORE R. SARBIN, Stevenson College (1969) Former affiliation: University of South Carolina, Professor Emeritus, Psychology and Criminology Columbia. MICHAEL ROTKIN, College Eight/College Ten B.A., Ohio State University; M.S., Western (1973) Reserve University; Ph.D., Ohio State University. MARIA SCHONBEK, Crown College (1986) Lecturer, Community Studies Former affiliation: University of California, Professor, Mathematics B.A., Cornell University; Ph.D., University of Berkeley. Licenciatura, University of Buenos Aires; Ph.D., California, Santa Cruz. Former affiliation: New University of Michigan, Ann Arbor. York State School of Industrial and Labor JOHN H. SCHAAR, Kresge College (1970) Relations. Professor Emeritus, Politics BRUCE SCHUMM (1995) B.A., M.A., Ph.D., University of California, Los Professor, Physics WARREN SACK, Porter College (2002) Angeles. Former affiliations: University of B.A., Haverford College; Ph.D., University of Assistant Professor, Film and Digital Media California, Los Angeles; Mount Holyoke College; Chicago. Former affiliation: Lawrence Berkeley B.A., Yale University; S.M., Ph.D., Massachusetts University of California, Berkeley. National Laboratory. Institute of Technology. Former affiliations: University of California, Berkeley; Massachusetts TERRY L. SCHALK (1975) HILDE L. SCHWARTZ (1998) Institute of Technology; University of Paris VIII. Adjunct Professor, Physics Lecturer, Earth Sciences B.S., Ph.D., Iowa State University. Former affilia- B.A., University of California, Santa Barbara; JOHN T. S ACKETT (1994) tions: University of California, Riverside; Stanford Ph.D., University of California, Santa Cruz. Lecturer, Music Linear Accelerator Center. Former affiliation: Museum of Northern Arizona. B.M., San Francisco Conservatory of Music; M.A., Mills College; M.A., Ph.D., University of JOHN M. SCHECHTER, Merrill College/Porter SUSAN Y. SCHWARTZ, Cowell College (1989) California, Berkeley. College (1985) Professor, Earth Sciences Professor, Music; Provost, Merrill College B.S., Brown University; M.S., Ph.D., University of HAMID SADJADPOUR (2001) A.B., Hamilton College; M.M., Indiana Michigan. Assistant Professor, Electrical Engineering University; Ph.D., University of Texas at Austin. B.S., M.S., Sharif University of Technology Former affiliations: New England Conservatory of TIBOR SCITOVSKY (1978) (Tehran); Ph.D., University of Southern Music; Syracuse University. Professor Emeritus, Economics California. Former affiliation: AT&T Research LL.D., University of Budapest; M.Sc., London Laboratories (New Jersey). DANNY SCHEIE, Kresge College (1987) School of Economics and Political Science. Former Professor, Theater Arts (Drama) affiliations: London School of Economics and HARTMUT F.-W. SADROZINSKI, Crown College B.A., Indiana University at Bloomington; M.A., Political Science; Stanford University; Yale (1980) Ph.D., University of California, Berkeley. University; Development Center, Organization for Adjunct Professor, Physics Economic Cooperation and Development (Paris); Dipl. Phys., University of Hamburg; Ph.D., MARTINE D. F. SCHLAG, College Eight (1988) University of California, Berkeley. Massachusetts Institute of Technology. Former Professor, Computer Engineering affiliation: Princeton University. B.A., M.S., Ph.D., University of California, Los JUDITH A. SCOTT, Crown College (2000) Angeles. Former affiliation: University of Assistant Professor, Education CHAD SALTIKOV (2004) Washington. B.A., University of California, Davis; M.A., Ph.D., Assistant Professor, Environmental Toxicology University of Illinois, Urbana-Champaign. Former B.S., University of California, Santa Barbara; STUART A. SCHLEGEL, Merrill College (1968) affiliation: Simon Fraser University. Ph.D., University of California, Irvine. Former Professor Emeritus, Anthropology affiliation: California Institute of Technology. B.A., University of California, Los Angeles; M.A., PETER L. SCOTT, Stevenson College (1966) Ph.D., University of Chicago. Former affiliation: Professor Emeritus, Physics GABRIELA SANDOVAL (2004) University of Chicago. B.A., University of California, Berkeley; M.A., Acting Assistant Professor, Sociology University of Michigan; Ph.D., University of B.A., University of California, San Diego; M.R.P., THOMAS W. S CHLEICH, Crown College (1969) California, Berkeley. Former affiliation: Stanford Ph.D. cand., Cornell University. Former affilia- Professor, Chemistry and Biochemistry University. tion: Center for U.S.-Mexican Studies, University B.S., Cornell University; Ph.D., Rockefeller of California, San Diego. University. Former affiliations: Dartmouth WILLIAM G. SCOTT (1998) College; University of Oregon. Associate Professor, Chemistry and Biochemistry MATTHEW SANDS, Kresge College (1969) B.S., B.S., Bates College; Ph.D., University of Professor Emeritus, Physics ZACK SCHLESINGER, Cowell College (1995) California, Berkeley. Former affiliation: Indiana B.A., Clark University; M.A., Rice University; Professor, Physics University. Ph.D., Massachusetts Institute of Technology. B.A., University of California, Santa Barbara; Former affiliations: Stanford University; California Ph.D., Cornell University. Former affiliation: IBM DANIEL SCRIPTURE, College Eight (1986) Institute of Technology; Massachusetts Institute of Research-Yorktown Heights, New York. Lecturer, Writing Technology. B.A., Goddard College; M.A., San Jose State HOLGER SCHMIDT (2001) University; Ph.D. cand., University of California, BRUNO SANSÓ (2002) Assistant Professor, Electrical Engineering Santa Cruz. Former affiliation: San Jose State Visiting Associate Professor, Applied Mathematics and B.S., University of Stuttgart; M.S., Ph.D., University. Statistics University of California, Santa Barbara. B.Sc., M.Sc., Universidad Simón Bolívar; Ph.D., Universidad Central de Venezuela. Former affiliations: Universidad Simón Bolívar; Duke University. 246_UCSCGenlCatalog.13_385 9/13/2004 2:38 PM Page 407

Teaching Staff 407

ANA MARIA C. SEARA, Merrill College (1998) DEANNA SHEMEK, Cowell College (1990) PAUL N. SKENAZY, Kresge College (1971) Lecturer, Portuguese Language Associate Professor, Italian and Comparative Professor, American Literature; Provost, Kresge B.A., Universidade Federal do Rio de Janeiro; Literature; Provost, Cowell College (beginning College M.A., Ph.D., University of North Carolina. January 2005) B.A., University of Chicago; M.A., Ph.D., Former affiliations: University of California, B.A., University of Nebraska; M.A., Ph.D., Johns Stanford University. Former affiliation: Stanford Berkeley; Stanford University. Hopkins University. Former affiliations: Yale University. University; University of Pennsylvania. ABRAHAM SEIDEN, Crown College (1976) LISA C. SLOAN, Crown College (1992) Professor, Physics; Director, Santa Cruz Institute for CAROL SHENNAN (1997) Professor, Earth Sciences Particle Physics Professor, Environmental Studies B.S., Allegheny College; M.S., Kent State B.S., Columbia University; M.S., California B.A., Ph.D., University of Cambridge. Former University; Ph.D., Pennsylvania State University. Institute of Technology; Ph.D., University of affiliation: University of California, Davis. Former affiliation: University of Michigan. California, Santa Cruz. ROBERT J. SHEPHERD (1981) GRETA SLOBIN, Stevenson College (1988) DANIEL SELDEN, Oakes College (1988) Lecturer, Economics Professor Emerita, Russian Literature Associate Professor, Classics (Literature) B.S., M.A., University of Southern California; B.A., Wayne State University; M.A., University of B.A., M.Phil., Ph.D., Yale University. Former California Certified Public Accountant. Former Michigan; M.Phil., Ph.D., Yale University. affiliations: Barnard College; Columbia affiliation: Price Waterhouse & Co. Former affiliations: Amherst College; State University; Yale University. University of New York at Albany; Wesleyan WILLIAM F. S HIPLEY, Stevenson College (1966) University; University of Michigan; Yale VANITA SETH (2001) Professor Emeritus, Linguistics University. Assistant Professor, Politics B.A., Ph.D., University of California, Berkeley. B.A. (Hons., 1st class), University of Sydney; Former affiliations: University of California, DAVID M. SMITH (2003) Ph.D., University of Melbourne. Berkeley; University of Novi Sad (Yugoslavia). Assistant Professor, Physics S.B., Massachusetts Institute of Technology; TRAVIS L. SEYMOUR (2001) ELI A. SILVER, Crown College (1973) M.A., Ph.D., University of California, Berkeley. Assistant Professor, Psychology Professor, Earth Sciences Former affiliation: University of California, B.A., Northwestern University; M.S., Ph.D., B.A., University of California, Berkeley; Ph.D., Berkeley. University of Michigan. Scripps Institution of Oceanography, University of California, San Diego. Former affiliations: U.S. DONALD R. SMITH, Crown College (1996) ALI SHAKOURI (1998) Geological Survey; Scripps Institution of Professor, Environmental Toxicology Associate Professor, Electrical Engineering Oceanography. B.A., University of California, Santa Cruz; M.A., B.S., Ecole Nationale Supérieure des San Francisco State University (Moss Landing Télécommunications (Paris); M.S., Ph.D., MARY W. S ILVER, Oakes College (1972) Marine Laboratories); Ph.D., University of California Institute of Technology. Former affilia- Professor, Ocean Sciences California, Santa Cruz. tion: University of California, Santa Barbara. B.A., University of California, Berkeley; Ph.D., Scripps Institution of Oceanography, University GRAEME H. SMITH, Merrill College (1989) HELEN SHAPIRO, College Nine (1997) of California, San Diego. Former affiliation: San Professor, Astronomy and Astrophysics; Astronomer, Associate Professor, Sociology Francisco State College (Moss Landing Marine UC Observatories/Lick Observatory B.A., Hampshire College; M.A., M.Phil., Ph.D., Laboratories). B.Sc., Ph.D., Australian National University. Yale University. Former affiliation: Harvard Former affiliations: Space Telescope Science Business School. BARRY SINERVO (1997) Institute; Harvard-Smithsonian Center for Professor, Ecology and Evolutionary Biology Astrophysics; Dominion Astrophysical BUCHANAN SHARP, Stevenson College (1970) B.S., Dalhousie University; Ph.D., University of Observatory. Professor, History Washington. Former affiliation: Indiana B.A., University of California, Berkeley; M.A., University. M. BREWSTER SMITH, Stevenson College (1970) University of Illinois; Ph.D., University of Professor Emeritus, Psychology California, Berkeley. Former affiliation: BAKTHAN SINGARAM, Merrill College (1989) B.A., M.A., Stanford University; Ph.D., Harvard University of California, Berkeley. Professor, Chemistry and Biochemistry University. Former affiliations: University of B.Sc., M.Sc., Ph.D., University of Madras (Tamil California, Berkeley; New York University; Vassar B. SRIRAM SHASTRY (2003) Nadu, India). Former affiliation: Purdue College; Harvard University; University of Professor, Physics University. Chicago; Center for Advanced Study in the B.Sc., Nagpur University (India); M.Sc., Indian Behavioral Sciences. Institute of Technology (Madras, India); Ph.D., NIRVIKAR SINGH, Crown College/College Nine Tata Institute of Fundamental Research (India). (1982) RANDY SMITH (1981) Former affiliation: Indian Institute of Science Professor, Economics Physical Education Instructor (Bangalore). B.Sc., M.Sc., London School of Economics; Third Degree Black Belt; Member, World Tae Ph.D., University of California, Berkeley. Former Kwon Do Federation. JEROME SHAW, College Nine (2003) affiliation: University of Delhi. Assistant Professor, Education RUTH L. SOLOMON, Porter College (1970) B.A., M.A., Ph.D., Stanford University. Former ROBERT L. SINSHEIMER (1977) Professor Emerita, Theater Arts (Dance) affiliation: Science for Linguistic Inclusion Professor Emeritus, Molecular, Cell, and B.A., Bard College. Former affiliations: University Project, WestEd. Developmental Biology; Chancellor Emeritus of Hawaii; Punahou Academy; Indiana B.S., M.S., Ph.D., Massachusetts Institute of University; New York University School of the PRISCILLA W. S HAW, Stevenson College (1967) Technology; (Hon.) D.Sc., St. Olaf College; Arts; Chautauqua Institution. Professor Emerita, English and Comparative (Hon.) D.Sc., Northwestern University. Former Literature affiliations: Iowa State University; California B.A., Swarthmore College; Ph.D., Yale University. Institute of Technology. Former affiliations: Haverford College; Rutgers University; Yale University. 246_UCSCGenlCatalog.13_385 9/13/2004 2:38 PM Page 408

408 Teaching Staff

WAYNE J. SOLOMON (2000) PETER STEINHART (1995) DAVID G. SWEET, Merrill College (1971) Lecturer, Music (Trombone) Lecturer, Science Communication (Science Writing) Professor Emeritus, History B.M., University of Minnesota, Duluth; M.M., B.A., Stanford University; M.A., University of B.A., Oberlin College; M.A., Ph.D., University of San Francisco Conservatory of Music. Concurrent California, Los Angeles. Former affiliation: Wisconsin-Madison. affiliations: California State University, Fresno; Stanford University. Monterey County Symphony; Santa Cruz County SEAN LAWRENCE SWEZEY (1987) Symphony; Napa Valley Symphony; Carmel Bach ELIZABETH STEPHENS, Porter College (1994) Associate Adjunct Professor, Environmental Studies Festival. Former affiliation: America’s Band in Blue Associate Professor, Art A.B., B.S., M.A., Ph.D., University of California, (U.S. Air Force). B.F.A., Tufts University; M.F.A., Rutgers Berkeley. Former affiliations: Cornell University; University; Diploma, School of the Museum of Organization of American States; Food and SOONHO SONG (1995) Fine Arts, Boston. Agriculture Organization (Rome). Physical Education Instructor B.A., Yonsei University (Seoul); M.A., San Jose TRISH STODDART (1993) EUGENE SWITKES, Crown College (1971) State University. Associate Professor, Education Professor, Chemistry and Biochemistry B.A., University of Leeds (England); M.A., B.A., Oberlin College; Ph.D., Harvard University. MICHAEL E. SOULÉ, College Eight (1989) University of Birmingham (England); Ph.D., Former affiliations: Oberlin College; General Professor Emeritus, Environmental Studies University of California, Berkeley. Former affilia- Electric. B.A., California State University, San Diego; M.A., tions: Michigan State University; University of Ph.D., Stanford University. Former affiliations: Utah. MARSHALL SYLVAN, Stevenson College (1965) University of Michigan; University of California, Lecturer Emeritus, Mathematics and Statistics San Diego. NANCY STOLLER, College Eight/College Ten B.S., Roosevelt University; M.S., University of (1973) Chicago; Ph.D., Stanford University. CATHERINE M. SOUSSLOFF, Cowell College/ Professor, Community Studies Porter College (1987) B.A., Wellesley College; M.A., Ph.D., Brandeis ANDREW SZASZ, College Eight (1986) Professor, History of Art and Visual Culture University. Former affiliation: Emmanuel College. Associate Professor, Sociology A.B., Ph.D., Bryn Mawr College. Former affilia- B.A., Harvard University; M.A., University of tions: University of North Carolina at Chapel Hill; JOSHUA STUART (2003) Chicago; Ph.D., University of Wisconsin- University of Connecticut. Assistant Professor, Biomolecular Engineering Madison. Former affiliation: Rutgers University. B.S., B.A., University of Colorado; Ph.D., ROSWELL (ROZ) SPAFFORD, Kresge College Stanford University. NEFERTI TADIAR, Oakes College (1996) (1978) Associate Professor, History of Consciousness Lecturer, Writing; Provost, College Eight ELLEN KAPPY SUCKIEL, Cowell College (1973) B.A., University of the Philippines; M.A., B.A., University of California, Santa Cruz; M.A., Professor, Philosophy; Provost, Stevenson College University of Minnesota; Ph.D., Duke University. San Francisco State University. Former affiliation: B.A., Douglass College; M.A., Ph.D., University Former affiliation: University of the Philippines. San Francisco State University. of Wisconsin-Madison. Former affiliations: Florida State University; University of Wisconsin. LINCOLN TAIZ (1973) SHELLEY STAMP, Porter College (1994) Professor, Molecular, Cell, and Developmental Associate Professor, Film and Digital Media TOUFIC SUIDAN (2004) Biology B.A., University of Toronto; M.A., Ph.D., New Assistant Professor, Mathematics B.S., University of Utah; Ph.D., University of York University. Former affiliation: Queen’s B.S., California Institute of Technology; Ph.D., California, Berkeley. Former affiliation: University University (Canada). Princeton University. Former affiliations: Courant of California, Berkeley. Institute of Mathematical Sciences, New York AUDREY E. STANLEY, Cowell College/Porter University; Institute for Advanced Study RENEE TAJIMA-PEÑA (2003) College (1969) (Princeton). Associate Professor, Community Studies Professor Emerita, Theater Arts (Drama) B.A., Radcliffe College, Harvard University. B.A., University of Bristol; M.A., Ph.D., WILLIAM T. S ULLIVAN, Crown College (1990) Independent filmmaker. University of California, Berkeley. Former affilia- Professor, Molecular, Cell, and Developmental tions: University of Victoria (British Columbia); Biology DANA Y. TAKAGI, Stevenson College (1987) Dalhousie University; City of Birmingham College B.A., University of California, San Diego; Ph.D., Professor, Sociology of Education; Nottinghamshire County College of University of Washington. Former affiliation: B.A., M.A., Ph.D., University of California, Education; School of Art (Guildford, England). University of California, San Francisco. Berkeley. Former affiliation: University of California, Irvine. RAYMIE STATA (2002) UNDANG SUMARNA, Porter College (1976) Assistant Professor, Computer Science Lecturer, Music (Gamelan) FRANK J. TALAMANTES, Oakes College (1974) S.B., S.M., Ph.D., Massachusetts Institute of Former affiliations: Akademi Seni Tari Indonesia Professor, Molecular, Cell, and Developmental Technology. Former affiliation: Compaq Systems and Konservatori Karawitan (Bandung, West Biology Research Center. Java); University of California, Berkeley; B.A., University of St. Thomas; M.A., Sam University of California, Los Angeles. Houston State University; Ph.D., University of BRIAN J. STAUFENBIEL, Porter College (1996) California, Berkeley. Lecturer, Music (Voice) JEROME D. SWALEN (1993) B.A., University of California, Santa Cruz; M.M., Adjunct Professor, Physics HIROTAKA TAMANOI, Stevenson College (1996) San Jose State University; D.M.A., Eastman B.S., University of Minnesota; A.M., Ph.D., Associate Professor, Mathematics School of Music. Former affiliations: Eastman Harvard University. Former affiliation: IBM B.S., M.S., University of Tokyo; Ph.D., Johns School of Music; Santa Clara University. Research Laboratories (San Jose). Hopkins University. Former affiliations: Institut des Hautes Études; University of Kentucky; Max S. PAGE STEGNER, Porter College (1968) DAVID SWANGER, Crown College/Porter College Planck Institut für Mathematik; Rutgers Professor Emeritus, American Literature (1971) University; Institute for Advanced Study B.A., M.A., Ph.D., Stanford University. Former Professor, Education and Creative Writing (Princeton). affiliation: Ohio State University. B.A., Swarthmore College; M.A.T., Ed.D., Harvard University. Former affiliation: Harvard University. 246_UCSCGenlCatalog.13_385 9/13/2004 2:38 PM Page 409

Teaching Staff 409

JOHN W. TAMKUN, Porter College (1989) BRUCE THOMPSON, Stevenson College (1990) SLAWEK M. TULACZYK (2000) Professor, Molecular, Cell, and Developmental Lecturer, History Associate Professor, Earth Sciences Biology A.B., Princeton University; M.A., Ph.D., Stanford Magister, University of Wroclaw (Poland); B.A., University of South Florida; Ph.D., University. Former affiliations: Stanford Graduate Certificate, University des Saarlandes Massachusetts Institute of Technology. Former University; Santa Clara University. (Germany); M.Sc., Northern Illinois University; affiliation: University of Colorado. M.Sc., Ph.D., California Institute of Technology. JOHN N. THOMPSON, Stevenson College (2000) Former affiliation: University of Kentucky. WANG-CHIEW TAN (2002) Professor, Ecology and Evolutionary Biology Assistant Professor, Computer Science B.A., Washington and Jefferson College; Ph.D., MICHAEL E. URBAN, Stevenson College/College B.S., National University of Singapore; M.S., University of Illinois, Urbana-Champaign. Former Nine (1991) Ph.D., University of Pennsylvania. affiliation: Washington State University. Professor, Politics B.A., Seattle University; M.A., University of JULIE TANNENBAUM (2001) AVRIL THORNE, Stevenson College (1991) Alberta; Ph.D., University of Kansas. Former affil- Assistant Professor, Philosophy Professor, Psychology iations: Auburn University; State University of B.A., Ph.D., University of California, Los Angeles. B.A., University of Utah; M.A., Arizona State New York, College at Oswego; University of University; Ph.D., University of California, Montana. R. MICHAEL TANNER (1971) Berkeley. Former affiliations: University of Professor Emeritus, Computer Science California, Berkeley; Emory University; Wellesley PHILIP C. VANDENBERG (1972) B.S., M.S., Ph.D., Stanford University. Former College. Physical Education Instructor affiliation: Tennessee State University. B.A., University of California, Santa Barbara. STEPHEN E. THORSETT, Crown College (1999) HAI TAO (2001) Professor, Astronomy and Astrophysics ALLEN VAN GELDER, Porter College (1987) Assistant Professor, Computer Engineering B.A., Carleton College; M.A., Ph.D., Princeton Professor, Computer Science B.S., M.S., Tsinghua University; M.S., Mississippi University. Former affiliation: Princeton B.S., Massachusetts Institute of Technology; State University; Ph.D., University of Illinois, University. Ph.D., Stanford University. Urbana-Champaign. Former affiliation: Sarnoff Corporation. OTHMAR T. TOBISCH, Porter College (1968) ANUJAN VARMA, College Eight (1991) Professor Emeritus, Earth Sciences Professor, Computer Engineering MARCIA TAYLOR (1985) B.A., M.A., University of California, Berkeley; B.Sc., University of Calicut; M.E., Indian Institute Lecturer, Theater Arts (Drama) Ph.D., University of London (Imperial College). of Science; Ph.D., University of Southern Neighborhood Playhouse School of the Theater; Former affiliation: U.S. Geological Survey. California. Former affiliation: IBM Thomas J. HB Studio; San Jose State University. Watson Research Center. JUDITH TODD, Porter College (1984) KIP TELLÉZ, Stevenson College (2000) Lecturer, Writing GUSTAVO VAZQUEZ (1995) Associate Professor, Education B.A., Indiana University; M.L.S., University of Assistant Professor, Film and Digital Media B.A., California State University, Fullerton; M.A., California, Berkeley; M.A., San Francisco State B.F.A., San Francisco Art Institute; M.A., San Ph.D., Claremont Graduate School. Former affili- University; Ph.D., University of California, Santa Francisco State University. Former affiliations: San ation: University of Houston; Claremont Graduate Cruz. Francisco Exploratorium; Telesistema Michoacano School. de Radio y Television; Guadalupe Cultural Arts ANDREY TODOROV, Porter College (1991) Center. RICHARD TERDIMAN, Kresge College (1987) Professor, Mathematics Professor, Literature B.A., Ph.D., Moscow State University. Former JOHN F. V ESECKY, Crown College (1999) B.A., Amherst College; Ph.D., Yale University. affiliation: Bulgarian Academy of Sciences. Professor, Electrical Engineering Former affiliations: Swarthmore College; B.A., B.S., Rice University; M.S., Ph.D., Stanford University of California, Berkeley; University of VERONICA K. TONAY (1989) University. Former affiliations: University of California, San Diego. Lecturer, Psychology Michigan; Stanford University; University of B.A., University of California, Santa Cruz; M.A., Leicester (England); SRI International; Sylvania SUSANA TERRELL (1993) Ph.D., University of California, Berkeley. Electronic Defense Laboratories. Lecturer, Art B.A., Principia College; Graduate Certificate, MARK TRAUGOTT, Stevenson College (1974) JACK L. VEVEA (2002) University of California, Santa Cruz; M.A., San Professor, History Assistant Professor, Psychology Francisco State University. B.A., Harvard University; M.A., Ph.D., University A.B., University of California, Berkeley; Ph.D., of California, Berkeley. University of Chicago. Former affiliation: ROLAND G. THARP, Crown College (1990) University of North Carolina at Chapel Hill. Professor Emeritus, Education and Psychology NINA TREADWELL (2004) B.A., University of Houston; M.A., Ph.D., Assistant Professor, Music THOMAS A. VOGLER, Cowell College (1965) University of Michigan, Ann Arbor. Former affilia- B.A., B.M., University of Melbourne (Australia); Professor Emeritus, English and Comparative tions: United States International University; M.A., Ph.D., University of Southern California. Literature University of Hawaii. Former affiliation: Grinnell College. B.A., University of Chicago; M.A., Ph.D., Yale University. Former affiliation: Yale University. DAVID J. THOMAS, Stevenson College (1966) ANTHONY J. TROMBA, Cowell College (1970) Professor Emeritus, Politics Professor, Mathematics STEVEN S. VOGT, Crown College (1978) B.A., Oberlin College; Ph.D., Harvard University. B.S., Cornell University; M.A., Ph.D., Princeton Professor, Astronomy and Astrophysics; Astronomer, University. Former affiliation: Stanford University. UC Observatories/Lick Observatory MEGAN THOMAS, Merrill College (2003) B.S., University of California, Berkeley; M.A., Assistant Professor, Politics ANNA TSING, Kresge College (1987) Ph.D., University of Texas at Austin. Former affili- B.A., Oberlin College; M.S., London School of Professor, Anthropology ation: University of Texas at Austin. Economics; Ph.D., Cornell University. Former B.A., Yale University; M.A., Ph.D., Stanford affiliation: Weatherhead East Asian Institute, University. Former affiliations: University of SUSAN VOLLMER (2002) Columbia University. Colorado; University of Massachusetts. Lecturer, Music (Horn) B.M., M.M., San Francisco Conservatory of Music. 246_UCSCGenlCatalog.13_385 9/13/2004 2:38 PM Page 410

410 Teaching Staff

GEORGE E. VON DER MUHLL, Merrill College RICHARD A. WASSERSTROM, Stevenson College MARILYN J. WESTERKAMP, Merrill College (1969) (1979) (1989) Professor Emeritus, Politics Professor Emeritus, Philosophy Professor, History B.A., Oberlin College; M.Sc., London School of B.A., Amherst College; M.A., Ph.D., University B.A., Brandeis University; M.A., Ph.D., Economics; Ph.D., Harvard University. Former of Michigan; LL.B., Stanford University. Former University of Pennsylvania. Former affiliations: affiliations: Swarthmore College; University of affiliations: University of California, Los Angeles; University of Wyoming; Clarion University of Chicago; Makerere University College (Uganda). Tuskegee Institute; U.S. Department of Justice; Pennsylvania. Stanford University. MERLE F. WALKER (1965) DONALD L. WEYGANDT, Porter College (1967) Professor Emeritus, Astronomy and Astrophysics; KERSTIN WASSON (2003) Professor Emeritus, Art Astronomer Emeritus, UC Observatories/Lick Assistant Adjunct Professor, Ecology and B.F.A., Washington University; M.F.A., Observatory Evolutionary Biology University of Illinois. Former affiliations: A.B., Ph.D., University of California, Berkeley. B.A., Oberlin College; Ph.D., University of University of Colorado; San Francisco Art Former affiliations: Mt. Wilson and Palomar California, Santa Cruz. Concurrent affiliation: Institute; University of California, Los Angeles. Observatories; Yerkes Observatory; Warner and Elkhorn Slough Foundation. Swasey Observatory; Cerro Tololo Inter-American HAYDEN WHITE, Oakes College (1978) Observatory (Chile). LEWIS WATTS, Porter College (2001) University Professor Emeritus, History of Assistant Professor, Art Consciousness CARL E. WALSH, Crown College (1987) B.A., M.A., University of California, Berkeley. B.A., Wayne State University; M.A., Ph.D., Professor, Economics Former affiliation: University of California, Berkeley. University of Michigan. Former affiliations: B.A., Ph.D., University of California, Berkeley. Wesleyan University; University of California, Former affiliation: Princeton University. AMY WEAVER (1998) Los Angeles; University of Rochester; Wayne Lecturer, Writing State University. BRIAN WALTON, College Eight (1979) B.A., University of California, Santa Cruz; M.A., Lecturer, Environmental Studies; Coordinator, Cornell University. Former affiliation: Cornell E. JAMES WHITEHEAD III, Porter College (2000) Predatory Bird Research Group University. Assistant Professor, Computer Science B.S., California Polytechnic State University, San B.S., Rensselaer Polytechnic Institute; M.S., Luis Obispo; M.A., San Jose State University. GERALD E. WEBER, Crown College (1983) Ph.D., University of California, Irvine. Lecturer Emeritus, Earth Sciences HONGYUN WANG (1999) B.A., University of California, Riverside; M.A., PAUL WHITWORTH, Cowell College/Porter Assistant Professor, Applied Mathematics and University of Texas at Austin; Ph.D., University College (1990) Statistics of California, Santa Cruz. Former affiliations: De Professor, Theater Arts B.S., M.S., Beijing University; Ph.D., University Anza College; U.S. Geological Survey; Union Oil. M.A. (Hons., 1st class), University of St. of California, Berkeley. Former affiliation: Andrews; graduate studies, Oxford University. Lawrence Berkeley National Laboratory. JONATHAN WEITSMAN (1994) Former affiliation: Royal Shakespeare Company. Associate Professor, Mathematics HOWARD H. WANG, Stevenson College (1970) S.B., S.B., Massachusetts Institute of Technology; DONALD WIBERG (2002) Professor Emeritus, Molecular, Cell, and Ph.D., Harvard University. Former affiliation: Professor Emeritus, Electrical Engineering Developmental Biology Columbia University. B.S., M.S., Ph.D., California Institute of B.S., California Institute of Technology; Ph.D., Technology. Former affiliations: Institute of University of California, Los Angeles. Former DAVID T. W ELLMAN (1983) Electrical and Electronics Engineers; University of affiliations: University of California, Berkeley; Professor, Community Studies California, Los Angeles. Massachusetts Institute of Technology. B.A., Wayne State University; M.A., Ph.D., University of California, Berkeley. Former affilia- HAROLD WIDOM, Stevenson College (1968) SU-HUA WANG (2003) tions: University of California, Berkeley; Professor Emeritus, Mathematics Assistant Professor, Psychology University of Oregon. M.S., Ph.D., University of Chicago. Former affili- B.S., M.S., National Taiwan University; Ph.D., ations: Cornell University; University of Chicago; University of Illinois, Urbana-Champaign. C. GORDON WELLS, Porter College (2000) University of California, Berkeley; Stanford Acting Professor, Education University. EDWARD (TED) C. WARBURTON (2004) B.A., University of Cambridge; Dipl. Appl. Ling., Assistant Professor, Theater Arts University of Edinburgh; Ph.D., University of JANE P. W ILHELMS, Porter College (1985) B.A., Boston College; Ed.M., Ed.M., Ed.D., Bristol. Former affiliations: Ontario Institute for Professor, Computer Science Harvard University. Former affiliations: New York Studies in Education, University of Toronto; B.A., University of Wisconsin-Madison; M.A., University; Southern Methodist University; University of Bristol. Stanford University; M.S., Ph.D., University of Boston Conservatory; Boston Ballet; Houston California, Berkeley. Former affiliation: Mills Ballet; American Ballet Theatre II. RANDALL S. WELLS (1983) College. Associate Adjunct Professor, Ocean Sciences MANFRED K. WARMUTH, Stevenson College/ B.A., University of South Florida; M.S., JOHN WILKES, Cowell College/Crown College Crown College (1982) University of Florida; Ph.D., University of (1974) Professor, Computer Science California, Santa Cruz. Senior Lecturer, Science Communication (Science Vordiplom in Informatik, Frederick Alexander Writing) Universität (Germany); M.Sc., Ph.D., University LINDA WERNER, Porter College (1985) B.A., M.A., Ph.D., University of California, of Colorado. Lecturer, Computer Science Santa Cruz. Former affiliation: Massachusetts B.A., Clark University; M.S., Ph.D., University Institute of Technology. MICHAEL J. WARREN, Cowell College (1968) of California, San Diego. Former affiliations: Professor Emeritus, English Literature Wang Laboratories; Data General Corporation. DAVID A. WILLIAMS (1987) B.A., M.A., Oxford University (Balliol College); Adjunct Professor, Physics M.A., Dalhousie University (Canada); Ph.D., CANDACE WEST, College Eight (1979) A.B., Washington University; A.M., Ph.D., University of California, Berkeley. Former affilia- Professor, Sociology Harvard University. tion: University of Victoria (British Columbia). B.A., M.A., Ph.D., University of California, Santa Barbara. Former affiliations: University of California, Santa Barbara; Florida State University. 246_UCSCGenlCatalog.13_385 9/13/2004 2:38 PM Page 411

Teaching Staff 411

QUENTIN C. WILLIAMS, Porter College (1988) DONALD A. WITTMAN, Merrill College (1969) A. PETER YOUNG, Crown College (1984) Professor, Earth Sciences Professor, Economics Professor, Physics A.B., Princeton University; Ph.D., University of B.A., University of Michigan; M.A., Ph.D., M.A., D.Phil., Oxford University. Former affilia- California, Berkeley. University of California, Berkeley. Former affiliations: Oxford University; Institut Laue-Langevin tions: University of Chicago; University of (Grenoble, France); Cornell University; Imperial TERRIE M. WILLIAMS, College Eight (1994) California, Berkeley. College (London). Professor, Ecology and Evolutionary Biology B.S., Douglass College; M.S., Ph.D., Rutgers RICHARD WOHLFEILER (1994) JUDY YUNG, Oakes College (1990) University. Former affiliations: Scripps Institution Lecturer, Art Professor Emerita, American Studies of Oceanography; San Diego Zoo; Sea World B.A., University of California, Los Angeles; B.A., San Francisco State College; M.L.S., Ph.D., Research Institute; Naval Oceans Systems Center Graduate Certificate, University of California, University of California, Berkeley. Former affilia- Hawaii Laboratories; U.S. Office of Naval Santa Cruz. tions: University of California, Berkeley; Stanford Research. University; San Francisco State University. GREER ELLISON WOLFSON (2002) STANLEY M. WILLIAMSON, Cowell College Lecturer, Music (Flute) JAMES C. ZACHOS, Crown College (1992) (1965) B.M., Oberlin Convervatory of Music; M.M., Professor, Earth Sciences Professor Emeritus, Chemistry and Biochemistry; University of Michigan, Ann Arbor. B.S., State University of New York, College at Provost, Cowell College (through December 2004) Oneonta; M.S., University of South Carolina; B.S., University of North Carolina; Ph.D., DEBORAH A. WOO, College Eight (1984) Ph.D., University of Rhode Island. Former affilia- University of Washington. Former affiliations: Professor, Community Studies tion: University of Michigan. University of California, Berkeley; Cambridge B.A., Tufts University; M.A., Ph.D., University of University. California, Berkeley. ALAN M. ZAHLER (1994) Associate Professor, Molecular, Cell, and CARTER WILSON, College Nine (1972) STANFORD E. WOOSLEY, Crown College (1975) Developmental Biology Professor Emeritus, Community Studies Professor, Astronomy and Astrophysics B.S., Carnegie Mellon University; Ph.D., B.A., Harvard University; M.A., Syracuse B.S., M.S., Ph.D., Rice University. Former affilia- University of Colorado, Boulder. University. Former affiliations: Stanford tions: California Institute of Technology; Rice University; Harvard University; Tufts University. University; Lawrence Livermore National JACK ZAJAC, Porter College (1969) Laboratory. Professor Emeritus, Art JAMES WILSON, Cowell College (1985) F.A.A.R., American Academy in Rome. Former Lecturer, Writing STEPHEN C. WRIGHT, Oakes College (1991) affiliations: University of Colorado; Artist-in- B.A., California State University, Fresno; M.A., Professor, Psychology Residence, American Academy in Rome. Ph.D., University of California, Berkeley. Former B.A., University of Winnipeg; M.A., Ph.D., affiliation: University of California, Berkeley. McGill University. Former affiliation: McGill ERIKA ZAVALETA (2003) University. Assistant Professor, Environmental Studies MARGARET L. WILSON (2001) B.A., M.A., Ph.D., Stanford University. Former Assistant Professor, Psychology SHIRLEY S. WYNNE, Porter College (1974) affiliation: University of California, Berkeley. B.A., Reed College; Ph.D., University of Professor Emerita, Theater Arts (Dance) California, Berkeley. B.A., Mills College; M.A., Ph.D., Ohio State PATRICIA ZAVELLA, College Eight (1984) University. Former affiliations: University of Professor, Latin American and Latino Studies ROB WILSON, Oakes College (2001) California, Los Angeles; Ohio State University; B.A., Pitzer College; M.A., Ph.D., University of Professor, Literature Ohio University. California, Berkeley. B.A., M.A., Ph.D., University of California, Berkeley. Former affiliation: University of Hawaii KAREN TEI YAMASHITA, Kresge College (1997) JONATHAN ZEHR (1999) at Manoa. Associate Professor, Literature (Creative Writing) Professor, Ocean Sciences B.A., Carleton College. Former affiliation: B.S., Western Washington University; Ph.D., WILLIAM K. WINANT (1983) University of California, Los Angeles. University of California, Davis. Former affilia- Lecturer, Music (Percussion) tion: Rensselaer Polytechnic Institute. B.F.A., York University; M.F.A., Mills College. HUIBIN YAN (2001) Concurrent affiliations: University of California, Assistant Professor, Economics JIN Z. ZHANG, Crown College (1992) Berkeley; Mills College; San Francisco B.A., Wuhan University (People’s Republic of Professor, Chemistry and Biochemistry Contemporary Music Players. Former affiliation: China); Ph.D., Washington University. B.S., Fudan University (Shanghai); Ph.D., Mount Allison University. University of Washington. Former affiliation: ALICE YANG MURRAY, Merrill College (1993) University of California, Berkeley. W. TODD WIPKE, Crown College (1975) Associate Professor, History Professor, Chemistry and Biochemistry B.A., Brown University; M.A., Ph.D., Stanford ZHIWU ZHU, Stevenson College (1997) B.S., University of Missouri; Ph.D., University of University. Assistant Professor, Environmental Toxicology California, Berkeley. Former affiliations: B.S., Nanjing Teachers University (People’s University of Missouri; University of California, JOEL YELLIN (1984) Republic of China); M.S., Zheng Zhou Berkeley; Harvard University; Princeton Professor, Natural Sciences (Environmental Science University (People’s Republic of China); Ph.D., University. and Law) University of Wisconsin-Milwaukee. B.S., California Institute of Technology; M.S., DANIEL J. WIRLS, Merrill College (1988) Ph.D., University of Chicago. Former affiliations: ADRIENNE L. ZIHLMAN, Oakes College (1967) Professor, Politics Massachusetts Institute of Technology; Lawrence Professor, Anthropology B.A., Haverford College; M.A., Ph.D., Cornell Radiation Laboratory, University of California, B.A., University of Colorado; Ph.D., University University. Berkeley; Institute for Advanced Study (Princeton). of California, Berkeley.

FITNAT YILDIZ (2002) Assistant Professor, Environmental Toxicology B.S., Hacettepe University (Ankara, Turkey); Ph.D., Indiana University. Former affiliation: Carnegie Institution of Washington. 246_UCSCGenlCatalog.13_385 9/13/2004 2:38 PM Page 412

412 Teaching Staff

MARTHA C. ZÚÑIGA, Merrill College (1989) Professor, Molecular, Cell, and Developmental Biology B.A., University of Texas at Austin; M.Phil., Ph.D., Yale University. Former affiliation: University of Texas at Austin.

EILEEN ZURBRIGGEN, College Ten (2000) Assistant Professor, Psychology B.S., M.S., Michigan State University; M.A., Ph.D., University of Michigan.

IN MEMORIAM

We mourn the death of four valued faculty members in the year since the publication of the last catalog.

November 2003. JOHN I. KITSUSE, Stevenson College (1974) Professor Emeritus, Sociology B.A., Boston University; M.A., Ph.D., University of California, Los Angeles.

November 2003. RONALD H. RUBY, Cowell College (1965) Professor Emeritus, Physics B.A., Ph.D., University of California, Berkeley.

February 2004. LAURENCE R. VEYSEY (1966) Professor Emeritus, History B.A., Yale University; M.A., University of Chicago; Ph.D., University of California, Berkeley.

April 2004. HARRY BEEVERS, Merrill College (1969) Professor Emeritus, Molecular, Cell, and Developmental Biology B.Sc., Ph.D., Durham University; (Hon.) D.Sc., Purdue University; (Hon.) D.Sc., University of Newcastle on Tyne. 246_UCSCGenlCatalog.14_413 9/13/2004 2:40 PM Page 413

University Administration

University Administration 415 246_UCSCGenlCatalog.14_413 9/13/2004 2:40 PM Page 414 246_UCSCGenlCatalog.14_413 9/13/2004 2:40 PM Page 415

UNIVERSITY ADMINISTRATION 415

George M. Marcus (2012) Chancellors University Velma Montoya (2005) UC Berkeley Robert J. Birgeneau John J. Moores (2009) Administration UC Davis Gerald L. Parsky (2008) Larry N. Vanderhoef he governance of the university is entrusted, Norman J. Pattiz (2004) UC Irvine T under the state constitution, to the Regents Ralph J. Cicerone of the University of California. The Board of Frederick Ruiz (2016) Regents is presently composed of 18 members Peter Preuss (2008) UCLA Albert Carnesale who are appointed by the governor of California, Haim Saban (2013) subject to California State Senate confirmation; UC Merced seven members who participate because of the Tom Sayles (2006) Carol Tomlinson-Keasey offices they hold; and a student member appoint- Paul Wachter (2016) ed by the board. UC Riverside The president of the university is the chief execu- Student Regent France A. Córdova tive of the ten-campus system. He is appointed by Jodi L. Anderson (2004–05) UC San Diego the Regents and is directly responsible to them. UCLA Marye Anne Fox Each of the ten campuses of the university has a chancellor, its chief administrative officer, who is Officers of the Regents UC San Francisco responsible for the organization and operation of Arnold Schwarzenegger J. Michael Bishop, M.D. the campus, including academic, student, and President of the Board UC Santa Barbara business affairs. Henry T. Yang The Academic Senate, consisting of the faculty Gerald L. Parsky and certain administrative officers, determines the Chair of the Board UC Santa Cruz conditions for admission and degrees, subject to Richard C. Blum Martin M. Chemers (acting) the approval of the Regents; authorizes and super- Vice Chair of the Board vises courses and curricula; and advises the univer- James E. Holst University Professors sity administration on important matters such as General Counsel and Vice President, Legal Affairs appointments and promotions, budgets, student discipline, and administration of the library. Leigh Trivette The title of University Professor is the highest Secretary honor UC bestows on a professor in recognition of outstanding scholarship and teaching. The title is David H. Russ reserved for scholars of international distinction The Regents Treasurer who are recognized and respected as teachers of exceptional ability. University Professors—appoint- Regents Ex Officio ed by the Regents—visit other campuses for semi- Arnold Schwarzenegger University Officers nars and meetings with faculty and students and for Governor of California presentations to more general audiences. Cruz Bustamante President Lieutenant Governor Robert C. Dynes Francisco J. Ayala Department of Ecology and Evolutionary Biology Fabian Núñez Provost and Senior Vice President— UC Irvine Speaker of the Assembly Academic Affairs J. Michael Bishop Jack O’Connell M.R.C. Greenwood Chancellor Superintendent of Public Instruction Senior Vice President—Business and Finance UC San Francisco Mark Ornellas Joseph P. Mullinix E. Margaret Burbidge (Emerita) President of the Alumni Associations Department of Physics of the University of California Senior Vice President—University Affairs UC San Diego Gary Novack Bruce B. Darling Shu Chien Vice President of the Alumni Associations Vice President—Budget Department of Bioengineering of the University of California UC San Diego Lawrence C. Hershman Robert C. Dynes Alexandre J. Chorin President of the University Vice President—Laboratory Management Department of Mathematics Appointed Regents S. Robert Foley UC Berkeley (Term expires on March 1 of year indicated) Vice President—Health Affairs Marvin L. Cohen Michael V. Drake, M.D. Department of Physics Richard C. Blum (2014) UC Berkeley Ward Connerly (2005) Vice President—Agriculture and Natural Resources Michael Cole Judith L. Hopkinson (2009) W. R. Gomes Department of Communication UC San Diego Odessa Johnson (2012) Vice President—Clinical Services Development Joanne Corday Kozberg (2010) William H. Gurtner Gerard Debreu (Emeritus) Departments of Economics and Mathematics Sherry L. Lansing (2010) Vice President—Financial Management UC Berkeley David S. Lee (2006) Anne Broome Robert B. Edgerton Monica C. Lozano (2013) Vice President—Educational Outreach Departments of Psychiatry and Biobehavioral Sciences and Anthropology Winston C. Doby UCLA 246_UCSCGenlCatalog.14_413 9/13/2004 2:40 PM Page 416

416 UNIVERSITY ADMINISTRATION

Emory Elliott Laurie McCann Meredith Michaels* Department of English Assistant Vice Chancellor—Budget and Resource UC Riverside Assistant Chancellor—Operations William D. Hyder Management Sandra M. Faber Karen Eckert Department of Astronomy and Astrophysics Campus Provost and Executive Vice Chancellor Director—Academic Planning and Analysis UC Santa Cruz Margaret L. Delaney (interim)* Kathleen Dettman Arturo Gómez-Pompa Assistant Provost Director—Capital Planning and Space Management Department of Botany and Plant Sciences Charlotte R. Moreno Fran Owens UC Riverside Vice Provost—Academic Affairs Director—Strategic Planning M. Frederick Hawthorne George S. Brown* Linda Kittle Department of Chemistry and Biochemistry UCLA Vice Provost—Information Technology Assistant Director—Institutional Research Larry Merkley Julian Fernald Richard M. Karp Department of Electrical Engineering and Vice Provost and Dean—Undergraduate Education Special Assistant Computer Sciences William A. Ladusaw (interim)* Galen Jarvinen UC Berkeley Vice Provost and Dean—UCSC Extension/Summer Vice Chancellor—Business and Administrative Yuan T. Lee (Emeritus) Session Services Cathy A. Sandeen* Department of Chemistry Thomas M. Vani UC Berkeley Assistant Vice Chancellor—Academic Human Resources Associate Vice Chancellor Frank H. Shu Christina L. Valentino Department of Astronomy Barbara J. Brogan UC Berkeley Associate Vice Chancellor—Physical Planning and Vice Chancellor—Research Construction S. Jonathan Singer (Emeritus) and Dean—Graduate Studies Frank Zwart Department of Biology Robert C. Miller Jr.* UC San Diego Assistant Vice Chancellor—Financial Affairs Associate Vice Chancellor—Research Kirk Lew Neil J. Smelser (Emeritus) Burney J. Le Boeuf Department of Sociology Director—Physical Plant UC Berkeley Associate Dean—Graduate Studies Ilse Kolbus Lisa C. Sloan Gabor A. Somorjai Director—Materiel Management/Purchasing and Department of Chemistry Director—Office for Management of Intellectual Director—Imaging/Printing/Mail/Temporary UC Berkeley Property Support Services Gerald Barnett Lisa A. Rose Charles H. Townes (Emeritus) Department of Physics Director—Office of Sponsored Projects Director—Internal Audit and Advisory Services UC Berkeley William F. Clark Geraldine C. Gail Ming T. Tsuang Director—Office of Research Compliance Director—Staff Human Resources Department of Psychiatry, School of Medicine Administration Willeen McQuitta Caitlin Deck UC San Diego Director—Monterey Bay Education, Science, and John R. Whinnery (Emeritus) Managing Director—University Affiliated Research Technology Center Department of Electrical Engineering and Center Lora Lee Martin William E. Berry Computer Sciences Associate Director—Silicon Valley Center UC Berkeley Assistant to the Dean—Graduate Studies Lisa Akeson Robert J. Hastings Hayden White (Emeritus) University Police Chief Department of History of Consciousness Director—Graduate Admissions and Information Michael A. Aluffi UC Santa Cruz Systems James M. Moore University Fire Chief Charles Hernandez Vice Chancellor—University Relations Santa Cruz Vice Chancellor—Student Affairs Ronald P. Suduiko Administration Francisco J. Hernandez* Associate Vice Chancellor—Communications Chancellor Elizabeth M. Irwin Associate Vice Chancellor—Student Affairs Gail J. Heit Martin M. Chemers (acting) Associate Vice Chancellor—Development Paul J. Prokop Associate Vice Chancellor—Colleges and University Associate Chancellor Housing Services Leslie A. Sunell Executive Director—UCSC Alumni Association Jean Marie Scott Carolyn Christopherson Director—Equal Employment Opportunity/ Divisional Administrative Officer Affirmative Action Director—Finance and Information Systems Elise Herrera-Mahoney Patricia Hiramoto Maria Kerschen Executive Director—Admissions, and University Coordinator—Title IX and Sexual Harassment Officer Director—Government and Community Relations Registrar Rita E. Walker Donna Blitzer Kevin M. Browne Director—Information Asset Management/Campus Manager—Administration and Special Projects Registrar Records Barbara Collins Pamela Hunt-Carter Chuck Piotrowski Vice Chancellor—Planning and Budget Executive Director—Physical Education, Recreation, Ombudsman Sports, and Wellness Daniel T. Wood *Honorary trustee of the UC Santa Cruz Foundation 246_UCSCGenlCatalog.14_413 9/13/2004 2:40 PM Page 417

UNIVERSITY ADMINISTRATION 417

Executive Director—Student Academic Support College Administrative Officers The UC Santa Cruz Services Deana Slater, Colleges Nine and Ten Foundation Larry Trujillo James Carter, Cowell and Stevenson Colleges The UC Santa Cruz Foundation is a nonprofit, public Executive Director—Student Auxiliary and Service Alex Reveles, Crown and Merrill Colleges Michael Yamauchi-Gleason, Porter and Kresge benefit corporation formed in 1974 to promote greater Enterprises understanding of UC Santa Cruz and to encourage and Robert F. McCampbell Colleges Susan Welte, Oakes College and College Eight accept gifts in support of academic programs, Executive Director—Student Life scholarships, fellowships, and capital improvements. To be appointed Deans; Research Units; University Library Dean—Arts Ex Officio Director—African American Resource and Cultural Edward F. Houghton* Martin M. Chemers, Acting Chancellor Center Capitola Paula Powell Dean—Humanities To be appointed* Kenneth J. Doctor, President, UCSC Alumni Director—American Indian Resource Center Association Dean—Physical and Biological Sciences Dennis Tibbetts San Jose David S. Kliger* Director—Asian American/Pacific Islander Resource Dean—Social Sciences Director Trustees Center Michael M. Hutchison (interim)* Kenneth A. Feingold, President Nancy I. Kim Dean—Jack Baskin School of Engineering Santa Monica Director—Athletics Sung-Mo (Steve) Kang* Anuradha Luther Maitra, Vice President Greg A. Harshaw Director—Center for Information Technology Saratoga Director—Campus Orientation Programs Research in the Interest of Society Timothy J. Morgan, Parliamentarian Alex Delgadillo Patrick E. Mantey Santa Cruz Director—Career Center Director—Institute for Quantitative Biomedical Bruce D. Aidells Barbara Bedford Research Kensington Director—Chicano/Latino Resource Center David Haussler Sara Bachman Allen Rosalee Cabrera Director—Institute of Geophysics and Planetary Physics Saratoga Director—Child Care Services Thorne Lay Jack Baskin Wilma Gold Director—Institute of Marine Sciences Santa Cruz Gary B. Griggs Director—Counseling and Psychological Services Narpat Bhandari Max Camarillo Director—Santa Cruz Institute for Particle Physics Los Gatos Abraham Seiden Director—Development for Student Affairs Ramesh H. Bhojwani Ronaldo Ramirez Director—University of California Observatories/ Santa Cruz Lick Observatory Betsy W. Bliss Director—Disability Resource Center Joseph S. Miller Carmel Sharyn Martin University Librarian Barbara W. Canfield Director—Educational Opportunity Programs Robert L. White (acting)* Santa Cruz Michelle Handy Academic Senate Chair Donald E. Cooley Director—Educational Partnership Center Alison Galloway* Watsonville Carrol Moran Provosts Harriet L. Deck Director—Financial Aid Santa Cruz Esperanza L. Nee College Eight Roswell Spafford Mary E. Doyle Director—Lionel Cantú Gay, Lesbian, Bisexual, Mountain View Transgender, and Intersex Resource Center Colleges Nine and Ten Campbell Leaper Yolanda A. Dybdahl Deborah Abbott Santa Cruz Director—Residential and Dining Services Cowell College Stanley M. Williamson (through December 2004) James W. Fuller Colleges and University Housing Services San Francisco Alma Sifuentes Tyrus Miller and Deanna Shemek (beginning January 2005) Allan J. Goodman Director—Services for Transfer and Re-Entry Students Culver City Corinne Miller Crown College F. Joel Ferguson Paul J. Hall Director—Student Activities Kentfield Sayo Fujioka Kresge College Paul N. Skenazy John M. Halliday Director—Student Health Services Mill Valley Leslie M. Elkind, M.D. Merrill College John M. Schechter Susan Walker Hammer San Jose Director—Student Judicial Affairs Oakes College Doug Zuidema Pedro G. Castillo Kamil Hasan Saratoga Director—Student Media Porter College Marlene Olson David Evan Jones Paul Irwin Pajaro Dunes Director—Student Union and Student Life Facilities Stevenson College Operations Ellen Kappy Suckiel Stoddard P. Johnston Tara Crowley Pebble Beach Director—Women’s Center Narinder S. Kapany Roberta Valdez Woodside

*Honorary trustee of the UC Santa Cruz Foundation 246_UCSCGenlCatalog.14_413 9/13/2004 2:40 PM Page 418

418 UNIVERSITY ADMINISTRATION

Frans Lanting Emeriti Trustees Santa Cruz Margaret S. Lyons Giberson Anne Neufeld Levin Los Gatos Santa Cruz Arthur Graham Kiran Malhotra Portola Valley Saratoga Harold A. Hyde Judith L. Martin Watsonville Novato Ernest T. Kretschmer Stephanie Lynn Mills Santa Cruz Santa Cruz Burney J. Le Boeuf Lawrence A. Moskowitz Santa Cruz Santa Rosa George A. Malloch Adam Nathanson Brookdale Los Angeles Edward C. Thayer Gary D. Novack Berkeley San Rafael Honorary Trustees (not previously listed) Leon and Sylvia Panetta M.R.C. Greenwood Carmel Valley Professor, Biology, UCSC; Provost and Senior Vice Leticia Quezada President, Academic Affairs, UCOP Cathedral City Oakland Patricia S. Rebele Robert L. Sinsheimer Aptos Professor Emeritus, Molecular, Cell, and David B. Regan Developmental Biology, UCSC and UCSB; Santa Cruz Chancellor Emeritus, UCSC Santa Barbara Patrick G. Riley San Francisco Robert B. Stevens Former Chancellor Gordon M. Ringold Northleach, Gloucestershire Los Altos Hills England Richard T. Spieker Atherton Emeritus Honorary Trustee Karl S. Pister Garry Spire Chancellor Emeritus, UCSC; Roy W. Carlson Pacific Palisades Professor of Engineering Emeritus, UCB Loren A. Steck Lafayette Carmel Officers Lynn M. Stegner Santa Fe, New Mexico Ronald P. Suduiko, Executive Secretary; Vice Chancellor, University Relations Greg Steltenpohl Davenport Thomas M. Vani, Treasurer; Vice Chancellor, Business and Administrative Services Kristen Lee Tibbitts Capitola Linda S. Moore, Assistant Executive Secretary; Administrative Coordinator, University Relations Antonio R. Velasco Santa Cruz William L. Jump, Assistant Treasurer; Foundation Controller, University Relations Virginia C. Wilson Napa Mary Elizabeth Woolpert Watsonville Samuel L. Wright Jr. Corralitos 246_UCSCGenlCatalog.15_419 9/13/2004 2:42 PM Page 419

Appendixes

Appendix A: California Residency and Nonresident Tuition Fee 421 Appendix B: University Police 422 Appendix C: Drug-Free Schools and Communities Act 422 Appendix D: Smoking on Campus Policy 422 Appendix E: Policies and Regulations 423 Appendix F: Graduate Student–Faculty Adviser Relationship Guidelines 423 Appendix G: Student Judicial Affairs 423 Appendix H: Ombudsman’s Office 424 246_UCSCGenlCatalog.15_419 9/13/2004 2:42 PM Page 420 246_UCSCGenlCatalog.15_419 9/13/2004 2:42 PM Page 421

APPENDIXES 421

Appendix A: California Residency or a professional student, and you were not claimed (a) you remained in California after your parent(s) as an income tax deduction by your parents or any departed; (b) you enrolled in a California public and Nonresident Tuition Fee other individual for the tax year immediately pre- postsecondary institution within one year of your If you have not been living in California with ceding the term for which you are requesting resi- parent(s)’ departure; and (c) once enrolled, you intent to make it your permanent home for more dent classification; or (6) you are a single under- maintain continuous attendance in that institu- than one year immediately before the residence graduate student and you were not claimed as an tion. Financial independence is not required in determination date for each term in which you income tax deduction by your parents or any other this case. propose to attend the university, you must pay a individual for the two tax years immediately preced- (2) Self-support. You may be entitled to resident Nonresident Tuition Fee in addition to all other ing the term for which you are requesting resident status if you are a U.S. citizen or eligible alien and a fees (see pages 19 and 51). The residence determi- classification, and you can demonstrate self-suffi- minor and can prove the following: (a) you lived in nation date is the day instruction begins at the last ciency for those years and the current year. Note: California for the entire year immediately preceding of the University of California campuses to open Financial independence is not a factor in determin- the residence determination date; (b) you have been for the quarter, and for schools on the semester ing residence status for graduate student instructors, self-supporting for that year; and (c) you intend to make California your permanent home. system, the day instruction begins for the semester. graduate student teaching assistants, research assistants, junior specialists, postgraduate researchers, (3) Two-year care and control. You may be entitled to resident status if you are a U.S. citizen or Law Governing Residence graduate student researchers, and teaching associates The rules regarding residence for tuition purposes eligible alien and you have lived continuously with who are employed 49 percent or more of full time an adult who is not your parent for at least two at the University of California are governed by the or awarded the equivalent in university-adminis- California Education Code and implemented by years prior to the residence determination date. tered funds (e.g., grants, stipends, fellowships) for The adult with whom you are living must have Standing Orders of the Regents of the University the term for which resident classification is sought. of California. Under these rules, adult citizens and been responsible for your care and control for the certain classes of aliens can establish residence for Establishing Intent for California Residency entire two-year period and must have been resid- ing in California during the one year immediately tuition purposes. There are particular rules that Indications of your intent to make California your preceding the residence determination date. apply to the residence classification of minors (see permanent residence can include the following: below). registering to vote and voting in California elec- Exemptions from Nonresident Tuition tions; designating California as your permanent You may be entitled to an exemption from nonres- Who Is a Resident? address on all school and employment records, ident tuition if one of the following applies to you: If you are an adult student (at least 18 years of age), including military records if you are in the military you may establish residence in California if: (1) you service; obtaining a California driver’s license or, if (1) Member of the military; spouse or child. A stu- are a U.S. citizen, (2) you are a permanent resident you do not drive, a California identification card; dent, on active duty as a member of the United or other immigrant, or (3) you are a nonimmigrant obtaining California vehicle registration; paying States military stationed in California, and their who is not precluded from establishing a domicile California income taxes as a resident, including spouses and dependent children. in the U.S. This includes nonimmigrants who hold taxes on income earned outside California from (2) Child or spouse of a faculty member. To the valid visas of the following types: A, E, G, H-1, H- the date you establish residence; establishing a extent that university funds are available, a student 4, I, K, L, O-1, O-3, R, or V. To establish residence California residence in which you keep your per- who is the unmarried, dependent child under the you must be physically present in California for more sonal belongings; and licensing for professional age of 21 or the spouse of a University of than one year, and you must come here with the intent practice in California. The absence of these indicia California faculty member who is a member of the to make California your home as opposed to coming to in other states during any period for which you Academic Senate. this state to go to school. Physical presence within the claim California residence can also serve as an (3) Child or spouse of a university employee. A state solely for educational purposes does not con- indication of your intent. Documentary evidence student who is the unmarried, dependent child stitute the establishment of California residency, is required and all relevant indications will be con- under the age of 21 or the spouse of a full-time regardless of the length of stay. You must demon- sidered in determining your classification. Your employee of the University of California who is strate your intention to make California your home intent will be questioned if you return to your permanently assigned to work outside the state of by severing your residential ties with your former prior state of residence when the university is not California (i.e., Los Alamos National Laboratory). state of residence and establishing those ties with in session. (4) Child of a deceased public law enforcement or California. If these steps are delayed, the one-year fire suppression employee. A student who is the child durational period will be extended until you have General Rules Applying to Minors of a deceased public law enforcement or fire sup- demonstrated both presence and intent for one full If you are an unmarried minor (under age 18), the pression employee, who was a California resident year. Effective fall 1993, if your parents are not resi- residence of the parent with whom you live is con- and was killed in the course of law enforcement or dents of California, you are required to be financially sidered to be your residence. If you live with neither fire suppression duties. independent in order to be a resident for tuition pur- parent, your residence is that of the parent with (5) Dependent child of a California resident. A poses. Your residence cannot be derived from your whom you last lived. Unless you are a minor alien student who has not been an adult resident for spouse or your parent(s). present in the U.S. under the terms of a nonimmi- more than one year and is the natural or adopted grant visa which precludes you from establishing dependent child of a California resident who has Requirements for Financial Independence domicile in the U.S., you may establish your own been a resident for more than one year immediate- You are considered “financially independent” if one residence when both parents are deceased and a legal ly prior to residence determination date. The stu- or more of the following applies: (1) you are at least guardian has not been appointed. If you derive dent must also maintain full-time attendance in a 24 years of age by December 31 of the calendar year California residence from a parent, that parent must California public postsecondary institution. for which you are requesting resident classification; satisfy the one-year durational/intent requirement. (6) Graduate of a California school operated by (2) you are a veteran of the U.S. Armed Forces; the Federal Bureau of Indian Affairs (B.I.A.). A stu- (3) you are a ward of the court or both parents are Specific Rules Applying to Minors dent who is a graduate of a California school oper- deceased; (4) you have legal dependents other than (1) Parent of minor moves from California. ated by the B.I.A. (i.e., Sherman Indian High a spouse; (5) you are married, or a graduate student You may be entitled to resident status if you are a minor U.S. citizen or eligible alien whose parent(s) School) and who enrolls at the University of was a resident of California who left the state with- California. in one year of the residence determination date if: (7) Employee of California public school district. A student holding a valid credential authorizing 246_UCSCGenlCatalog.15_419 9/13/2004 2:42 PM Page 422

422 APPENDIXES

service in California public schools and employed Petitioning for Change of Classification Appendix B: University Police by a school district in a full-time certificate posi- You must petition in person at the Office of the tion may be exempt from nonresident tuition. Registrar for a change of classification from nonresi- The University Police have the same authority and (8) Student athlete in training at U.S. Olympic dent to resident status. All changes of status must be responsibility, by law, as municipal police depart- Training Center, Chula Vista. An amateur student initiated prior to the first day of classes for the term ments. In emergencies, call 9-1-1, 24 hours a day, athlete in training at the U.S. Olympic Training for which you intend to be classified as a resident. from campus or private phones. If you need infor- Center in Chula Vista may be exempt from non- mation, or if you need to report a theft, assault, or Time Limitation on Providing Documentation resident tuition until he or she has resided in other crime, call (831) 459-2231, also 24 hours a If additional documentation is required for resi- California the minimum time necessary to become day. Officers patrol the campus on foot, bicycle, dence classification but is not readily accessible, you a resident. motorcycle, or by car. They answer calls related to will have until the end of the applicable term to (9) Graduate of California high school. A student crimes, collisions, injuries, and complaints. The provide it. who attended high school in California for three lost-and-found service is located in the Police or more years (9th grade included) and graduated Incorrect Classification Office. Office hours are Monday through Friday, from a California high school (or attained the If you are incorrectly classified as a resident, your 8 A.M. to 5 P.M. The Police Office is located in the equivalent) may be exempt from nonresident classification will be corrected and you will be “H” Barn on the rise near the main entrance to tuition. required to pay the nonresident tuition you have campus. (10) Congressional Medal of Honor recipient. An not paid. If you concealed information or fur- The Parking Enforcement Office (for paying undergraduate student under age 27 who is the nished false information and were classified incor- parking citations and requesting special parking recipient of the Congressional Medal of Honor or rectly as a result, you are also subject to university consideration) is in the same location. Citation a child of a recipient who at the time of his or her discipline. Resident students who become nonresi- payments may be made in person Monday death was a California resident. dents must immediately notify the campus resi- through Friday, 8 A.M. to 5 P.M. (11) Surviving dependent of California resident dence deputy. Crime Awareness and Campus Security Act killed in 9/11 terrorist attacks. Undergraduate In compliance with the federal Crime Awareness student who is the surviving dependent of a Inquiries and Appeals Inquiries regarding residence requirements, deter- and Campus Security Act, UCSC publishes infor- California resident who was killed in the 9/11/01 mation on campus security and crime statistics. terrorist attacks on the World Trade Center, the mination, and/or recognized exceptions should be directed to the residence deputy, Office of the The information is posted on the web: Pentagon Building, or the crash of United Airlines www2.ucsc.edu/police. Flight 93. Registrar, 190 Hahn Student Services Building, University of California, Santa Cruz, 1156 High Temporary Absences Street, Santa Cruz, CA 95064-1077, (831) 459- If you are a nonresident student who is in the pro- 2754, or to the Principal Administrative Appendix C: Drug-Free Schools cess of establishing a residence for tuition purposes Analyst–Residence Matters, Office of the General and Communities Act and you return to your former home during non- Counsel, 1111 Franklin Street, 8th Floor, In compliance with the federal Drug-Free Schools instructional periods, your presence in the state Oakland, CA 94607-5200. No other university per- and Communities Act, UCSC annually notifies will be presumed to be solely for educational pur- sonnel are authorized to supply information relative students, faculty, and staff of policies, procedures, poses and only convincing evidence to the con- to residence requirements for tuition purposes. and potential consequences related to unlawful trary will rebut this presumption. Students who are You are cautioned that this summary is not a possession, use, or distribution of drugs and alcohol in the state solely for educational purposes will not be complete explanation of the law regarding resi- on campus. This notice is distributed to students classified as residents for tuition purposes regardless of dence. Note that changes may be made in the resi- through the colleges and the Graduate Studies the length of their stay. dence requirements between the publication of this Division, and to faculty and staff through campus If you are a student who has been classified as a statement and the relevant residence determination mail. The university also conducts a biannual resident for tuition purposes and you leave the date. Any student, following a final decision on resi- review of programs related to drugs and alcohol to state temporarily, your absence could result in the dence classification by the residence deputy, may determine effectiveness, implement changes, and loss of your California residence. The burden will appeal in writing to the Principal Legal Analyst ensure that disciplinary sanctions are consistently be on you (or on your parents if you are a minor) within 45 days of notification of the residence enforced. This review is conducted by the Office to verify that you did nothing inconsistent with deputy’s final decision. of the Vice Chancellor for Student Affairs, (831) your claim of a continuing California residence 459-4446. during your absence. Steps that you (or your par- Privacy Notice ents) should take to retain a California residence All of the information requested on the Statement include: of Legal Residence form is required (by the Appendix D: Smoking on Campus (1) Continue to use a California permanent authority of Standing Order 110.2 (a)–(d) of the Policy address on all records—educational, employment, Regents of the University of California) for deter- To protect the rights of the nonsmoking campus military, etc. mining whether or not you are a legal resident for community to breathe smoke-free air, UCSC has (2) Continue to satisfy California tax obligations. tuition purposes. You have the right to inspect adopted a policy that bans smoking in areas occu- If you are claiming California residence, you are university records containing the residence infor- pied by the nonsmoking population, includes all liable for payment of income taxes on your total mation requested on this form. The records are nonresidential university buildings and vehicles, income from the date that you establish your maintained by the Office of the Registrar, 190 and applies to all individuals on the UCSC cam- residence in the state, including income earned in Hahn Student Services Building, University of pus. This policy prohibits smoking in all indoor another state or country. California, Santa Cruz, 1156 High Street, Santa areas of all nonresidential public buildings on (3) Retain your California voter’s registration Cruz, CA 95064-1077, (831) 459-2754. campus and in common areas such as lobbies, and vote by absentee ballot. lounges, waiting areas, and rest rooms of residen- (4) Maintain a California driver’s license and tial buildings. Smoking is also prohibited in the vehicle registration. If it is necessary to change outside areas beside all building doorways, win- your driver’s license or vehicle registration, you dows, and ventilation air intakes; this includes must change them back within the time prescribed patios underneath building windows or other areas by law. where smoke could enter openings to buildings. 246_UCSCGenlCatalog.15_419 9/13/2004 2:42 PM Page 423

APPENDIXES 423

For more detailed information about the smoking • UCSC Public Nudity and Sexually Offensive studies, the graduate director, the department policy, see the web: www.ehs.ucsc.edu (under Conduct Policy chair, the ombudsman, and/or counseling and Environmental Health and Safety [EH&S] • UCSC Hate/Bias Incident Policy psychological services. Graduate students may Administration policies). Tobacco products will • UCSC Procedures for Ensuring Adequate request confidentiality. Many departments have not be sold on campus either through vending Interim Protection from Retaliation or developed processes to address a range of poten- machines or campus establishments. UCSC sup- tial concerns. For information about grievance Intimidation for Complainant(s), Witness(es), ports and assists efforts to stop smoking by pro- and appeal procedures, see page 18 and Appendix viding literature and referrals to community ces- and other Individuals E. For a description of additional informal and sation programs. Students may obtain • UCSC Policy on Academic Integrity for formal grievance and appeal processes available to information about the programs from the Cowell Graduate Students UCSC graduate students, please refer to the Student Health Center, (831) 459-2211. For further information, stop by 245 Hahn Graduate Student Handbook at www.graddiv. Student Services Building or call (831) 459-4446. ucsc.edu/. Appendix E: Policies and Appendix G: Student Judicial Appendix F: Graduate Affairs Regulations Student–Faculty Adviser Relationship The Student Policies and Regulations Handbook, Guidelines Student Judicial Affairs is responsible for the the Code of Student Conduct, and related adjudication of all nonacademic student and stu- The University of California, Santa Cruz, expects appendixes may be accessed at www2.ucsc.edu/judi- dent organization misconduct for UCSC. In this professional, fair, and frequent communication cial. The Student Policies and Regulations capacity, Student Judicial Affairs administers the between graduate students and their advisers. Handbook is also available in alternate formats Policy on Student Conduct and Discipline in Open communication and mutual respect should such as enlarged print, braille, audiocassette, or accordance with Section 100.00 of the Student be the foundation of the relationship between a electronic disc from Student Judicial Affairs. Policies and Regulations Handbook. Allegations of graduate student and faculty adviser. The gradu- Topics include: misconduct may be brought by students, faculty, ate adviser and the graduate student should dis- staff, police, visitors to the campus, and members cuss their student-adviser relationship early, and of our local community. Allegations should be • Policy on Nondiscrimination clearly communicate mutual and agreeable expec- made in writing and delivered to Student Judicial • Policy on Speech and Advocacy tations from the beginning. Regular interactions, Affairs. • Policy on Use of University Properties especially face-to-face meetings, are essential in Upon receipt of an allegation, Student Judicial • Policy on Campus Emergencies ensuring that expectations and goals are met. Affairs will review the merits of the allegation and • Registered Campus Organizations In an optimal learning environment, the facul- then conduct an investigation to determine if a • University Obligations and Student Rights ty adviser should provide timely and constructive violation has occurred. If no violation can be • Policy on Student Governments feedback on performance and expectations; time- proven, the matter will be dropped. If a violation • Policy on Campus-Based Student Fees ly and sufficient warning of inadequate perfor- is proven, then an appropriate sanction will be mance; appropriate recognition of a student’s • Policy on Student Conduct and Discipline recommended to the student or student organiza- intellectual contributions; and academic and pro- • Policy on Student Grievance Procedures tion for their review and acceptance. If the rec- fessional advice on all stages of the graduate ommendation is unacceptable, the student or stu- • Policy on Student Participation in Governance career. The graduate student should be an active dent organization may request a formal hearing • Policies Applying to the Disclosure of participant in seeking advice and getting feedback or file a written appeal. If you have a question Information from Student Records on progress, keeping the faculty adviser informed about a possible violation, university policy, or • Guidelines Applying to Nondiscrimination on of plans, progress, and obstacles, and contributing your rights in the discipline process, please feel the Basis of Disability during regular progress assessments. The faculty free to contact the office for a phone consultation • University of California Authorized Student adviser and the student each have the duty and or to schedule an appointment. Governments responsibility to initiate meetings as necessary to Student Judicial Affairs serves as the Americans • University of California: Use of the foster and protect the success of the relationship. with Disabilities Act (ADA) compliance resolu- Professionalism and fairness should guide the University’s Name—State of California tion office for grievances of alleged discrimination graduate student–faculty adviser relationship. based on disability or handicap. In addition, Education Code, Section 92000 Graduate students and faculty should avoid rela- Student Judicial Affairs is the resource office for • Nondiscrimination Policy Statement for tionships that conflict with their particular roles grievances of alleged discrimination based on University of California Publications and responsibilities. Faculty advisers and graduate race, color, national origin, or sexual orientation, Regarding Student-Related Matters students are bound by policies that prohibit dis- and for incidents of hate/bias. • UCSC Alcohol and Drug Policy crimination and harassment. (See page 18, The Office of Student Judicial Affairs is locat- • University of California Policy on Hazing Appendix E, and inside back cover.) Graduate ed in 245 Hahn Student Services Building and • UCSC Sex Offense Policy students may be entitled to accommodations can be reached by phone at (831) 459-4446, by • UCSC Academic Dishonesty Policy under the Americans with Disabilities Act. (See fax at 459-3188, or via e-mail at [email protected]. page 18, Appendix E, and inside back cover.) • UCSC Policy on Sexual Orientation Web: www2.ucsc.edu/judicial/. When concerns and conflicts arise, they should Harassment/Discrimination be raised and attended to professionally, honestly, • UCSC Guidelines for Speakers and Public and promptly. Retaliation and discrimination Events for Students and Campus against students for raising concerns are prohibited. Organizations If something happens that upsets the faculty • UCSC Computer Guidelines: Policies for Use adviser–graduate student relationship and cannot of UCSC Computing Facilities be resolved either by direct or indirect discussion, • UCSC Smoking Policy: Policy for a Smoke- a graduate student can seek assistance from a Free Environment trusted faculty member, the dean of graduate 246_UCSCGenlCatalog.15_419 9/13/2004 2:42 PM Page 424

424 APPENDIXES

Appendix H: Ombudsman’s Office The Ombudsman’s Office is an impartial and confidential resource available to all members of the UCSC community. The office assists students, staff, and faculty in achieving informal resolution of complaints and conflicts that stem from UCSC policies, procedures, practices, and intracampus relationships. The office seeks fair and equitable solutions to problems, using the principles of informality, impartiality, independence, and confidentiality. The Ombudsman’s Office operates independently of administrative authorities and protects the privacy of all contacts and communications to the office. When appropriate, Ombudsman staff encourage direct interaction between involved parties and may provide mediation services upon request. Ombudsman staff are impartial when listening to concerns, providing options, and resolv- ing complaints. Ombudsman staff conduct informal, impartial investigations and recommend changes to policies and procedures in a consultative manner. Services include providing information on campus resources, policies, and procedures, making appropriate referrals, and facilitating difficult conversations. The office is not involved in formal grievance or disciplinary processes, and cannot set aside any university policy or rule. The Ombudsman can be reached at (831) 459-2073. Call for further information or for an appointment. All inquiries are confidential. The Ombudsman’s Office is located at 489 McHenry Library. Web: www2.ucsc.edu/ombudsman. 246_UCSCGenlCatalog.16_425 9/13/2004 2:44 PM Page 425

Index

Index 427 Campus Map 432 246_UCSCGenlCatalog.16_425 9/13/2004 2:44 PM Page 426 246_UCSCGenlCatalog.16_425 9/13/2004 2:44 PM Page 427

INDEX 427

Art galleries, Career preparation, 37–40, 47–48 Index Porter College, 83 Carlyle Edition, The California, 59 Smith, Eloise Pickard (Cowell College), 76 Catalog Rights, 34 Art history. See History of art and visual culture Center for Adaptive Optics, 72 A Arts Center for Agroecology & Sustainable Food Academic advisers/preceptors, 37 Division, 83, 101, 124 Systems, 59 Academic Career Development Program, 47 general education requirement, 26, 30–31 Center for Biomolecular Science and Engineering, Academic Excellence Program (ACE), 39 Arts & Lectures, 101 60, 65 Academic integrity, 36 Arts Instructional Computing Laboratories, 57, 83 Center for Cultural Studies, 60 Academic probation, 36 Asian American/Pacific Islander Resource Center, Center for Dynamics and Evolution of the Land- Academic Resources Center, 39 97–98 Sea Interface, 65 Academic Senate, 18, 415 Asian American studies, 108 Center for Global, International, and Regional Academic standing, 36 Asian studies Studies, 60 Accreditation, 7 East Asian studies, 173 Center for Informal Learning and Schools, 60–61 Adaptive Optics, Center for, 72 South and Southeast Asian studies, 367 Center for Information Technology Research in Additional courses of interest, 105 Astronomy and astrophysics, 125 the Interest of Society, 61 Address, campus, 2, inside back cover Center for Adaptive Optics, 72 Center for International Economics, Santa Cruz, Administration, 413–418 Institute of Geophysics and Planetary Physics, 70 Admission, graduate, 48–50 65 Center for Justice, Tolerance, and Community, 61 Admission, undergraduate, 13–17 University of California Observatories/Lick Center for Molecular Biology of RNA, 61–62 a–g requirements, 14–16 Observatory, 72 Center for Research on Education, Diversity & application fees, 13 See also Physics, 333–334 Excellence, 62 application filing, 13 Athletics, 98–99, 330 Center for Origin, Dynamics, and Evolution of California residents, 15–17 Auditing of classes, 105 Planets, 65 by exception, 13 Center for Remote Sensing, 65 freshmen, 15–17 B Center for Teaching Excellence, 55 international students, 17, 40 Bachelor’s degree, second, 17 Center for the Study of Imaging and Dynamics of preparing for university work, 14–15 Bachelor’s degrees and requirements, 8–9, 25–35 the Earth, 65 readmission, 17 Banana Slug Bulletin, 102 Center for Tropical Research in Ecology, residents of other states, 15–17 Banana Slug mascot, 99 Agriculture, and Development, 68 second bachelor’s degree, 17 Baskin School of Engineering, Jack, 190 Certificate graduate programs, 8–9, 47 special categories, 17 Computer Facilities, 57–59 Chadwick Garden, Alan (Center for Agroecology), subject requirements, 14–15 Baskin Visual Arts Center, Elena, 119 59 transfer program, 16–17 Bay Tree Bookstore, 2, 102 Chancellor’s List and Dean’s List, 36 See also Transfer credit; Transfer students Bicycles, 95, 96 Chemistry and biochemistry, 145 Advance enrollment, 37, 105 Bilingual/cross-cultural emphasis (education), 43, Chicano/Latino Research Center, 62 Advanced Placement, 16, 17, 25, 27–29 185–186 Chicano Latino Resource Center, 98 Advanced Placement Exam in International Biochemistry and molecular biology, 128 Chicano/Mexican history, intensive concentration English Language (APIEL), 17 Bioinformatics, 59, 65, 195 in, 250 Advising, 37–40, 423. See also individual programs Biology, 133 Chicano studies, 108, 276 Affirmative Action, 18, inside back cover Biomedical research, 68 Child care and youth programs, 102 African American Resource and Cultural Center, Biomedical Research, Institute for Quantitative, 65 Chinese, 152 97 Biomolecular engineering, 195 Chinquapin, 101 African American studies, 108 Biomolecular Science and Engineering, Center for, City on a Hill Press, 101 Agroecology & Sustainable Food Systems, Center 60, 65 Classical literature. See Greek and Latin literatures for, 59, 95 Bookstore, 2, 102 Classical studies, 153 Agroecology, Program In Community and, 95 Botany (biology–plant sciences), 136–137 Class size, 105 AIDS/HIV, 97 Breadth requirements, 26–27, 30–31 Cognitive psychology, 349, 352–353 Alcohol and Other Drug Abuse Prevention Budget, student College Eight, 75, 87–88 Program, 97 graduate, 51 courses, 154 Algebra (mathematics), 304 undergraduate, 19 faculty and staff, 88 Alumni Association, 102 Business management economics, 176–177 graduation requirements, 33 American Chemical Society certification, 148 Bus service, 96 College Nine, 6, 75, 89–91 American history and institutions requirement, 25 courses, 154 American Indian Resource Center, 97 faculty and staff, 91 American literature, 292–294, 295–296, 301–302 C graduation requirements, 33 Calendar, academic, 10, 35 College Ten, 6, 75, 91–93 American studies, 105 California Digital Library, 55 Analysis (mathematics), 304 courses, 155 California residents faculty and staff, 93 Año Nuevo Island, 66, 68 admission, 15–17 Anthropology, 109 graduation requirements, 33 criteria for residency, 421–422 Colleges, 6, 75–93 Applied economics, 178 Camper park, 48, 95 Applied linguistics, 288 core courses, 6, 25, 33, 75 Campus graduation requirements, 33 Applied mathematics, 304 breadth requirements, 26–27, 30–31 Applied Mathematics and Statistics, 193 residences, 6, 94. See also individual colleges general education requirements, 26–27 Communication and rhetoric, 156 Apprentice teaching, 105 information, 6–7 Arabic, 119 Communications and Technology Services. See security, 422 Information Technology Services Arboretum, 57 Campus Natural Reserve, 67 Art, 119 Community and Agroecology, Program In, 95 Cardiff House (Women’s Center), 98 Community Rentals Office, 48, 95 Career Center, 38 246_UCSCGenlCatalog.16_425 9/13/2004 2:44 PM Page 428

428 INDEX

Community service, 99–100 Double major, 33 Nonresident Tuition, 19, 51, 421–422 Community studies, 156 Drama (theater arts), 370 readmission, 17 field-study program, 41–42 Drawing (art), 119 refunds, 20 Commuter Lounge, 85 Drug-Free Schools and Communities Act, 422 undergraduate, 13, 19 Composition requirement. See Writing Dual-Degree Program (engineering), 217 Undergraduate Acceptance of Admission, 20 Comprehensive examinations, 6, 25, 33, 36 Dynamics and Evolution of the Land-Sea Fellowships, 52, 60 Computational linguistics, 288 Interface, Center for, 65 Feminist Research, Institute for Advanced, 64 Computational mathematics, 304 Field programs, 6, 41–43 Computer access, 55–56, 57–58, 59 E Field-study courses, 41–43, 105 Computer engineering, 43, 199 Earth sciences, 164 Film and digital media, 238 Computer science (computer and information Institute of Geophysics and Planetary Physics, 65 Financial aid, undergraduate, 21–22 sciences), 208 Earth System Modeling Laboratory, 68 Financial support, graduate, 51–52, 60 Concurrent Enrollment through Extension, 16, East Asian studies, 173 Fish Rap Live!, 101 40, 44, 95 Ecology and evolution (biology), 134 Fitness (Wellness) Center, 99 Conference Center and Inn, University, 94–95 Economics, 174 Focused Research Activity in Performance and Conflict resolution. See Ombudsman’s Office field-study program, 42 Visual Studies, 63 Continuing education (UCSC Extension), 44 Education, 184 Focused Research Activity in Performance Practice Cooperatives field programs, 43 and Context in the Arts, 63 bicycle, 95 Education Abroad Program, 25, 26, 40, 89 Focused Research Activity in Shakespeare: Text, condom, 97 residence requirement, 26 Interpretation, Performance, 63–64 food, 85, 95 Educational Opportunity Programs, 13, 39, 86 Foreign languages, 43–44, 274 See also individual housing, 95–96 Educational Partnership Center, 62–63 languages music, 85 Electrical Engineering, 217 Foreign students, 17, 40–41, 50, 90 photo, 85 Electron Spin Resonance Facility, 68 Foreign study, 40–41 Core courses, college, 6, 25, 33, 75. See also Employment. See Career preparation See also Field programs individual colleges Employment, student, 22, 37–38, 52 Fort Ord, 67 Costs. See Fees Engineering, computer, 43, 199 Fort Ord Natural Reserve, 67–68 Counseling, academic. See Advising Engineering (dual degree), 217 French, 244 Counseling and Psychological Services, 97 Engineering, Jack Baskin School of, 57–59, 190 French literature, 292–294, 296–297, 302 Course credit, 25–33, 35, 47, 105 English composition requirement, 25–26, 380 Fulbright Grants, 6, 41 by petition, 105 English-language literature, 292–294, 295–296, transfer, 16–17, 25, 27, 32, 33, 50 301–302 G UCSC Extension, 44 Enrollment, 6, 47 Garden (Center for Agroecology), 59 Course format, 105 advance, 37, 105 Gay, Lesbian, Bisexual, Transgender, Intersex Course numbering, 105 Environmental economics (economics), 175, 229 Resource Center, Lionel Cantú, 98 Course prerequisites, transfer of, 32 Environmental Research, STEPS Institute for General education requirements, 26, 27, 30–31, Cowell College, 75–77 Innovation in, 71 32 courses, 161 Environmental sciences and policy, 226 Geographic Information Systems Laboratory, 64 faculty and staff, 76–77 Environmental studies, 226 Geology (Earth sciences), 164 graduation requirements, 33 field and internship program, 42 Geometry (mathematics), 303 Cowell Student Health Center, 19, 51, 96–97 Environmental toxicology, 235 Geophysics (Earth sciences), 164 Creative writing (literature), 292, 294–295 Ethnic studies, 238 Institute of Geophysics and Planetary Physics, Credentials, teaching (education), 43, 185–186 general education requirement, 26–27, 31 65 Credit. See Course credit Evaluation, narrative, 47 German, 245 Crime Awareness and Campus Security Act, 422 Evaluation, performance, 6, 35 German literature, 292–294, 297, 302 Crown College, 75, 79–81 Exchange programs, 41, 48 German studies, 246 courses, 162 Expenses. See Fees Global economics, 177–178 faculty and staff, 80–81 Extension, UCSC, 17, 43, 44 Global Information Internship Program, 42, 60, graduation requirement, 33 Certificate in Ecological Horticulture through, 89 Crustal Imaging Laboratory, 68, 165 59 Global, International, and Regional Studies, Cultural events, 101 Concurrent Enrollment through, 16, 40, 44, 95 Center for, 60 Cultural Studies, Center for, 60 transcripts, 37 Government (politics), 338 EyeCandy, 101 Government publications, 55 D Government, student, 48, 100 Dance (theater arts), 370 F Grade-point average, 25, 35, 36 physical education courses, 331 Faculty Grade points, 35 Dean’s List and Chancellor’s List, 36 awards, 6, 55, 102 Grades, 6, 14, 25, 26, 32, 33, 35–36, 47 Deferred Payment Plan, 21, 51 colleges, 6, 75–93 Graduate Opportunity Program, 47 Degree requirements, undergraduate, 25–35 departments, 6, 105–384 Graduate Record Examination, 49–50 Design and technology (theater arts), 370 guidelines, graduate student advising, 423 Graduate Student Association, 48, 100 Developmental psychology, 349, 351–352 teaching staff, 387–412 Graduate Student–Faculty Adviser Relationship Dickens Project, 63 Family Student Housing, 48, 95 Guidelines, 423 Disability Resource Center, 40, 56 Farm (Center for Agroecology), 59, 95 Graduate Student Handbook, 20, 47, 51, 423 Disadvantaged students, opportunities for, 13, 14, Fees Graduate student housing, 48, 51, 95 18, 21–22, 37–40, 47, 52 Deferred Payment Plan, 21, 51 Graduate Student Researcherships, 52 Diving Safety Program, 66–67 graduate student, 49, 51 Graduate studies, 6, 47 Doctoral programs, 8–9, 47, 60 housing, 19–20, 48, 51, 94–95 application procedures, 47, 48–50 Dormitories. See Housing late, 20, 51 enrollment, 6, 47 246_UCSCGenlCatalog.16_425 9/13/2004 2:44 PM Page 429

INDEX 429

fees and expenses, 49, 51 Intercampus Exchange Program, graduate, 48 Linguistics Research Center, 67 financial support, 51–52, 60 Intercampus Visitor Program, undergraduate, 26, Literary journals, student, 101 UCSC undergraduate preparation for, 6, 37–40 41 Literature, 290 Graduation International Baccalaureate Higher Level Credit, creative writing, 292, 294–295 rates, UCSC, 13 16, 25, 27–29 graduate courses, 301–303 requirements, 25–37 International economics, 177–178 Loans, 22, 52 Grants, 21, 41, 52 International Economics, Santa Cruz Center for, Long Marine Laboratory, Joseph M., 66, 68 Greek, 247 70 Greek literature, 292–294, 297, 302. See also International Education, Office of, 40–41 M Classical studies International Living Center, 90 Macromolecular X-ray Crystallography Facility, 69 Groundwater Hydrology Laboratory, 68 International Scholar and Student Services, 40–41 Major programs, 6, 8–9, 25, 32–34, 105–384 International students, 19, 40–41, 50, 90 Map Collection, 55 H Internships, 6, 38, 42–43, 44 Marine Analytical Laboratories, 69 Handicapped student services, 40, 56 Intersegmental Cross-Enrollment, 19, 44 Marine biology, 135 Health sciences, 134 Intersegmental General Education Transfer Marine Discovery Center, Seymour, 66 internship program, 42–43, 135 Curriculum (IGETC), 32 Marine Laboratory, Joseph M. Long, 66, 68 Hebrew, 247 Italian, 270 Marine sciences. See Ocean sciences, 320 High School Honors Program, 17 Italian studies, 271 Marine Sciences, Institute of, 65–67 High school preparation for university work, Italian literature, 292–294, 297, 302 Mascot (Banana Slug), 99 14–15 Master’s programs, 8–9, 43, 47 High School Proficiency Examination, 16 J Mathematics, 303 Hindi, 248 Japanese, 271 Mathematics education, 304–305 Historical studies, 248 Jewish studies, 272 McHenry Library, Dean E., 55 History, 248 Journalism, 273 Media and Electronic Resources Center, 55 intensive concentration, 250 student media, 101 Media Laboratory, Social Sciences, 71 History of art and visual culture, 258 See also Writing Media, student, 101 History of consciousness, 265 Justice, Tolerance, and Community, Center for, Medical care, student, 19, 51, 96–97 HIV Program, 97 61 Medicine. See Premedical studies and counseling Honors, 36–37. See also individual colleges Medieval studies, 309 Horticulture, ecological (Center for Agroecology), K MELVYL® library system, 55 59 Keck High-Intensity X-ray Facility, W. M., 68–69 Merrill College, 75, 81–83 Housing Keck Seismological Laboratory, W. M., 69, 165 courses, 309 camper park, 48, 95 Kresge College, 75, 84–86 faculty and staff, 82–83 college residences, 6, 94. See also individual courses, 273 graduation requirement, 33 colleges faculty and staff, 85–86 Mexican/Chicano history, intensive concentration, cooperatives, 95–96 graduation requirement, 33 250 Family Student, 48, 95 KZSC-FM, 101 Microarray Laboatory, 69 fees, 19–20, 48, 51, 94–95 Microscopy and Imaging Laboratory, 69 graduate student, 48, 51, 95 Mineral Physics Laboratory, 69, 165 off-campus, 48, 95 L Minimum progress, 36 University Inn and Conference Center, 94–95 Landels-Hill Big Creek Reserve, 67 Minorities, opportunities for, 13, 14, 18, 21–22, University Town Center, 94 Language Intensive Program, Summer, 43–44 37–40, 47, 52 The Village, 94, 95 Language Laboratory. See Media and Electronic Minority Access to Research Careers Program, 39 Humanities Resources Center Minority Biomedical Research Support Program, courses, 270 Language Program, 274 39 Division, 270 Language studies, 275. See also individual Minor programs, 8–9, 33, 35 general education requirement, 26, 30, 32 languages Modern literary studies (literature), 292–294, Research, Institute for, 64 La Revista, 101 298–299, 302 Las Girlfriends, 101 Molecular biology, biochemistry and, 128 Latin, 276 Molecular Biology of RNA, Center for, 61–62 I Latin American and Latino studies, 276 “Incomplete’’ course notation, 35–36 Molecular, cell, and developmental biology, 135 fieldwork program, 43, 278 Molecular Ecology and Evolutionary Genetics Individual majors, 8–9, 34 Latin American literatures, 292–294, 300, Individual study, 105 Facility, 69 302–303 Monterey Bay Education, Science, and Informal Learning and Schools, Center for, 60–61 Latin literature, 292–294, 297–298, 302. See also Information systems management, 223 Technology Center, 67 Classical studies Mt. Hamilton, 72 Information Technologies Institute, 61 Latino literatures, 292–294, 300, 302–303 Information Technology Research in the Interest Music, 310 Law. See Prelaw studies and counseling Center, 101, 311 of Society, Center for, 61 Legal studies, 283 Information Technology Services, 56–57 individual instruction, 313 Letter-grades, 6, 14, 25, 26, 32, 33, 35–36, 47 performance groups, 101, 313 Inn and Conference Center, University, 95 Leviathan, 101 “In Progress’’ course notation, 35–36 Library, 55 Institute for Advanced Feminist Research, 64 UC Berkeley, 55 N Institute for Humanities Research, 64 Lick Observatory, 72 Narrative Evaluation System, 47. See also Institute for Particle Physics, Santa Cruz, 70–71 Mary Lea Shane Archives, 55 Evaluation, performance Institute for Quantitative Biomedical Research, 65 Lifelong Learners, 40 National and transnational literatures (literature), Institute of Geophysics and Planetary Physics, 65 Limited status, 17 292 Institute of Marine Sciences, 65–67 Linguistics, 287 Native American studies, 108 Insurance, medical, 19, 51, 96 Natural history (environmental studies), 226 246_UCSCGenlCatalog.16_425 9/13/2004 2:44 PM Page 430

430 INDEX

Natural Reserve, Campus, 67 Pre- and early modern studies (literature), 292, S Natural Reserve System, 67–68 293, 299–300, 302 Sacramento, UC Center in, 41 Natural sciences Predatory Bird Research Group, Santa Cruz, 66 Santa Cruz campus, 6–7 general education requirement, 26, 30–31 Prelaw studies and counseling, 38, 284 Santa Cruz Center for International Economics, See also Physical and biological sciences Premedical studies and counseling, 38, 39, 42–43, 70 Navigator, The (campus handbook), 20, 36, 37 134–135 Santa Cruz community, 7, 94 Neuroscience and behavior, 136 Prerequisite policy, 32, 105 Santa Cruz Institute for Particle Physics, 70–71 New Hampshire Exchange Program, 41 Printmaking (art), 119 Santa Cruz Predatory Research Group, 66 New Mexico Exchange Program, 41 Privacy of Records, 37 Schedule of Classes, 2, 26, 33, 105 Newspapers, student, 101 Process Geomorphology Labratory, 70 Scholarships, 21–22 New Teacher Center, 68 Program In Community and Agroecology, 95 School of Engineering, Jack Baskin, 190 Nondiscrimination policies, 18, 423, inside back Proteomics Facility, 70 Science & Engineering Library, 55 cover Psychobiology. See Neuroscience and behavior Science Communication Program, 358 Nonresident Tuition Fee, 19, 51, 421–422 Psycholinguistics (linguistics), 287 graduate certificate program, 358 Notations and letter grades, 6, 25, 33, 35–36, 47 Psychological services, 97 Science facilities, 6–7, 55–72. See also individual Nuclear Magnetic Resonance/Mass Spectroscopy Psychology, 348 programs Facilities, 69 field-study program, 43, 350–351 Science illustration, 119, 358 Public policy (economics), 175 Scientific Discovery through Advanced Computer O Pure mathematics, 304 and the Supernova Science Center, 68 Oakes College, 75, 86–87 Sculpture (art), 119 courses, 319 Q Seismological Laboratory, W. M. Keck, 69, 165 faculty and staff, 87 Quantitative general education requirement, 26, Senior citizens (Lifelong Learners), 40 graduation requirement, 33 31 Senior for Transfer and Re-Entry Students, 39–40 Observatories, University of California/Lick Quantitative methods (economics), 175 Sequential courses, 105 Observatory, 72 Quarter system, 25 Sexual assault, 18, 97 Ocean sciences, 320 Sexual harassment, 18, 97 Ombudsman’s Office, 424 R Seymour Marine Discovery Center, 66 Orchestra, 101, 313 Radio station, 101 Shakespeare Santa Cruz, 64, 101, 371 Organizations, student, 48, 99–101 Rape Prevention Education Program, 97 Internship Program, 44 Orientation, Summer, 37 Ray Film and Study Collection, Satyajit, 70 Shakespeare: Text, Interpretation, Performance, Origin, Dynamics, and Evolution of Planets, Readmission, 17 Focused Research Activity in, 63–64 Center for, 65 Recordings collection, 55 Slide collection, 55 Recreation, 67, 98–99 Smith Scholastic Society, Page and Eloise, 40, 102 P Redwood Review, 101 Smoking on Campus Policy, 422–423 Pacific Islander Resource Center, Asian Re-Entry Students, Services for Transfer and, Social psychology (psychology and sociology), American/, 97–98 39–40 350, 353–354, 360 Painting (art), 119 Refunds, fee, 20 Social sciences Paleomagnetism Laboratory, 69, 165 Regent, Student, 38, 415 Division, 359 Parking, 96 Regents, University of California, 415 general education requirement, 26, 30 Part-Time Program, 40 Regional History Project, 55 Media Laboratory, 71 “Pass/No Pass” course notation, 35 Registration fees 1 Building, 90, 93 Peace and security studies (politics), 339 graduate, 51 2 Building, 90, 93 Peace Corps, 81 undergraduate, 19 Sociology, 359 Performing Arts Center. See Theater Arts Center Religious studies, 357 South and Southeast Asian studies, 367 Phi Beta Kappa, 36–37 Religious thought (philosophy), 325 Spanish, 367 Philosophy, 324 Repeating courses, 36 Spanish for Spanish Speakers, 367 Photography (art), 119 Research facilities and resources, 6–7, 55–72 Spanish literature, 292–294, 300, 302–303 Physical and Biological Sciences, Division of, 329 Reserve, Campus Natural, 67 Special Collections (library), 55 Research programs and facilities, 68–70 Reserve System, Natural, 67–68 Sports, 67, 98–99, 330 Physical education, recreation, sports, and wellness Residence, legal, 421–422 Stable Isotope Laboratory, 70 98–99 Residence requirement, 25, 26 Statistics, 193, 304 courses, 330 Residences, college, 6, 94. See also individual STEPS Institute for Innovation in Environmental scuba-diving and boating safety, 66–67 colleges Research, 71 Physical Sciences Building, 6 Retention, student, 13 Stevenson College, 75, 77–79 Physics, 332 Review, UCSC, 102 courses, 369 Santa Cruz Institute for Particle Physics, 70–71 Rock Preparation Facility, 70 faculty and staff, 78–79 Placement. See Career preparation Room and board graduation requirement, 33 Plagiarism (academic integrity), 36, 47 graduate, 48, 51, 95 Student Activities, 99 Plant Growth Facility, 69 undergraduate, 19, 20, 94–95 Strongly Correlated Electron Physics Laboratory, Plant sciences (biology), 136 ROTC and military affairs, 40 70 Police, University, 422 Rule Book. See Student Policies and Regulations Student Center. See Student Union Political economy (economics), 175 Handbook Student-directed seminars (apprentice teaching), Politics, 338 Russian, 358 105 Porter College, 75, 83–84 Russian literature, 300 Student employment services, 38–39 courses, 346 Russian studies, 358 Student government, 48, 100 faculty and staff, 83–84 Student Judicial Affairs, 18, 423 graduation requirement, 33 Student Organization Advising and Resources Portuguese, 347 (SOAR). See Student Activities 246_UCSCGenlCatalog.16_425 9/13/2004 2:44 PM Page 431

INDEX 431

Student organizations, 99–101 MBEST Center, 67 Student Policies and Regulations Handbook, 18, 36, Observatories/Lick Observatory, 72 47, 423 Professors, 415–416 Student Regent, 38, 415 program in Washington, D.C., 26, 41 Student-run cooperatives, 85, 95–96, 97 Regents, 415 Student teaching (education), 43, 184 requirements for the bachelor’s degree, 25–26 Student Union, 99 Student Association, 100–101 Student Union Assembly, 100 University Police, 422 Student Volunteer Connection, 99–100 U.S. ethnic minorities/non–Western society Subject A: English composition requirement, general education requirement, 26–27, 31 25–26, 380 Subject requirements for admission (a–g), 14–16 V Substance abuse education program, 97 Veteran Services, 22 Summer Language Intensive Program, 43–44 Video (film and digital media), 238 Summer Orientation, 37 Village, The, 94, 95 Summer Session, 16, 43 Swimming pool, 99 W Washington, D.C., UCSC Program, 26, 41 T Wellness (fitness) Center, 99 Teacher education, 43, 62, 68, 184 Western civilization, 376 Teaching assistantships, 52 Withdrawal (fee refunds), 20 Teaching credential programs, 43, 184 Women’s Center, 98 Teaching Excellence, Center for, 55 Women’s studies, 64, 376 Telephone numbers, campus, inside back cover Work-study program, 22, 38 Test of English as a Foreign Language (TOEFL), World literature and cultural studies (literature), 17, 50 292, 293, 300–301, 303 Theater arts, 370 Writing graduate certificate program, 371 communication and rhetoric, 156 Shakespeare Santa Cruz, 44, 64, 101, 371 creative writing (literature), 292, 294–295 Theater Arts Center, 101, 371 EOP tutors, 39, 86 Theaters, 101, 371 general education requirement, 26, 31, 380 Theoretical linguistics (graduate program), 288 Oakes Learning Center, 86 Thesis, senior, 6, 25, 33, 36 Program, 380 Third World (ethnic studies) general education science communication, 358 requirement, 26–27, 31 Subject A, 25–26, 380 Third World issues/economic development (economics), 175 Three-dimensional intermedia (art), 119 Y Time-resolved Laser Spectroscopy, 70 Younger Lagoon, 68 Topical general education requirement, 26, 30 Youth programs and child care, 102 Tours, campus, 13 Transcripts, 37 Transfer Center, 39–40, 85 Transfer credit, 16–17, 25, 27, 32, 33, 50 Transfer students admission as, 16–17 college requirements for, 33. See also individual colleges general education requirements and, 25–27, 32–33 Intersegmental General Education Transfer Curriculum (IGETC), 32 major requirements for, 32 Transportation, 96 Tuition. See Fees TWANAS, 101 Two-dimensional intermedia (art), 119 U UC Center in Sacramento, 41 UCDC Program, 26, 41 UC Santa Cruz Foundation, 417–418 University Affiliated Research Center, 71–72 University of California, 6 administration, 415 center in Sacramento, 41 chancellors, 415 Extension, 17, 37, 43, 44, 59

University of California, Santa Cruz Campus Directory General Catalog 2004-06 Key phone numbers; campus mailing and web addresses Cover Design: Jim MacKenzie Admissions, Undergraduate Applications and Processing……………..………….…...……….………………………… (831) 459-2131 Editing: Henrietta Brown, Jeanne Lance, Eric Counseling and Campus Visits………………….……....…………..……………………… 459-4008 Rice, Diane Sturgeon E-mail………………………………………………………..………………………….……. [email protected] Campus Provost and Executive Vice Chancellor's Office………...…….……………… 459-3885 Photography, Interior: Ansel Adams, Dan Coyro, Chancellor's Office…………………………………………..……………………………….. 459-2058 Nemai Ghosh, r.r. jones, Don Kenny, Jeremy Lezin, Jim MacKenzie, Mickey Pfleger, Phil Schermeister, Colleges (in order of founding)…………………...………………………..……………. 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