Campus Life
The Colleges
The University of California, Santa Cruz, is a collegiate university. All undergraduate students and most faculty are affiliated with one of the colleges, their home within the larger university. All the colleges are committed to fostering a nurturing and academically thriving environment for students of all backgrounds. Each college strives to promote the attributes of a diverse and multicultural community in its own unique way. In order of founding, the colleges are Cowell, Stevenson, Crown, Merrill, Porter, Kresge, Oakes, College Eight, College Nine, and College Ten.
Self-contained and architecturally distinct, each college is a relatively small community of 20 to 90 faculty members and between 750 and 1,550 students, about half of whom live on campus. Each college has its own housing, academic, and recreational facilities, and each is an integral part of the larger campus. The colleges have their own academic emphases and cultural traditions, although each seeks faculty and students from a variety of disciplines to foster broad intellectual interests. The colleges play a primary role in academic advising and are the center of student life. Students graduate from their college. At the same time, all university academic programs, resources, and student services are open to students of every college.
The information students need to choose a college can come from a variety of sources—personal acquaintance, a campus visit, literature available from the colleges, and the descriptions in this section of the catalog. Entering students are asked to list several colleges in order of preference; whenever possible, students are assigned to the college of their choice.
Similarities and Differences
Each college is residential and able to house close to half of its students. Most freshmen choose to live on campus, as do a number of sophomores, juniors, and seniors. The particular style of housing varies among the colleges, ranging from fairly traditional residence halls, with a mix of single, double, and triple rooms, to apartment-style housing, where students live together in small groups and do their own cooking. Faculty, staff, or graduate students, along with undergraduate resident assistants, reside in college housing units.
The faculty, or fellows, of each college come from a variety of academic disciplines. Some of the colleges have faculty from nearly all the liberal arts and sciences, while the faculty in other colleges are more concentrated in particular disciplinary interests. Many faculty have their offices in the colleges.
Each college offers its own distinctive academic program for entering freshmen. Taught in the college during the fall quarter, the required course or seminar provides a significant bridge between academic and residential life, since all freshmen, regardless of major, will be in the course and most will be in residence as well. Stevenson’s core course extends over three quarters, while the other colleges offer one-quarter courses. College core course requirements for transfer students vary. The colleges also offer selected courses in their area of interdisciplinary emphasis and host events and speakers that enhance this focus.
All the colleges provide academic advising and academic and general campus orientations to help you plan your academic program. In addition, each college has academic preceptors who can provide advice on academic matters. Psychological and personal counseling is also available in each college, and many colleges have well-developed peer advising and tutoring.
The colleges differ in architecture; each was planned by a different
architect, who was
encouraged to convey the distinct personality of that college through
the design of its buildings and their placement in the natural environment.
Above all, the colleges differ in subtle ways having to do with their
intellectual and social traditions, the different designs of their student
governments, and the predominant interests of their students and faculty.
Changing Colleges
Most students, having affiliated with a particular college, develop friendships and intellectual attachments there, and they remain members of that college throughout their undergraduate years. Some students find that changing academic interests draw them to a different college. Students may change colleges with the approval of both college administrations.
Cowell College inaugurated the Santa Cruz campus when it opened with a pioneer class of 600 students in 1965. The founding faculty shaped an educational program that challenged and enriched students through wide-ranging inquiry and disciplined study. Today, Cowell has nearly 1,500 affiliated students and 80 faculty fellows. Its motto—The Pursuit of Truth in the Company of Friends—expresses a continuing commitment to create a serious academic environment within a humane and broadly inclusive community. The college is named for the S. H. Cowell Foundation, which endowed the college at its founding.
Academic Emphases
The academic theme of the college encourages students to pursue their general and disciplinary study with attention to the values of liberal arts education: understanding one’s individual perspective by exploration of its historical background and world context. Students affiliated with the college pursue majors from all departments on campus.
The faculty fellows affiliated with the college represent all academic divisions (arts, engineering, humanities, physical and biological sciences, and social sciences). The faculty fellows guide the college academic programs and serve as academic mentors to the students, supplementing the advising provided by the college academic advisers and departmental advising.
In satisfying their general education requirements, first-year Cowell students are required to take the Cowell Core Course in the fall term. The core course (Cowell 80), taught in small seminar sections, seeks to develop critical reading, analytical writing, and seminar discussion skills by reading a selection of classic and contemporary texts. In addition, Cowell students are required to raise their level of proficiency in information technology during their UCSC career.
The college academic buildings house humanities faculty, with notable concentrations in philosophy, classics (study of ancient Greek and Latin language and civilization), and modern foreign languages, especially Chinese, French, Italian, and Japanese. The interdisciplinary faculty group in pre- and early modern studies is centered at Cowell College.
Students who develop ideas for research, creative projects, community service, or internship experiences may apply to the college provost for financial support. The college sponsors prizes for outstanding academic work and acknowledges students who graduate with overall academic excellence in a breadth of study with College Honors.
The college enriches the intellectual and cultural life of the campus by sponsoring events of various kinds: lectures and presentations by local faculty and visiting scholars, theatrical and musical performances, and forums and debates on topics of current interest.
College Community and Facilities
Cowell’s seven residence halls are arranged in two quadrangles on a hillside overlooking the city of Santa Cruz and Monterey Bay. About 475 students are housed in the college. Each building houses from 40 to 60 students and is divided into two wings, with seven to 11 residents on each floor. Most floors are coed, with men and women sharing common lounges and other facilities, but single-gender floors are provided for those who prefer this arrangement. The residential staff facilitate diverse educational, social, and recreational programming to enhance the living and learning environment. Apartments for continuing students are scheduled to open in fall 2004.
Arranged around the college’s central plaza are the dining hall, Page Smith study library, the fireside lounge, the coffee shop, and conference rooms and classrooms. Unique to Cowell College are the Eloise Pickard Smith Gallery, which regularly mounts exhibits, and the Cowell Press, where students can learn the fine techniques of hand printing. The college is also home to a French-speaking living-learning community, Maison Francophone, which studies French-speaking communities around the world and plans events for the college.
Since the college’s founding, weekly College Nights in the dining hall have offered students, staff, and faculty a special meal and a rich mix of after-dinner programs presented by students and professional artists. Community life is enlivened by many other scheduled and impromptu intellectual, cultural, and social events.
The student Senate meets weekly to discuss campus issues and student government. The Senate advises the college on the allocation of funds for student activities and programs. Members of the Senate are selected each year by lot, but any student may become a voting member by steady attendance at meetings. The college’s multicultural advisory board works with staff to create a supportive community for students of color affiliated with the college and to increase awareness of the many dimensions of diversity in the community.
For more information on the college, see www2.ucsc.edu/cowell or call (831) 459-2253.
Cowell Faculty and Staff
Provost
Stanley M. Williamson, Chemistry and Biochemistry, Emeritus
Fellows
Margarita Azmitia, Psychology
Karen Bassi, Classics
James H. Bierman, Theater Arts (Drama)
Donald Brenneis, Anthropology
Jean P. Brodie, Astronomy and Astrophysics
Margaret R. Brose, Italian and Comparative Literature
Giulia Centineo, Italian Language
Sandra Chung, Linguistics
Phillip Crews, Chemistry
Maria (Tonia) De Chicchio, Italian Language
John M. Doris, Philosophy
Miriam Ellis, French Language
Angela Elsey, French Language
Patricia Fitchen, French Language
Carol M. Freeman, Writing
Mary-Kay Gamel, Classics and Comparative Literature
Raymond W. Gibbs Jr., Psychology
Robert A. Goff, Philosophy
M. Victoria González-Pagani, Spanish Language
Lydia Gregoret, Chemistry and Biochemistry
Daniel Guevara, Philosophy
Gildas Hamel, French Language and Classical Studies
Ellen Louise Hart, Writing
Charles W. Hedrick Jr., History
Margo Hendricks, Literature
Matthew Henken, Philosophy
Theodore Holman, Chemistry and Biochemistry
David C. Hoy, Philosophy
Jocelyn Hoy, Philosophy
Michael M. Hutchison, Economics
Chiyoko Ishibashi, Japanese Language
Virginia Jansen, History of Art and Visual Culture
George Kane, Art; Cowell Press
Kevin Karplus, Computer Engineering
Jacqueline Ku, Chinese Language
William A. Ladusaw, Linguistics
Bruce D. Larkin, Politics
Campbell Leaper, Psychology
Gary L. Lease, History of Consciousness
Thomas A. Lehrer, American Studies and Mathematics
H. M. Leicester Jr., English Literature
Hervé Le Mansec, French Language
John P. Lynch, Classics
Patrice L. Maginnis, Music
Gary B. Miles, History
Peggy Miles, Writing
Tyrus H. Miller, Literature
Glenn L. Millhauser, Chemistry and Biochemistry
Jerome Neu, Philosophy
Alva Noë, Philosophy
David A. Orlando, French Language
Charles L. (Leo) Ortiz, Ecology and Evolutionary Biology
Richard E. Otte, Philosophy
Daniel Palleros, Chemistry and Biochemistry
Geoffrey K. Pullum, Linguistics
S. Ravi Rajan, Environmental Studies
Frank A. Ramirez, Spanish Language
Beth Remak-Honnef, Librarian
Zack Schlesinger, Physics
Susan Y. Schwartz, Earth Sciences
Deanna Shemek, Italian Literature
Catherine M. Soussloff, History of Art and Visual Culture
Ellen Suckiel, Philosophy
R. Michael Tanner, Computer Science
Anthony J. Tromba, Mathematics
Paul Whitworth, Theater Arts
John Wilkes, Science Communication
James Wilson, Writing; College Academic Preceptor
Emeriti Fellows
W. Emmanuel Abraham, Philosophy, Emeritus
George T. Amis, English Literature, Emeritus
Harry Berger Jr., English Literature and Art History, Emeritus
Ralph J. Berger, Ecology and Evolutionary Biology, Emeritus
Gabriel Berns, Spanish Literature, Emeritus
Charles W. Daniel, Molecular, Cell, and Developmental Biology, Emeritus
John Dizikes, American Studies, Emeritus
Robert M. Durling, Italian and English Literature, Emeritus
Theodore Foster, Marine Sciences, Emeritus
Bert Kaplan, Psychology, Emeritus
S. Paul Kashap, Philosophy, Emeritus
Richard Mather, History, Emeritus
Melanie J. Mayer, Psychology, Emerita
Andrew Todd Newberry, Ecology and Evolutionary Biology, Emeritus
Richard R. Randolph, Anthropology, Emeritus
Ronald H. Ruby, Physics, Emeritus
Audrey E. Stanley, Theater Arts, Emerita
Thomas A. Vogler, English and American Literature, Emeritus
Michael J. Warren, English Literature, Emeritus
College Administrative Officer
James Carter
Staff
Lisa Birney, College Assistant
Angie Christmann, College Programs Coordinator
Debra Ellis, Residential Life Coordinator
Lorina Fleming, Housing Coordinator
Oscar Guillen, Senior Building Maintenance Worker
Jodi Harvey, Coordinator for Residential Education
Karen Hilker, Programs Assistant
Susan Martinez, College Financial Coordinator
Karleen Meaker, Assistant to Provost and College Administrative Officer
Jay Minert, College Programs Coordinator
Dan Monko, Maintenance Supervisor
Mary Jan Murphy, Counseling Psychologist
Linda Pope, Gallery Director
Cathy Shender, Records Coordinator/College Assistant
Stacey Sketo-Rosener, Academic Preceptor
Carol Snyder, Coffee Shop Manager
Phil Spencer, Proctor
Blade Underwood, Senior Proctor
Adrianne Waite, Associate College Administrative Officer
Lynne Wolcott, Academic Preceptor
We are Stevensonians; we are free agents of history and masters of our own destinies. Every one of us is important, and we cherish our differences as much as we cherish our shared values of love, chivalry, honesty, hard work, and responsibility.
—Seung Kyun Joseph Mok, Stevenson Alumnus/Regents Scholar
Stevenson College is named after former statesman and U.S. Ambassador to the United Nations Adlai E. Stevenson. Our faculty, students, and staff take pride in intellectual critical inquiry, academic and civic leadership, and respect for students’ concerns about shared student governance, human rights, and social justice.
Stevenson College has a long-standing reputation for excellence in liberal education. The college strives to provide an academically, culturally, and socially supportive environment for all its members, emphasizing accessibility and fostering social responsibility and academic achievement. Students who seek an interdisciplinary learning environment will appreciate the college’s emphasis on intellectual rigor. As part of the college’s academic and cultural life, the Stevenson Fellows-in-Residence Program has brought to the campus distinguished individuals such as Senator George McGovern, Congresswoman Bella Abzug, Nobel Laureate Elie Wiesel, Chief of the Miwok Tribe Greg Sarris, Producer Lourdes Portillo, the Reverend Jesse Jackson, and Associate Director-Counsel Theodore M. Shaw of the NAACP Legal Defense and Educational Fund.
The college’s faculty and academic and administrative staff offer professional and personal service for the diverse needs of students. These individuals, among the most accessible, friendly, and diverse staff at the university, assist students in all areas of their academic and social experience at Stevenson College. Most important, these individuals are committed to instilling respect for the college’s diverse ethnic, racial, religious, and sexual backgrounds.
Academic Emphases
- Faculty drawn from social sciences, humanities, physical and biological sciences
- Yearlong freshman seminar
- Tutors and Advisers Program
- Academic Support Center
- Junior Fellows Program
Stevenson College distinguishes itself as the only college with a three-quarter, yearlong freshman seminar intended to provide all first-year students with a common academic experience. The seminar allows for more rigorous development of students’ critical, written, and analytical skills, the fostering of a unique learning environment, and a supportive intellectual community. It is not unusual to find Stevenson alumni in the legal, political, engineering, medical, computer and information sciences, business, and public administration fields.
The faculty at Stevenson, drawn from a variety of disciplines in the social sciences, humanities, and physical and biological sciences, share a common concern for the study of social processes that shape modern society and determine the quality of our individual lives throughout various global regions and periods of world history. Linguistics, sociology, history, politics, psychology, biology, chemistry, and computer science are strongly represented in the college.
Self and Society is intended to provide intellectual and research preparation for students’ future academic endeavors. The seminar addresses the college’s intellectual and pedagogical aims through a holistic inquiry into academic research that explores the question: What is the relationship between “self and society”? In addition, the course fosters an intellectual commitment to the general philosophy which has helped to define Stevenson College since its inception (articulated in the idea of the preservation of human dignity, the social cultivation of individual creativity and citizenship, and a belief in ethical responsibility). The seminar reflects the college’s long-standing commitment to interdisciplinary and culturally diverse readings, while at the same time it affords students an opportunity to develop research interests, to acquire greater understanding of the role of research universities in contemporary societies, and to acquire the requisite skills to engage in increasingly more sophisticated intellectual work while at UCSC.
Because of a conviction on the part of both faculty and students that such a sequence is fundamental to any university education, all three quarters are required of all beginning Stevenson students. Students transferring to UCSC with the equivalent of nine courses (45 quarter credits) or more are exempt from the core course.
The Stevenson College Junior Fellows Program offers juniors and seniors an opportunity to serve as teaching and research assistants for Self and Society. Junior fellows, who must have completed outstanding work in Self and Society (the Stevenson core course) during their freshman year, undergo a rigorous application and selection process. Junior fellows (enrolled in Stevenson 120, Teaching Practicum) earn 5 course credits and receive a modest stipend.
The Stevenson Tutors and Advisers Program offers exceptional Stevenson students, who have completed the yearlong course, an opportunity to serve as tutors to first-year students. Tutors will undergo training as academic peer tutors and advisers under the supervision of the provost. Selected students can earn 5 course credits by enrollment in Stevenson 120, Teaching Practicum, and will receive a modest stipend. Tutors and advisers are closely associated with the freshman seminar and the residence houses. By establishing a close academic and collegial relationship with new students, tutors and advisers serve an important role in new students’ transition to the university’s academic community.
College Community
- College Nights
- Stevenson Student Council
- Multicultural Advisory Council
- Fellows-in-Residence Program
- Multicultural Programs/Activities
Stevenson holds regular College Nights, when a served dinner presents an opportunity for Stevenson fellows and students to get together in a purely social situation. College Nights—Cinco de Mayo, Chinese New Year, Vietnamese College Night—provide the opportunity to celebrate many different cultures. Dinner is followed by entertainment.
The Stevenson Student Council meets on Thursday evenings. This group of 16 elected representatives (eight resident students, eight living off campus) is responsible for allocating college membership fees to student activities. The council also serves as a forum for the discussion of college and campuswide issues and appoints student representatives to college and campuswide committees.
Facilities
- Eight Small Residence Halls
- Theme Floors: Substance Free, Multicultural
- Coffee House
- Wagstaff Fireside Lounge
- Writers’ Center
- Stevenson Library
- Art Gallery
- Silverman Conference Room
- The Knoll
- Recreation Room
Stevenson College has a wide variety of facilities and activities to appeal to many tastes. The college, designed by San Francisco architect Joseph Esherick, has won many architectural awards. The buildings are situated amid redwood trees and sprawling lawns, and the main quad overlooks Monterey Bay. There are eight small residence houses at the college providing a choice of single-sex or coed floors; each house accommodates about 60 undergraduates. Nearby are a picnic and barbecue area, playing fields, and a garden.
The Stevenson Coffee House, which has become the gathering place in the college, is a friendly and inviting spot to enjoy lunch or an espresso and pastry—indoors or out on the patio. It is the scene of lively conversation, occasional musical entertainment, and chess matches. Adjoining the coffee house is a recreational wing, with Ping-Pong, foosball, pool tables, and color television. This area is also the site of much socializing and spontaneous group activity.
In contrast, the Stevenson Library is a striking building designed for quiet reading and study. The Wagstaff Fireside Lounge, a retreat for relaxed discussion, is also used for recitals, special lectures, meetings, and residence house activities. Art exhibits (both student and professional) are on display throughout the year in the lounge, library, and coffee house.
For more information, call (831) 459-4930 or visit the web site: stevenson.ucsc.edu/.
Stevenson Faculty and Staff
Provost
Margo Hendricks, Literature
Fellows
Judith Aissen, Linguistics
Robert S. Anderson, Earth Sciences
Dane Archer, Sociology
Elliot Aronson, Psychology, Emeritus
Jonathan F. Beecher, History
Ilan Benjamin, Chemistry and Biochemistry
Peter H. Bodenheimer, Astronomy and Astrophysics
Rebecca Braslau, Chemistry and Biochemistry
Frank G. Bridges, Physics
Monica Casper, Sociology
Mark Cioc, History
Catherine R. Cooper, Psychology and Education
W. Jackson Davis, Ecology and Evolutionary Biology
Michael Dine, Physics
G. William Domhoff, Psychology, Emeritus
Virginia Draper, Writing
Donka Farkas, Linguistics
Hiroshi Fukurai, Sociology
Robert E. Garrison, Earth Sciences, Emeritus
Marvin J. Greenberg, Mathematics, Emeritus
Isebill V. Gruhn, Politics
Howard E. Haber, Physics
Craig W. Haney, Psychology
Jorge Hankamer, Linguistics
David M. Harrington, Psychology
Aida Hurtado, Psychology
Junko Ito, Linguistics
Michael Kahn, Psychology, Emeritus
Al Kelley, Mathematics, Emeritus
Peter Kenez, History
John I. Kitsuse, Sociology, Emeritus
Kenneth Kletzer, Economics
Joseph P. Konopelski, Chemistry and Biochemistry
Robert P. Kraft, Astronomy and Astrophysics, Emeritus
Jean H. Langenheim, Ecology and Evolutionary Biology, Emerita
Robert A. Levinson, Computer Science
Daniel T. Linger, Anthropology
Ronnie D. Lipschutz, Politics
Marc S. Mangel, Environmental Studies
James McCloskey, Linguistics
Dennis C. McElrath, Sociology, Emeritus
R. Armin Mester, Linguistics
Marcia Millman, Sociology
Carlos G. Noreña, Philosophy, Emeritus
Jaye Padgett, Linguistics
Thomas F. Pettigrew, Psychology, Emeritus
Ira Pohl, Computer Science
Cynthia Polecritti, History
Anthony R. Pratkanis, Psychology
Geoffrey K. Pullum, Linguistics
Ralph H. Quinn, Psychology
Craig Reinarman, Sociology
Donald T. Saposnek, Psychology
Theodore R. Sarbin, Psychology and Criminology, Emeritus
Peter L. Scott, Physics, Emeritus
Buchanan Sharp, History
Priscilla W. Shaw, English and Comparative Literature, Emerita
William F. Shipley, Linguistics, Emeritus
Greta Slobin, Russian Literature
M. Brewster Smith, Psychology, Emeritus
Marshall Sylvan, Mathematics, Emeritus
Dana Y. Takagi, Sociology
Hirotaka Tamanoi, Mathematics
Kip Téllez, Education
David J. Thomas, Politics, Emeritus
Bruce Thompson, History
John N. Thompson, Ecology and Evolutionary Biology
Avril Thorne, Psychology
Mark Traugott, History
Michael E. Urban, Politics
Howard H. Wang, Molecular, Cell, and Developmental Biology
Manfred K. Warmuth, Computer Science
Richard A. Wasserstrom, Philosophy, Emeritus
Mary Susan Weldon, Psychology
Candace West, Sociology
Harold Widom, Mathematics, Emeritus
Zhiwu Zhu, Environmental Toxicology
Honorary Fellows
Jack Baskin
Boris Keyser
Norman Lezin
Eleanor McGovern
Charles Neider
Charles H. Page
William M. Roth
Alma Sifuentes
F. M. Glenn Willson
Stevenson Fellows-in-Residence
George McGovern (1982)
Bella Abzug (1983)
Paul Sarbanes (1983)
Arthur S. Flemming (1984)
Carole King (1985)
Clark Kerr (1987)
Peter Shaffer (1987)
Donald McHenry (1988)
Pat Conroy (1990)
Moctesuma Esparza (1992)
Lourdes Portillo (1992)
Greg Sarris (1997)
Jesse Jackson (1998)
Amiri Baraka (1999)
Ron Dellums (1999)
Theodore M. Shaw (2002)
College Administrative Officer
James Carter
Staff
Mary Alvarez, Academic Adviser
Marta Elena Corona, Counseling Psychologist
Liz Cowan, Financial Coordinator
Greg Flores, Coordinator for Residential Education
Candace Freiwald, Academic Services Supervisor
John Hadley, Coffee House Manager
Rachel Jablon, Associate College Administrative Officer for Student
Life
Dave Lajoie, Maintenance Officer
Kristha Lima, College Programs Coordinator
Gustavo Nolazco, College Assistant/Records Coordinator/Mail Services
Supervisor
Gabriel Perez, Groundskeeper
Juanita Reyes, Housing Coordinator
Ralph Rivera, Assistant College Administrative Officer for Facilities
Imani Rupert, Assistant College Programs Coordinator
Tchad Sanger, Chief Academic Preceptor
Ava Snyder, Police Sergeant/Liaison
Gregory Speed, Senior Proctor
Michelle Taylor, Academic Programs Coordinator/Academic Adviser
Amy Weaver, Writing Program Coordinator
Sarma Williams, Coordinator for Residential Education
Crown College faculty (the college fellows) and students represent a wide variety of academic disciplines. The majority of fellows are in the physical and biological sciences and the social sciences. There are more science and engineering students at Crown than at any other college. However, the majority of Crown students major in the social sciences, humanities, and arts. This diversity of inter-ests and thinking enriches our intellectual environment.
An important goal of the college is to foster an appreciation for the contributions of diverse cultural groups and to provide an atmosphere in which issues of both diversity and common social purpose are integrated into a wide range of programs and discussions.
From the time of its founding in 1967, issues pertaining to the role of science and technology in society have been a focus of special interest at Crown College. Recently, we have approached these issues from an interdisciplinary perspective that recognizes the influence of social and cultural factors on scientific enterprise, as well as the ways in which science and technology influence society.
Crown is located on a hilltop surrounded by a redwood forest. The core buildings consist of an administration office, dining commons, lounge spaces, recreation facilities, study spaces, faculty offices, and classrooms built around a large patio and central fountain. The award-winning architecture with its white walls and high-pitched tiled roofs suggests a hillside Mediterranean village. The college’s residential facilities are made up of eight traditional residence hall buildings and eight apartment buildings housing approximately 730 students. The facilities at Crown College were built through a partnership of public funds and a gift from the Crown Zellerbach Foundation.
Academic Emphases
Ethical Issues in Emerging Transgenics, Clones, Cyborgs, and Artificial Intelligence explores emerging ethical issues and challenges and the social and cultural consequences. The course examines these debates using a variety of disciplinary approaches that engage the perspectives of both humanists and scientists. The fall-quarter core course is required of all first-year students with fewer than 45 transferable quarter credits.
The Crown-Merrill Science and Technology Learning Community is an innovative program to support first-year students who are interested in pursuing a major in the sciences. Students enrolled in this program live together, forming a supportive community that promotes collaborative learning and group problem solving. To facilitate this process, students are placed in a special section of Chemistry 1A and participate in a residentially based study group. The program is designed especially for students who have a strong interest in the sciences but feel slightly underprepared for university-level course work. It often acts as a bridge to the ACE Program in the physical and biological sciences and engineering. Participation—limited to first-year students at Crown and Merrill Colleges—requires a commitment to succeed, a willingness to work hard, and a positive attitude.
The Crown Undergraduate Seminar in Science, Technology, and Society provides highly motivated students the opportunity to work closely with ladder-rank research faculty in a small seminar environment. Topics have included California Climate Change: Past, Present, and Future; Food Matters: Science, Technology, and Society; and an honors seminar on introductory computer architecture.
Saturday Academy is a service-learning program that gives students an opportunity to teach scienced-based lessons to junior high students. It is a two-quarter course: the first for developing curriculum and the second for working in the classroom.
College Community and Facilities
Crown sponsors a wide variety of cultural, educational, and social events that are cocurricular in nature. One popular series is the Science/Public Affairs Tables, where a small group of students and selected faculty are invited to the Provost’s House for informal dining and discussions related to their research, interests, or current events.
Students become involved in Crown life by both initiating and participating in a wide range of activities. Social activities vary each year according to the interests of students. At the monthly College Night in the dining commons, a special dinner is followed by entertainment, both often sharing a common cultural theme. Some major events have become traditional. For example: Karaoke College Night; Hypnotist; Crown Formal; and Crown Carnival. Crown activities and dances draw students from all over campus. Outdoor activities organized by the student government, College Programs Office, or residential staff range from whale watching on the Monterey Bay to atomic bowling, and from backpacking to stargazing.
The Crown Student Senate (CSS), the elec-ted student government at Crown, holds open weekly meetings to recommend fund allocations for student activities and to discuss issues of concern to students and the college. CSS also sponsors events to enhance the college experience, including the very popular pelagic shark lecture and Casino Night.
Crown offers two types of residential facilities: residence halls and apartments. Eight traditional residence halls each house 60 students in single, double, and triple rooms in a coed environment (single-sex bedrooms with unisex bathrooms) or on all-female floors. For students particularly interested in living with and learning about a special-interest environment, Crown provides transfer floors, Substance-Free/Smoke-Free Houses, and a Science and Technology Learning Community.
In addition, the college has apartments for 250 students above the first-year level. Like the residence halls, the apartments are built on a small scale. Each three-story building has two or three apartments per floor that house four or five students in a combination of single, double, and triple rooms and include a kitchen, living room, dining room, bathroom, and outside deck. Special housing options available in the apartments are Smoke-Free, Transfer/ Junior/Senior, and Coed (single-sex bedrooms).
Other facilities in the college include the Crown Library study space; a modern computer laboratory housing Sun workstations, which provides students with access to several kinds of systems and an array of applications and instructional software selected to support academic course work; the Fireside Lounge with widescreen television; the Music Practice Room; and the Crown-Merrill Community Room, which has a television, pool table, foosball, and Ping-Pong table, and provides an informal place to study, hold meetings, or just visit with friends. Newly renovated dining facilities boast continuous dining, late-night dining, and Banana Joe’s coffee shop.
For general information, call the college assistant at (831) 459-2665 or visit the web site: www2.ucsc.edu/crown/. For residential or college programs information, call the Student Life Office manager at (831) 459-4656.
Crown Faculty and Staff
Provost
F. Joel Ferguson, Computer Engineering
Fellows
Robert F. Adams, Economics, Emeritus
Nameera Akhtar, Psychology
Robert S. Anderson, Earth Sciences
Harry Beevers, Molecular, Cell, and Developmental Biology, Emeritus
Scott Brandt, Computer Science
Kenneth W. Bruland, Ocean Sciences
Joseph F. Bunnett, Chemistry and Biochemistry, Emeritus
Maureen Callanan, Psychology
Kenneth L. Cameron, Earth Sciences
Sue A. Carter, Physics
Nancy N. Chen, Anthropology
Yin-Wong Cheung, Economics
Menzie Chinn, Economics
Eugene H. Cota-Robles, Molecular, Cell, and Developmental Biology, Emeritus
Margaret L. Delaney, Ocean Sciences
Chongying Dong, Mathematics
Michael P. Dooley, Economics
William T. Doyle, Ecology and Evolutionary Biology, Emeritus
E. Melanie DuPuis, Sociology
Robert S. Edgar, Molecular, Cell, and Developmental Biology, Emeritus
Ólöf EinarsdÓttir, Chemistry and Biochemistry
John M. Ellis, German Literature, Emeritus
Sandra M. Faber, Astronomy and Astrophysics
John Faulkner, Astronomy and Astrophysics
Jerry F. Feldman, Molecular, Cell, and Developmental Biology
Anthony L. Fink, Chemistry and Biochemistry
Arthur E. Fischer, Mathematics
Timothy Fitzmaurice, Writing
Stanley M. Flatté, Physics
A. Russell Flegal, Environmental Toxicology
Laurel R. Fox, Ecology and Evolutionary Biology
Maria Cecilia Freeman, Writing
Daniel Friedman, Economics
Kwok-Chiu Fung, Economics
Alison Galloway, Anthropology
J. J. García-Luna-Aceves, Computer Engineering
Lynda J. Goff, Ecology and Evolutionary Biology
M.R.C. Greenwood, Chancellor; Ecology and Evolutionary Biology
Ronald E. Grieson, Economics
Judith A. Habicht-Mauche, Anthropology
David Haussler, Computer Science
Ralph T. Hinegardner, Ecology and Evolutionary Biology, Emeritus
Richard P. Hughey, Computer Engineering
Harold A. Hyde, Vice Chancellor, Emeritus
Garth D. Illingworth, Astronomy and Astrophysics
Burton F. Jones, Astronomy and Astrophysics
David E. Kaun, Economics
Alan H. Kawamoto, Psychology
Paul L. Koch, Earth Sciences
Jonathan M. Krupp, Biology; Coordinator, Microscopy and Imaging Laboratory
Edward M. Landesman, Mathematics, Emeritus
Jean H. Langenheim, Ecology and Evolutionary Biology, Emerita
Léo F. Laporte, Earth Sciences, Emeritus
Burney J. Le Boeuf, Ecology and Evolutionary Biology, Emeritus
Max M. Levin, Psychology, Emeritus
Debra Lewis, Mathematics
Douglas N. C. Lin, Astronomy and Astrophysics
Darrell D. E. Long, Information Systems Management
Robert A. Ludwig, Molecular, Cell, and Developmental Biology
Phillip McCalman, Economics
Margaret McManus, Ocean Sciences
Jacob B. Michaelsen, Economics, Emeritus
Ethan Miller, Computer Science
Joseph S. Miller, Astronomy and Astrophysics
Richard Montgomery, Mathematics
J. Casey Moore, Earth Sciences
Judit N. Moschkovich, Education
Richard Murphy, German Literature
Peggy B. Musgrave, Economics, Emerita
Richard A. Musgrave, Economics
Michael Nauenberg, Physics, Emeritus
Harry F. Noller, Molecular, Cell, and Developmental Biology
Loisa Nygaard, German Literature
Donald E. Osterbrock, Astronomy and Astrophysics, Emeritus
Karen Ottemann, Environmental Toxicology
Triloki N. Pandey, Anthropology
Grant H. Pogson, Ecology and Evolutionary Biology
Donald C. Potts, Ecology and Evolutionary Biology
Joel R. Primack, Physics
Jie Qing, Mathematics
Tudor S. Ratiu, Mathematics, Emeritus
Gertrud Reutter, German Language, Emerita
Justin S. Revenaugh, Earth Sciences
Gerhard Ringel, Mathematics, Emeritus
Hartmut F.-W. Sadrozinski, Physics
Thomas W. Schleich, Chemistry and Biochemistry
Maria Schonbek, Mathematics
Judith A. Scott, Education
Abraham Seiden, Physics
Eli A. Silver, Earth Sciences
Jane Silverthorne, Molecular, Cell, and Developmental Biology
Nirvikar Singh, Economics
Lisa C. Sloan, Earth Sciences
Donald R. Smith, Environmental Toxicology
William T. Sullivan, Molecular, Cell, and Developmental Biology
David Swanger, Education and Creative Writing
Eugene Switkes, Chemistry and Biochemistry
Kip Téllez, Education
Roland G. Tharp, Education and Psychology, Emeritus
Stephen E. Thorsett, Astronomy and Astrophysics
John F. Vesecky, Electrical Engineering
Steven S. Vogt, Astronomy and Astrophysics
Carl E. Walsh, Economics
Manfred K. Warmuth, Computer Science
Gerald E. Weber, Earth Sciences
W. Todd Wipke, Chemistry and Biochemistry
Stanford E. Woosley, Astronomy and Astrophysics
A. Peter Young, Physics
James Zachos, Earth Sciences
Jin Z. Zhang, Chemistry and Biochemistry
Honorary Fellows
Sandy Lydon
Robert L. Sinsheimer
Vivian (Mrs. Ivan) Vallier
College Administrative Officer
Alex Reveles
Staff
Maria Acosta-Smith, Senior Academic Preceptor
Chris Attias, Assistant College Administrative Officer for Facilities
and Grounds
Alexandra Belisario, Associate College Administrative Officer for Student
Life
Cindy Blake, Groundskeeper
Mike Boyadjian, Payroll/Personnel Coordinator
Brenda Brown, Academic Adviser
Scott Burgess, Coordinator for Residential Education
Allen Bushnell, Special Projects Coordinator
Darlene Denny, Groundskeeper
Serena Dionysus, College Programs Coordinator
Ben Doniach, Senior Building Maintenance Worker
Sally Gaynor, Academic Programs and Development Coordinator
Orin Hutchinson, Facilities Specialist
Jeanne Johnson, Advising and Records Coordinator
Wayne Kenney, Senior Proctor Supervisor
Cherie Killian, Financial Assistant
Jerry Lee, Counseling Psychologist
Darlene Miyakawa, Housing Coordinator
Andrew Park, College Assistant
Sarah Rogerson, Academic Preceptor
Joao Simas, Student Life Office Manager/Assistant
James Smith, Coordinator for Residential Education
Brian Stevens, Coordinator for Residential Education
Joanie Webber, Financial Coordinator
Merrill College seeks to expand its students’ awareness of their own heritage and of the diversity of cultures around the world, past and present. Drawn largely from history as well as the social sciences, literature, and foreign languages, many Merrill faculty specialize in social theory, international affairs, and social change. The college makes a special effort to be a home for students from different cultural backgrounds and for international students; it presents unusual opportunities to those who value multicultural perspectives. Merrill is a center for Spanish language and Latin American and Latino studies.
Academic Emphases
Merrill College has as its theme Cultural Identities and Global Consciousness. In Merrill’s core course, with this same title, students read books by Momaday, Hayslip, Hochschild, Wilentz, Rodriguez, and Isbister. These histories, novels, and autobiographies increase students’ awareness of cultural and ethnic diversity and of women’s concerns in different cultural settings. More specifically, these volumes deepen students’ appreciation of the complexities involved in cultural struggles for the right to live, with respect, in peace and harmony in one’s own community. In addition, the course presents the crisis of world poverty and proposes theoretical solutions, while also investigating the fundamental international forces of imperialism and nationalism. Transfer students with fewer than 45 transferable quarter credits are required to take the core course.
Merrill is in the sixth year of its Freshman Scholars Program, in which students take a course together in each of the three quarters: a section of the core course in the fall, a seminar on “First Peoples” (Indigenous cultures) in the winter, and a seminar on ethics in the spring. Interested high school seniors apply by writing directly to the Merrill provost, after admission.
The second annual Merrill Seminar, Documentary/Mockumentary Films, was offered in spring 2002. It is anticipated that the Merrill Seminar, a unique offering on a particular research specialty of a UCSC faculty or staff member, will be given each spring quarter; it will be open to all students on campus.
The annual winter Merrill American Indian Colloquium Series hosts public and class presentations by noted American Indian professionals and cultural practitioners, from a variety of tribes and pursuits.
Merrill also sponsors a variety of 2- and 5-credit courses on topics that change from year to year, recently ranging from the benefits of re-evaluation counseling, to personal empowerment, to white racial identity in a multicultural society. All are kept to a size that facilitates discussion, and many are designed for first-year students. In addition, students can participate in a variety of service-learning opportunities in the surrounding community. Students may volunteer in local elementary school classrooms, mentor high school students, or help in an adult literacy program, or work in a Santa Cruz Public Library–sponsored project, assisting children from migrant camps to compile their family stories for publication.
Recognizing the increasingly rigorous requirements for science majors, Merrill—in collaboration with Crown—has developed the Science and Technology Learning Community, to support students majoring in the sciences. Students participating in the program live in close proximity to each other and are encouraged to develop a collaborative learning approach.
Merrill is the home of Casa Latina, which houses the Latin American and Latino Studies Department, the Chicano/Latino Research Center, La Galería, the CineMedia Project, and the Chicano Latino Student Life Resource Center. The Ming Ong Computer Center houses 40 modern personal computers; the college sponsors frequent programs to familiarize students with their use.
Merrill serves as the administrative home for the Departments of History and Politics, in addition to Latin American and Latino Studies. Merrill is also the home of a Peace Corps Satellite Office. The office helps the many UCSC students who are interested in working overseas with the Peace Corps after graduation.
College Community and Facilities
Located on a hilltop, Merrill’s dramatic and award-winning buildings thread upward through the edge of a redwood forest. The brick patios, gardens, outdoor café, and mission bell tower suggest California’s Latino heritage, while the striking architecture of the residence halls is modern.
Merrill has four residence halls offering students both coed and single-sex floors. Two high-rise structures house 361 students, and two smaller buildings provide housing for about 70 students. In the residence halls, small groups of about 14 students share common bathroom and lounge facilities. Residents eat their meals in the Crown-Merrill Dining Hall.
Apartments, which are located a short distance from the central part of the college, house 160 continuing Merrill students. Grouped amid winding pathways and redwood trees, these three-story buildings have two apartments per floor. Each apartment houses four students and comes fully equipped with kitchen and bath, large living area, and outside deck. Facilities at the apartment complex include common lounges, a large multipurpose room, and a laundry room.
With the help of the Merrill coordinators for residential education, an enthusiastic residential staff plans recreational activities that include potluck dinners, intramural sports competitions, dances, musical events, film series, and a yearly outdoor mural-painting party. Many of these social and residential activities focus on building a multicultural community. Informal discussions, to which faculty are invited, take place throughout the year. In addition to its dining hall, the college has an attractive outdoor/indoor taqueria. For the artistically inclined, Merrill is the only college which has a student-run pottery co-op. Students can throw, fire, and glaze their works in the workshop space, which is open to Merrill students on a first-come first-served basis. The entire college is online electronically. Students can bring computers from home and connect directly into the Internet from their rooms without the use of a modem.
The physical facilities of Merrill College were provided through a partnership of public funds and gifts from the Charles E. Merrill Trust and the family of Ming Ong. Charles E. Merrill also funds the Chicano Scholarship Program, which makes awards to promising high school and junior college students entering Merrill. Other Merrill scholarships include the Joel Frankel Fund, which supports students pursuing fieldwork in Latin America.
For more information, call (831) 459-2144 or visit the web site: www2.ucsc.edu/merrill/.
Merrill Faculty and Staff
Provost
John M. Schechter, Music
Fellows
Jorge Aladro Font, Spanish Literature
Sonia E. Alvarez, Politics
Frank C. Andrews, Chemistry and Biochemistry
Gabriela Arredondo, Latin American and Latino Studies
Noriko Aso, History
Brenda Barceló, Spanish Language
Dilip K. Basu, History
Robert F. Berkhofer Jr., History, Emeritus
Claude F. Bernasconi, Chemistry and Biochemistry
John G. Borrego, Latin American and Latino Studies
Michael K. Brown, Politics
Wayne B. Brumbach, Physical Education, Emeritus
Edmund Burke III, History
Julianne Burton-Carvajal, Literature
Carlos Calierno, Spanish Language
Max Camarillo, Counseling and Psychological Services
Pedro G. Castillo, History
Alan S. Christy, History
Rena V. Cochlin, Physical Education
Guillermo Delgado-P., Latin American and Latino Studies
Joshua M. Deutsch, Physics
María Elena Diaz, History
May N. Diaz, Anthropology, Emerita
Bernard L. Elbaum, Economics
Jeremy Elkins, Legal Studies and Politics
Jonathan Fox, Latin American and Latino Studies
Dana Frank, History
Rosa Linda Fregoso, Latin American and Latino Studies
William H. Friedland, Community Studies and Sociology, Emeritus
Hardy T. Frye, Sociology
Margaret (Greta) A. Gibson, Education
Diane P. Gifford-Gonzalez, Anthropology
Walter L. Goldfrank, Sociology
MarÍa Victoria GonzÁlez-Pagani, Spanish Language
M. Lisbeth Haas, History
Judith Harris-Frisk, German Language and Core Course
Ellen Louise Hart, Writing
Gail B. Hershatter, History
Karlton E. Hester, Music
John W. Isbister, Economics
Robert P. Johnson, Physics
Susanne Jonas, Latin American and Latino Studies
Noel Q. King, History and Comparative Religion, Emeritus
Norma Klahn, Latin American Literature
Lori G. Kletzer, Economics
Gary L. Lease, History of Consciousness
Paul M. Lubeck, Sociology
Patrick E. Mantey, Computer Engineering
Lourdes MartÍnez-EchazÁbal, Latin American Literature
Maria Eugenia Matute-Bianchi, Education, Emerita
Barry McLaughlin, Psychology, Emeritus
Marta Morello-Frosch, Literature, Emerita
Maria Morris, Spanish Language
Olga NÁjera-Ramírez, Anthropology
Ellen Newberry, Writing
Alex T. Pang, Computer Science
Sherri Paris, Writing
Sarah-Hope Parmeter, Writing
Manuel Pastor Jr., Latin American and Latino Studies
Juan Poblete, Literature
Clifton A. Poodry, Molecular, Cell, and Developmental Biology
Alan R. Richards, Economics
Pamela A. Roby, Sociology
Stuart A. Schlegel, Anthropology, Emeritus
Ana Maria Seara, Portuguese Language
Bakthan Singaram, Chemistry and Biochemistry
Graeme H. Smith, Astronomy and Astrophysics
David G. Sweet, History, Emeritus
Larry Trujillo, Community Studies
George E. Von der Muhll, Politics, Emeritus
Marilyn J. Westerkamp, History
Daniel J. Wirls, Politics
Donald A. Wittman, Economics
Alice Yang Murray, History
Patricia Zavella, Latin American and Latino Studies
Martha C. Zuniga, Molecular, Cell, and Developmental Biology
Honorary Fellows
Zina Jacque
Clark Kerr
John Laird
Alice Lytle
Charles E. Merrill Jr.
John Vasconcellos
Yori Wada
Rev. Cecil Williams
Mardi Wormhoudt
Class Honorary Fellows
Robert Taylor, 1991, 1992, 1993
Leilani Farm, 1994
Michael Paul Wong, 1995
David Silvera, 1996
Ziesel Saunders, 1997
Victor Hernandez, 1998
María Mata, 1999
Wendy Baxter, 2000
Larry Trujillo, 2001
Gina Diaz, 2002
College Administrative Officer
Alex Reveles
Staff
Rebecca Aguirre-Garcia, Coordinator for Residential Education
Gabriela Alaniz, College Assistant
Alan Bushnell, Special Projects Coordinator
Valerie Chase, Associate College Administrative Officer
Connie Creel, Provost’s Assistant
Gina Diaz, College Programs Coordinator
Cherie Kilian, Financial Assistant
Eddie Lomboy, Coordinator for Residential Education
MarÍa Mata, Academic Preceptor
Marilyn McGrath, Groundskeeper
Sarah Rogerson, Academic Preceptor
Patricia Sanders, Faculty Services
Kim Seidl, Administrative Assistant
John Shay, Maintenance Supervisor
Gary Shoemaker, Psychologist
Martin Smith, Activities Assistant
Silas Snyder, Maintenance Assistant
Maggie Sorenson, Payroll/Personnel Assistant
Eric Summers, Housing Coordinator
Curtis Swain, Night Proctor
Lynda Tanaka, Coordinator for Residential Education
Tom Turrentine, Community Service Coordinator
Sharon Van Kirk, Senior Academic Preceptor
Marvin Villanueva, Records Coordinator
Joanie Webber, Financial Coordinator
Jenya Williams, Peace Corps Coordinator
The Porter College theme, Arts in a Multicultural Society, reflects the consensus among Porter College fellows that the creative process is an inseparable aspect of a broad-minded and rigorous education. The seminars, cocurricular activities, and cultural environment at Porter encourage creativity in all fields—from composition, to community studies, to computer programming.
Academic Emphases
Porter’s faculty includes most of the campus’s practicing artists and art scholars, though some of the college’s faculty (and half of its students) specialize in the humanities or in the physical and biological or social sciences. The college is the administrative home of the Division of the Arts and the History of Art and Visual Culture Department. The Institute for Humanities Research also has offices here.
The Porter core course focuses on arts in a multicultural society, with concentration on literature and arts of California and the Pacific Rim. Students who enter the college with fewer than 30 quarter credits (or the equivalent) are required to participate in the core course. Students meet with their faculty member in a seminar, attend regular lecture/performances, and participate in writing groups, advising, and other sessions that introduce some of the academic issues they will confront at the university. The course emphasizes critical reading, writing, and close intellectual contact with faculty and other students.
In their second quarter of residency, students are encouraged to take the next course in the core sequence, which focuses on ways of knowing. Students are introduced to the ways in which different disciplines define “literacy” in their own terms: visual literacy, musical literacy, and the scientific method will be introduced as alternative ways of understanding.
The college also offers 2-credit courses in a variety of areas connected to the arts. These are small classes in the practice or theory of the arts; they may include investigation of a particular style of music or dance, visits to Bay Area theaters and museums, working in the arts, or creation of a show in one of the college galleries. These diverse offerings allow Porter students to understand the significance of creativity in a university education.
In addition to faculty advising, writing assistants have regular office hours in the college to offer help to on- and off-campus students. Special lectures give students the opportunity to meet with important artists and thinkers in an informal environment.
The college provides fellowship funds each year to talented students pursuing original research and creative projects.
College Community and Facilities
The residence halls play an important role in bringing the college community together. Students are encouraged to spend their beginning years in residence in the college, where housing is available for 610 students. The residence halls are divided into smaller units, with from 14 to 40 students sharing common lounges and other facilities. Theme halls include Performing Arts, Film and Digital Media, Visual Arts, and Outdoors Experiences. Porter students have established a Multicultural Lounge, a Lavender Lounge, and a Women’s Hall, with affiliating student organizations offering thematic support. Students also have a choice of smoke-free or substance-free halls.
In addition to traditional classrooms, Porter has many specialized facilities such as a fireside lounge, darkroom, galleries, and a dining hall that converts to a theater space. The Arts Instructional Computing Laboratories, located at Porter College, consist of two high-end labs oriented toward the arts. Porter also has a Study Center with an adjoining Computer Lab for Porter students only. This lab has six workstations for word processing, graphics production, Internet capabilities, and printing.
Adjacent to the college are the campus’s Theater Arts Center, the Elena Baskin Visual Arts Center, and the Music Center.
Porter provides constructive opportunities for relaxation and recreation to balance the intellectual demands of a university education. The Student Activities Office, in conjunction with the Porter Student Senate, organizes formal and informal events, including dances, recreational activities, and field trips, which augment campuswide activities in these areas. For relaxing, Porter students and faculty gather at the college’s coffeehouse—the Hungry Slug.
Many students and faculty perform or exhibit their work at Porter, and cultural events are a constant feature of life at the college. The dining commons has been the site of performances by artists such as a visiting Kathakali dance drama ensemble from India, readings by contemporary authors such as Maxine Hong Kingston and Sherman Alexie, and speakers such as Harold Ramis, who directed Groundhog Day, and Pulitzer Prize–winning cartoonist Art Spiegelman.
Porter College facilities were constructed through a partnership of public funds and a gift from the Porter-Sesnon family of Santa Cruz. Part of the gift was used to establish an endowment for the college.
For more information, call (831) 459-2273 or visit the web site: www2.ucsc.edu/porter.
Porter Faculty and Staff
Provost
David Evan Jones, Music
Fellows
Elizabeth S. Abrams, Writing
Ken Alley, Art
Elliot Anderson, Art
Roger W. Anderson, Chemistry and Biochemistry
Lawrence Andrews, Film and Digital Media
Manuel Ares Jr., Molecular, Cell, and Developmental Biology
Doris Ash, Education
Charles Atkinson, Writing
Amy C. Beal, Music
Tandy Beal, Theater Arts
James H. Bierman, Theater Arts
Roberto A. Bogomolni, Chemistry and Biochemistry
Joyce Brodsky, Art
George Brown, Physics
Linda Burman-Hall, Music
Elisabeth Cameron, History of Art and Visual Culture
Martin M. Chemers, Psychology
Robert S. Coe, Earth Sciences
Ray T. Collett, UCSC Arboretum, Emeritus
David H. Cope, Music
William D. Coulter, Music
Donald Coyne, Physics
David Crane, Film and Digital Media
E. G. Crichton, Art
Faye J. Crosby, Psychology
Sharon Daniel, Film and Digital Media
Carolyn S. Dean, History of Art and Visual Culture
Sherwood Dudley, Music, Emeritus
Peter Q. Elsea, Music
Harland W. Epps, Astronomy and Astrophysics
Shelly E. Errington, Anthropology
Maria V. Ezerova, Music
M. Kathleen Foley, Theater Arts
Doyle Foreman, Art, Emeritus
Jean Fox Tree, Psycholinguistics
Mark Franko, Theater Arts
Susan Friedman, Art
Gregory Fritsch, Theater Arts
Frank Galuszka, Art
Ingeborg Gerdes, Art
Robert Giges, Core Course
Jennifer A. Gonzalez, History of Art and Visual Culture
Melissa Gwyn, Art
James B. Hall, Literature, Emeritus
Susan Harding, Anthropology
Amelie Hastie, Film and Digital Media
John Hay, History of Art and Visual Culture
Irene Herrmann, Music
Karlton Hester, Music
Clemens A. Heusch, Physics
Eli E. Hollander, Film and Digital Media
Edward F. Houghton, Music
Donna Hunter, History of Art and Visual Culture
Kimberly Jannarone, Theater Arts
Hi Kyung Kim, Music
L. S. Kim, Film and Digital Media
Constance Kreemer, Theater Arts
Thorne Lay, Earth Sciences
Anatole Leikin, Music
Fredric Lieberman, Music
Norman Locks, Art
Suresh Lodha, Computer Science
Charles L. Lord, Film and Digital Media
Pavel Machotka, Psychology, Emeritus
Dominic W. Massaro, Psychology
William G. Mathews, Astronomy and Astrophysics
Jennie Lind McDade, Art
Charles E. McDowell, Computer Science
Leta E. Miller, Music
Margaret Morse, Film and Digital Media
Nobuho Nagasawa, Art
Paul Nauert, Music
Nicole A. Paiement, Music
Jennifer Parker, Art
Kenneth Pedrotti, Electrical Engineering
Paul Rangell, Art
Barbara Rogoff, Psychology and Education
Elaine Yokoyama Roos, Theater Arts
Norvid J. Roos, Theater Arts, Emeritus
Bruce Rosenblum, Physics
Warren Sack, Film and Digital Media
John M. Schechter, Music
Catherine M. Soussloff, History of Art and Visual Culture
Shelley Stamp, Film and Digital Media
Audrey E. Stanley, Theater Arts, Emerita
Brian J. Staufenbiel, Music
Elizabeth Stephens, Art
Undang Sumarna, Music
David Swanger, Education and Creative Writing
John W. Tamkun, Molecular, Cell, and Developmental Biology
Othmar T. Tobisch, Earth Sciences, Emeritus
Judith Todd, Writing
Andrey Todorov, Mathematics
Allen Van Gelder, Computer Science
Lewis Watts, Art
C. Gordon Wells, Education
Linda Werner, Computer Science
James Whitehead, Computer Science
Paul Whitworth, Theater Arts
Jane P. Wilhelms, Computer Science
Quentin C. Williams, Earth Sciences
Mel Wong, Theater Arts
College Administrative Officer
Michael Yamauchi-Gleason
Staff
Susan J. Beach, Administrative Assistant to the Provost
Deborah Belville, Academic Preceptor
Tanya Bennett, Administrative Assistant to the College Administrative
Officer
Thais Bouchereau, Coordinator for Residential Education
Janice Cockren, Academic Preceptor
Jeanine Cowan, Coordinator for Residential Education
Eugene Ervin, Relief Proctor
Robert Giges, Academic Preceptor
Wayne Hendrickson, Senior Night Proctor
Deva Hymen, College Programs Coordinator
Ryan Jones, Coordinator for Residential Education
Cecilia Kerridge, College Receptionist
Robin May-Jarvis, Assistant College Programs Coordinator
Kalin McGraw, Housing Coordinator
Todd J. McGregor, Assistant College Administrative Officer for Student
Life
Jesse Rodriguez, Maintenance Assistant
Jennifer Siecienski, Coordinator for Residential Education
Mary Spafford, College Academic Adviser
David Sulser, Maintenance Supervisor
Paula Trujillo, Financial Coordinator
Kresge is an experience that will allow you to learn a lot about yourself, be independent and learn to take responsibility for yourself.
—Yvette Keller, Psychology and Modern Literature (double major)
Academic Emphases
Kresge faculty are primarily from the humanities, but they include anthropologists, artists, writers, dramatists, journalists, and political theorists. The college houses the Departments of Literature and Women’s Studies, the Writing Program, the journalism minor, and the Dickens Project.
Kresge’s core course, Cultural Intersections, invites active participation in the creation of new social possibilities. The Kresge core course asks: How do we construct our notions of race, gender, class, and sexuality, and how might we? What tensions and what possibilities exist among individual creativity, cultural determination, and social responsibility? How does language reflect—and how might it alter—our shifting perspectives as a culture? Class conversations, written essays and commentaries, readings, films, field trips, and workshops help students challenge theory and social practice in meaningful “real-world” ways.
The core course is a time where as a first-year student, you have a small class where your voice counts. It is a place to challenge your ideas and the way you think about things [by] introducing new ideas in a very open atmosphere that is safe and comfortable.
—Angela Phipps, Literature
The core course seeks to open avenues to new ways of thinking and to various academic disciplines at the university, as it integrates the student’s intellectual, social, and personal lives in a stimulating and supportive environment. The core course develops critical writing and thinking skills that prepare students for the rapidly changing multicultural world of the year 2000 and beyond. Special sections of the core course are designed specifically for transfer students, who can enroll in this course as an elective. These sections emphasize the same issues and skills development within a context that explores a transfer student’s particular concerns on entering the university.
In addition to the core course, Kresge offers a series of courses taught by faculty affiliated with the college. These courses give students a chance to study in small groups with faculty on topics close to faculty research interests and provide training in skills helpful to students as they begin their majors. A new array of classes is offered each year. Some of the courses in the past have been taught by senior faculty in mathematics, anthropology, history, literature, and journalism.
Advising
Academic advising at Kresge is done by two professional academic advisers and staff through a well-developed peer advising system that is designed to support four-year undergraduate programs as well as the concerns of transfer students. Student Peer Advisers, writing tutors, and a mathemetics computer tutor offer students extensive individual academic guidance and support as a resource provided by the college without additional charge.
I see a lot of new frosh and new transfer students who aren’t sure about where the process starts. I can talk with them and together we can solve their problems and suddenly the university doesn’t seem so big.
—Kevin Tresham, Politics; Student Peer Adviser
Residential Life
Kresge was the sixth college to be built on the UCSC campus. The college was founded on the principle of participatory democracy as a means of encouraging a strong sense of community. Architecturally renowned, Kresge has apartments rather than residence halls.
The Kresge apartments attract students with a strong sense of independence and community participation. Distinctively designed, the apartments are configured for four or seven people. Kitchen and living areas look out onto the street, with other rooms facing the surrounding redwood forest. At Kresge East, apartments are folded into the forest for greater quiet. These apartments with four single bedrooms are typically reserved for continuing upper-division stu-dents; this includes specific apartments set aside for transfer and re-entry students—those 25 years of age or older.
The residential life staff at Kresge work to bring students of similar interests and diverse backgrounds together academically and socially by designing special programming based on student interest. The programs focus on celebrating the diversity of the residential community, on multicultural community-building, and on academic success, through potlucks, film series, music events, time-management and study-skills advising, sports events, career and graduate school advising, mural painting, and evening concerts at the Provost’s House with faculty, staff, and students.
[Living at Kresge] takes a person who is confident with who they are . . . someone who is independent. You cook your own meals, live in a house environment with others who don’t necessarily share the same view as you. It is a lot of work, but it has a big payoff. The people I lived with are
still my best friends today.—Samantha Vincent, Psychology
Community Life
Students provide and receive support in many ways at Kresge College. There are a wide variety of events and activities: lectures, workshops, trips, plays, dances, concerts, and films. The nature and tenor of these events are a reflection of the interests and dedication of students and staff, who are committed to providing voice and opportunity for all community members.
Students actively shape the college community through participation in Kresge Parliament, an openly structured student organization responsible for voting the allocation of all college membership fees in support of activities and events. Parliament and monthly Town Meetings also serve as a forum for the discussion of college and campuswide issues with college staff and faculty.
Transfer Students
In recognition of the wealth of diversity that transfer students bring to the community—in terms of culture and experience—Kresge is the home of the Transfer Center for campuswide transfer students regardless of college affiliation. This is a staffed facility where students can gather to relax, socialize, hold meetings, and obtain campus information and resource support in a central location. The resource center offers workshops, social evenings, and special events that are tailored to meet the needs of transfer students.
Kresge has provided a place for me, as a transfer student, where my questions and concerns have been addressed. As a Peer Adviser, it has become my commitment to work with the Kresge community to provide students with an environment where they can experience the richness of university life.
—Julie Taylor, Literature; Chancellor’s Undergraduate Internship Program
Kresge also offers special advising workshops and 2- and 3-credit courses designed to help transfers in the process of entering the university and moving forward in their careers from here.
Facilities
Kresge’s unique style is also evident in its physical structures. At the entrance to the college is the restful Piazetta with its “un-fountain.” Spinning off from the Piazetta are the Transfer Center, the Commuter Lounge, and the Student Lounge, equipped with television and VCR. In addition to the Transfer Center, as a unique facility on the campus, the Commuter Lounge is a place for off-campus students who want to use a kitchen, shower, or lockers while on campus. The Photo Lab Co-op is above the Piazetta and offers 24-hour accessibility to darkroom equipment. Adjacent to the nearby meadow are the Recreation Room, a racquetball court, and an outdoor basketball court. The center of the college includes the beautiful Study Center with its soaring ceilings and walls of glass overlooking the forest. College facilities include a computer lab equipped with PCs for student use. Kresge also has the student-run Food Co-op, where healthful and organic produce is sold and working memberships are available. At the top of the college are the Town Hall performance facility, the Music Co-op, and a restaurant.
If people are looking for an atmosphere that is accepting to different personalities and mind frames, and want the independence to work with other students, Kresge offers that. Kresge really strives to have a community of people, but leaves space to assert your independence.
—Diem Do, Community Studies
For more information, call (831) 459-2071 or visit the web site: www2.ucsc.edu/kresge.
Kresge Faculty and Staff
Associate Provost
Conn Hallinan, Journalism
Members
Ralph H. Abraham, Mathematics, Emeritus
Bettina Aptheker, Women’s Studies and History
Murray Baumgarten, English and Comparative Literature
Raoul Birnbaum, History of Art and Visual Culture
Tina Campt, Women’s Studies
Shelly E. Errington, Anthropology
J. Peter Euben, Politics, Emeritus
Marge Frantz, American Studies and Women’s Studies, Emerita
Carla Freccero, Literature
Pascale Gaitet, French Literature and Language
Jody Greene, English Literature
Henry R. Hilgard, Molecular, Cell, and Developmental Biology, Emeritus
Emily Honig, Women’s Studies and History
Akasha Hull, Women’s Studies and Literature, Emerita
Earl Jackson Jr., Japanese Literature
John O. Jordan, English Literature
Elise Knittle, Earth Sciences
Diane K. Lewis, Anthropology, Emerita
Nathaniel E. Mackey, 20th-Century Literature, Afro-American Literature,
Creative Writing
Mary Kay Martin, Writing, Emerita
Alma Martínez, Theater Arts
Carolyn Martin Shaw, Anthropology
Geoffrey Mason, Mathematics
Karen C. McNally, Earth Sciences, Emerita
Robert L. Meister, Politics
Helene Moglen, English Literature
Madeline Moore, English Literature, Emerita
Lisa Rofel, Anthropology
Matthew Sands, Physics, Emeritus
John H. Schaar, Politics, Emeritus
Danny Scheie, Theater Arts
Paul N. Skenazy, American Literature
Roswell Spafford, Writing
Richard Terdiman, Literature
Anna Tsing, Anthropology
Karen Tei Yamashita, Literature
Honorary Member
Jacquelyn Marie, Librarian, McHenry Library
College Administrative Officer
Michael Yamauchi-Gleason
Staff
Jimmy Brown, Senior Proctor
Linda Corralejo, Receptionist
Carolyn Crandall, Academic Preceptor
Virginia Fitzmaurice, Judicial Officer
Christine Flores, Housing Coordinator
Angela Galindo, Advising and Records Coordinator
Matt Hieger, Custodian
Barbara Lee, Services to Academic Staff Assistant
Robin McDuff, Maintenance Supervisor
Ian Mitchell, Maintenance Assistant
Claudia Parrish, Transfer Center Coordinator
Darien Rice, Groundskeeper
Karen Rosewood Hooper, Assistant College Administrative Officer
Peg Shemaria, Counseling Psychologist
Mary Sierra, Financial Coordinator
Julie Taylor, Academic Preceptor
Ginger Welsh, College Programs Coordinator
Betsy Wootten, Services to Academic Staff Supervisor
Mindy Yaninek, Assistant to the Provost
To Be Appointed, Assistant to the College Administrative Officer
Oakes was founded in 1972 to provide high-quality education to students from diverse cultural and social backgrounds. Students, staff, and faculty associated with the college believe that learning takes place not only in the classroom but also in residential settings. For that reason, they work hard to create a multicultural community whose members strive together toward certain universal goals—including equal access to educational opportunity and freedom from oppression—while simultaneously affirming and celebrating some of the distinctive aspects of the different backgrounds from which they come.
Academic Emphases
Oakes faculty members represent a variety of disciplines in the humanities, social sciences, and physical and biological sciences. Since its founding, Oakes has made a special effort to provide academic programs and experiences for underrepresented groups, including women. These programs and experiences are enriched by the presence of core faculty from disciplines housed in the college: American studies, world literature, and history of consciousness. Oakes graduates have gone on to successful careers in fields such as medicine, law, education, medical research, and community service.
The Oakes core course, Values and Change in a Diverse Society, is required of all first-year students. The course is writing intensive and examines individual and collective responses to issues of culture, gender, sexuality, race, and class. Trans-fer students with fewer than 45 transferable quarter credits are required to take the core course.
Students at Oakes are challenged in many ways. Not only do they have the opportunity to live and work with people from different backgrounds, but they are also expected to demonstrate academic excellence in their chosen fields of study. To enable all students to do well—regardless of their level of high school preparation—a variety of services are available:
- The Learning Center at Oakes College offers a study center as well as tutoring and advising. Special assistance in writing and tutoring in a variety of subjects are offered to Oakes students and EOP students.
- The Oakes Computer Lab provides access to 20 PC computers for Oakes students.
- Oakes Community Service provides students with information about and assistance in making contact with a wide variety of community service organizations. All Oakes students are encouraged to contribute service to public agencies, schools, and community organizations in the city of Santa Cruz and in economically deprived areas of Santa Cruz and Monterey Counties. Oakes students serve as tutors, teachers, mentors, and community builders. Academic credit is available through the Oakes Community Service course.
- Academic and psychological counselors work with students to help them overcome obstacles to learning and realize their full potential.
College Community and Facilities
Oakes College, located on the west side of the UCSC campus, commands a sweeping view of Monterey Bay. Students may choose between apartment and residence hall living. The residence halls have lounges on each floor, attractive courtyards, and views of the ocean and the city of Santa Cruz. The college’s residence halls and apartments are arranged into “blocks.” Five students share an apartment, along with the responsibilities for maintaining it and cooking their own meals. Residence halls are coed and provide space for students in double and single rooms. Rest-room facilities for each gender are located on each floor.
Full-time coordinators for residential education and neighborhood assistants help residents develop cooperative ways of living together. As one student put it, “Oakes is a community where people of many different colors, backgrounds, interests, and goals form a friendly neighborhood. We share our cultures and adapt to the different lifestyles of our neighbors.” The residential program is designed to assist all students in integrating their academic and social needs. The residential staff hosts activities such as brunches, study breaks, and block dinners, each with a different theme and often reflecting the various cultures represented by Oakes students. Other events include once-a-month College Night programs in the dining hall, weekend videos, TGIFs, celebrations of cultural traditions such as Kwanzaa and Dia de los Muertos, an annual Harvest Dinner for the Oakes community, a Valentine’s Day party, and a spring block party.
The college staff seeks to nurture and sustain a community in which mutual respect, understanding, and concern for others are the norm. Within that atmosphere of community expectations, students are also supported and encouraged to find room for their own creative personal expression.
The other physical facilities at Oakes further support the special programs of the college and provide recreational opportunities for the students. College facilities include the Learning Center, administered by the Academic Resources Center, with computers and seminar rooms; a multipurpose room for lectures, movies, and small theater productions; a college library; a lounge used for college dinners and meetings; a dining facility shared with College Eight; TV lounges in the residences and adjacent to the coffee shop; and a small basketball court, the “Underdome.” Additional recreational facilities located close to the college include tennis courts, a large soccer field, and an indoor basketball court.
A grant from the San Francisco Foundation—from Roscoe and Margaret Oakes Foundation funds—was used in partnership with public funds for the construction of Oakes. Part of the grant was used to establish an endowed fund for the college.
For further information, call (831) 459-2558 or visit the web site: oakes.ucsc.edu.
Oakes Faculty and Staff
Provost
Pedro G. Castillo, History
Fellows
David H. Anthony III, History
George R. Blumenthal, Astronomy and Astrophysics
Barry Bowman, Molecular, Cell, and Developmental Biology
Victor Burgin, History of Consciousness, Emeritus
Max Camarillo, Counseling and Psychological Services
James T. Clifford, History of Consciousness
Christopher Connery, Chinese Literature
Michael H. Cowan, Literature and American Studies
Angela Y. Davis, History of Consciousness
Teresa de Lauretis, History of Consciousness
David E. Dorfan, Physics
Barbara L. Epstein, History of Consciousness
James B. Gill, Earth Sciences
Susan Gillman, American Literature
Kirsten Gruesz, Literature
Donna J. Haraway, History of Consciousness
Yvette Huginnie, American Studies
Sharon Kinoshita, Literature and Language Studies
David S. Kliger, Chemistry and Biochemistry
Miriam F. Landesman, Economics and Mathematics
Ann M. Lane, American Studies
Diane K. Lewis, Anthropology, Emerita
Pradip K. Mascharak, Chemistry and Biochemistry
Eric Porter, American Studies
Catherine Ramirez, American Studies
Renya Ramirez, American Studies
A. Christina Ravelo, Ocean Sciences
Forrest G. Robinson, American Studies
Tricia Rose, American Studies
Donald L. Rothman, Writing
Daniel Selden, Literature
Mary W. Silver, Ocean Sciences
Neferti Tadiar, History of Consciousness
Frank J. Talamantes, Molecular, Cell, and Developmental Biology
Hayden White, History of Consciousness, Emeritus
Rob Wilson, Literature
Stephen C. Wright, Psychology
Judy Yung, American Studies
Adrienne L. Zihlman, Anthropology
Honorary Associates
J. Herman Blake
Bruce N. Cooperstein
David Dodson
Allen B. Fields
Dolores Huerta
Elba R. Sánchez
College Administrative Officer
Mari Ortiz-McGuire, Interim
Staff
Cher Bergeon, Academic Preceptor
Ira Beyah, Relief Proctor
Antoine Bracy, Coordinator for Residential Education
Lowell Burton, Maintenance Supervisor
Thomas Casey, Community Service Coordinator
Terry Cohelan, Senior Maintenance Assistant
Stephanie Coulter, Assistant to Provost and to College Administrative
Officer
Kathy Durcan, Academic Services Assistant
Mary Hindman, Financial Coordinator
Paula Holz, Counseling Psychologist
Elaine Kihara, Academic Preceptor
C. J. Leslie, Groundskeeper
Gwendolyn Mathieu, Housing Coordinator
Marie Morones, College Assistant
Emilio Navarro, Maintenance Assistant
Anne Oandasan, EOP Academic Counselor
Osiris Ortiz, College Programs Assistant
Kelli Riggs, College Programs Coordinator
Patti Traugott, Advising and Records Coordinator
Nick Yukich, Senior Proctor
The theme of College Eight—Environment and Society—is concern for social, political, scientific, and ethical issues, recognizing the essential interconnections among human beings and between humans and all other forms of life. College Eight faculty are drawn primarily from the Environmental Studies, Sociology, and Community Studies Departments, but also include faculty from other disciplines, such as biology, computer engineering, computer science, Earth sciences, mathematics, physics, and psychology.
The students who come to College Eight bring with them a wide variety
of life, work, and educational experiences. They represent all the disciplines
in their choices of major. They also represent a rich diversity of cultural
backgrounds. A large number of transfer students attend College Eight
and tend to have a clear sense of their educational and professional
objectives. For first-year students, the college fosters an exciting,
interdisciplinary intellectual atmosphere in which to explore their academic
interests and potential. This mix of ages and backgrounds creates a refreshingly
easy fellowship among faculty, staff, and students.
Academic Emphases
The College Eight core course, Environment and Society, examines different perspectives on environment and community in the contemporary world. Through a series of lectures, films, readings, and small-group discussions, the course provides an opportunity for first-year students to work together on issues of vital importance, to share their diverse backgrounds, cultural heritage, and points of view. The course, which is required of all first-year students, features guidance and practice in the skills necessary for successful study at the university level.
College Eight students and faculty are encouraged to develop courses, conferences, and field projects. Internships and field studies offer an opportunity to link classroom theory with action in the community.
College Community and Facilities
College Eight is located on a sunny, terraced hillside on the west side of the UCSC campus, a site that offers a spectacular view of Monterey Bay and the California coastline. The college is designed to encourage interaction among resident and commuter students, faculty, and staff. Outdoor spaces allow for relaxing, informal opportunities to converse and socialize; they include small residence hall patios, grass quadrangles, and a large plaza—the heart of the college—where pedestrian traffic converges. Adjacent to the college are recreational facilities including the West Field House, tennis courts, basketball and sand volleyball courts, and playing fields. The Theater Arts and Music Centers, McHenry Library, and Porter and Oakes Colleges are a short distance from the college.
College Eight’s facilities include an academic building that accommodates the college office; the Sociology and Community Studies Departments, and associated research centers; a computer lab with printers; five classrooms; and faculty offices.
Approximately 390 students live in a community of two- and three-story residence halls with single and double rooms and suites. The residence halls include designated study lounges, laundry facilities, and lobbies that serve as living rooms—favorite places where residents gather to relax, watch television, and catch up on the news of the day. Another 260 students are housed in College Eight’s two-, three-, and four-bedroom apartments, which are generally reserved for students at the sophomore level and above.
The college’s enthusiastic residential staff is composed of coordinators for residential education, who are full-time live-in professionals, graduate students, or campus staff members, along with undergraduate resident assistants and community assistants. The residential staff plans a variety of educational and recreational events including community barbecues, outdoor movies, and a quarterly cultural festival celebrating the diversity of our community. More intimate gatherings include study breaks, coffee talks, brunches, and potlucks. The residential staff is available to ease the transition to college life, making the college a comfortable new home for our residents.
The Student Commons building contains the office of College Eight’s college programs coordinator as well as two conference rooms and a study center for student use. The lively College Eight Café features a pool table and a quiet, comfortable corner with couches. The café is a favorite haven and gathering place for students, faculty, staff, and other members of the campus community.
The College Eight Student Programs Office, in conjunction with the student government and student organizations, plans celebrations of the college community’s varied cultural traditions through music and food at our social hours, College Nights, and dances. Special efforts are made to plan events that reflect the multicultural population through festivals, theatrical performances, dance performances, and seminars and workshops. The seminar series provides opportunities for faculty, students, staff, and visitors to share their research, field programs, and other interests with the college and campus communities. Topics have included the Peace Corps, urban growth, and the politics of occupational hazards.
The Student Programs Office also arranges off-campus events such as trips to the Monterey Bay Aquarium, bird-watching and kayaking at Elkhorn Slough, and observing the elephant seals at Año Nuevo State Reserve.
Above all, College Eight seeks to create a community of inclusion, in which each person is encouraged to share and explore beliefs, worldviews, values, and ideas in an atmosphere of mutual support and trust.
For more information, contact the college at (831) 459-2361, e-mail 8housing@ucsc.edu or chas@ucsc.edu, or visit the web site: www2.ucsc.edu/eight/.
College Eight Faculty and Staff
Provost
Andrew Szasz, Sociology
Fellows
Jennifer K. Anderson, Environmental Studies
David P. Belanger, Physics
Julie Bettie, Sociology
John G. Borrego, Latin American and
Latino Studies
Bruce Bridgeman, Psychology
David T. Brundage, Community Studies
Monica J. Casper, Sociology
Bruce N. Cooperstein, Mathematics
Daniel P. Costa, Ecology and Evolutionary Biology
Ben Crow, Sociology
Robert R. Curry, Environmental Studies, Emeritus
Daniel F. Doak, Environmental Studies
Bryan H. Farrell, Environmental Studies, Emeritus
F. Joel Ferguson, Computer Engineering
Andrew Fisher, Earth Sciences
William H. Friedland, Community Studies and Sociology, Emeritus
Hiroshi Fukurai, Sociology
Margaret H. Fusari, Environmental Studies; Natural Reserve Director
Joaquín García-Luna, Computer Engineering
Viktor Ginzburg, Mathematics
Stephen R. Gliessman, Environmental Studies
Walter L. Goldfrank, Sociology
David Goodman, Environmental Studies
Gary B. Griggs, Earth Sciences; Director, Institute of Marine Sciences
Brent Haddad, Environmental Studies
David P. Helmbold, Computer Science
Phokion G. Kolaitis, Computer Science
David C. Koo, Astronomy and Astrophysics
Tracy Larrabee, Computer Engineering
Deborah Letourneau, Environmental Studies
Paul M. Lubeck, Sociology
Paul Niebanck, Environmental Planning, Emeritus
James R. O’Connor, Sociology, Emeritus
Art Pearl, Education, Emeritus
John S. Pearse, Ecology and Evolutionary Biology, Emeritus
James E. Pepper, Environmental Planning, Emeritus
Daniel M. Press, Environmental Studies
Mary Beth Pudup, Community Studies
Peter T. Raimondi, Ecology and Evolutionary Biology
David M. Rank, Astronomy and Astrophysics, Emeritus
Craig Reinarman, Sociology
Michael Rotkin, Community Studies
Martine D. F. Schlag, Computer Engineering
Daniel Scripture, Writing
Michael Soulé, Environmental Studies, Emeritus
Nancy Stoller, Community Studies
Anujan Varma, Computer Engineering
Candace West, Sociology
Terrie M. Williams, Ecology and Evolutionary Biology
Deborah A. Woo, Community Studies
Affiliate Fellows
William Jackson (Jack) Davis, Ecology and Evolutionary Biology
Sylvia Jenkins, Music
Burney Le Boeuf, Ecology and Evolutionary Biology, Emeritus
Joel R. Primack, Physics
Brian Walton, Environmental Studies;
Coordinator, Predatory Bird Research Group
College Administrative Officer
Mary McKinnon, Interim
Staff
David Barry, Senior Proctor
Paul Bianchini, Facilities/Maintenance Supervisor
Jan Burroughs, Academic Preceptor
Jody Croce, Café Manager
Wendy Gittings, Café Assistant Manager
Robin Kirksey, Financial Coordinator
Heidi Lewin, College Programs Coordinator
Sandy Lord, Financial Coordinator
Charles Meusel, College Assistant
A. Patrice Monsour, Counseling Psychologist
Lauren Reed, Academic Preceptor
Sara Walsh, Assistant to the Provost and Coordinator of Advising and Records
Paul Willis, Coordinator for Residential Education
Baldo Zaragoza, Maintenance Assistant
At College Nine, we introduce students to our increasingly interconnected world. Students can learn about the impact of economic globalization. We also expect them to come to appreciate the diversity of cultural traditions.
—Campbell Leaper, College Nine Provost
Academic Emphases
College Nine’s theme of International and Global Perspectives emphasizes the importance of both diversity and unity in understanding individuals and societies. The academic and cocurricular programs are designed to explore the wide diversity found in the world based on people’s economic opportunities, political power, and cultural traditions. At the same time, we consider how people across the world are becoming interconnected through global economies, education, mass media, jet travel, and computers. Students interested in these issues either as their major focus or as part of their general education are invited to join the College Nine community.
Writing Seminar
In the first-quarter frosh course, International and Global Perspectives: A Writing and Discussion Seminar, students examine current issues pertinent to the college’s intellectual theme. Topics address issues such as globalization, inequities in wealth and poverty across the world, human rights, and regional conflicts.
The seminar emphasizes the development of students’ writing skills. Being able to write well is a valuable asset for success in college and later in most careers. Students write several reflective and analytical papers during the quarter. Each paper undergoes at least one revision after the student receives constructive feedback from the instructor. Thus, the instructors work closely with each student throughout the quarter.
Special Academic Programs
Optional programs are available to involve College Nine students in academic and cocurricular activities beyond the first-quarter course. They are designed to promote students’ academic achievement and success by connecting them with faculty mentors and helping them pursue leadership experiences in particular contexts.
Exploring A World of Possibilities Workshop
College Nine students have the option of enrolling in Exploring A World of Possibilities Workshop. This 2-credit course meets once per week and can be taken in addition to the regular 15-credit academic load. The workshop emphasizes small-group experiential learning. Students examine social, cultural, political, and environmental issues. These explorations involve examining one’s own life experiences and identity development in relation to multicultural and global perspectives. The course includes discussions, group activities, film presentations, and guest speakers.
Service Learning
Students can extend their learning beyond the classroom by getting practical experience and course credit working as an intern for a community or business organization. This type of practical experience is known as service learning or field study. Examples include assisting in a classroom or at a homeless shelter. College Nine has its own service-learning program. In addition, there are a variety of service-learning programs in the academic Departments in the social sciences, including Community Studies, Environmental Studies, Sociology, Economics, Latin American and Latino Studies, and Psychology. Whether through their major or College Nine, students enrolled in one of these programs work with both a field supervisor and a faculty sponsor. The field supervisor guides the student at the practicum site, while the faculty sponsor helps the student develop a reading list and paper topic related to the placement. The College Nine advisers will help direct students to possible practicum programs at the college or in academic departments.
Students as Teachers and Mentors
College Nine students have special opportunities to become course assistants, tutors, and student mentors. By enrolling in Teaching a World of Possibilities, students gain independent experience as teachers leading their own discussion sections of a College Nine course. They receive close supervision that emphasizes a collaborative approach to developing and enhancing teaching, communication, and leadership skills. The College Nine academic advisers can also direct students to other opportunities for student-teaching and peer-mentoring programs on campus. These are excellent opportunities to work closely with a faculty member and to develop one’s own skills as a teacher and a leader.
Education Abroad
The UC Education Abroad Program places students at a university in another country for one or more quarters. Studying abroad can be a valuable way to expand one’s understanding of the world. Given the international focus at College Nine, students are encouraged (but not required) to develop a second language or to study abroad.
Global Information Internship Program
The Global Information Internship Program (GIIP) places highly motivated students—trained in social science and information technology—in internships with nongovernmental organizations and community groups. Students in GIIP help these organizations and groups in the use of Internet-based information and communications technologies. Interns acquire leadership and organizational skills through the “learning-by-doing” method. For more information, visit the web site at www2.ucsc.edu/giip/.
Research Opportunities
The faculty at UC Santa Cruz are ranked high in their quality of research. College Nine students are encouraged to take advantage of the many excellent opportunities available to work closely with faculty as research apprentices. Students will find many internship, independent study, or senior thesis programs in the departments of most majors. The College Nine academic advisers will help link students with these programs. College Nine students will also have connections to faculty affiliated with various research institutes concerned with international and global issues. They include the following:
- The Center for Agroecology & Sustainable Food Systems
- The Center for Global, International and Regional Studies
- The Center for Justice, Tolerance, and Community
- The Chicano/Latino Research Center
- The Santa Cruz Center for International Economics
College Nine Scholars Program
Eligible College Nine frosh may apply to the Scholars Program. This includes enrolling in an honors section of the frosh writing seminar in the fall quarter, the 2-credit workshop in the winter, and a special seminar in the spring. The Scholars Program may continue into the sophomore year.
College Nine Pathways to Distinction
Another feature of College Nine is that qualified students may graduate with College Nine Distinction. This recognition is intended to serve as an incentive for students to pursue activities that are especially apt to help them succeed in college and beyond. Two pathways are possible:
Research and scholarship. In this pathway, students pursue research with faculty by completing three quarters (15 credits) of work on a senior thesis or a research internship. Students may be recognized with College Nine Distinction if they do a thesis or a research internship in their major on a topic related to international or global issues.
Language and culture. Students who enroll in at least three quarters (15 credits) in either Education Abroad or a foreign language (or a combination) may qualify for College Nine Distinction.
College Community and Facilities
Founded in fall 2000, College Nine is one of the newest colleges at UCSC. Consistent with UCSC’s founding vision, College Nine creates an integrated living and learning environment through engaging academic and extracurricular programs. The college motto, “Celebrating A World of Possibilities,” describes exciting cocurricular opportunities to learn more about the world in which we live.
Monthly Theme Programming
The College Nine theme of International and Global Perspectives forms a central foundation of our programming. Each month, we focus on a different region of the world, and students and staff work together to develop programs, providing opportunities to learn about and enjoy different aspects of the region. Theme events may include faculty presentations, field trips, film series, and hands-on arts programs.
A highlight each month is the College Nine Theme Festival. This popular event, planned by students, brings together the entire college community to enjoy live entertainment and learn how to make some of the culinary delights from a particular region of the world. These events allow students to celebrate another culture in a relaxed and festive atmosphere.
There is also a monthly Book Club meeting. Students come together one evening to discuss a fiction or nonfiction book related to the region of the world being featured that month. It is a way to meet other students and share one’s impressions about a book.
College Nights
Every quarter, students and staff work together to plan College Nights, which are large-scale community celebrations, held in the dining commons and open to all College Nine students whether or not they live on campus. These events may focus on particular cultures of the world or other student-generated ideas. College Nights include food, entertainment, and educational materials related to the theme. Some past College Nights have been Winter Holidays from Around the World, Carnival, and Asian Traditions.
Intercultural Communication Weekend
This two-day retreat provides international and American students from diverse backgrounds the opportunity to explore various components of intercultural communication. Through a series of structured exercises and small-group discussions, students share perspectives on issues such as multiculturalism, values orientation, and diversity. The goal of the workshop is to build community and friendship among international and American students as well as to increase students’ understanding of the complexity of communicating across cultures. The Intercultural Communication Weekend is optional; students apply for this opportunity in the fall.
International Living Center
The International Living Center (ILC) at College Nine offers a unique living environment fostering understanding, cooperation, and friendship among people from different nations, cultures, and backgrounds. Half of the residents are students from the United States, and the other half are students from various countries around the world. Students reside in the College Nine Apartments.
Fall Leadership Institute
Student leadership and involvement are key to successfully building the new College Nine community. The Fall Leadership Institute offers students the opportunity to develop leadership skills and to develop efficacy as world citizens and leaders at College Nine. The institute meets weekly throughout fall quarter, providing a wide range of exercises, guest speakers, discussions, and debates.
Other Cocurricular Opportunities
Getting involved in cocurricular activities is a predictor of college success. Not only do college activities help students make friends, they foster leadership and group cooperation skills. There are many opportunities at College Nine for student involvement, including the College Nine Student Government Association and the College Nine Programming Board. These organizations are responsible for many of the programs previously described. Additionally, there is Recreation 101, which plans dances, ski trips, and intramural sports for College Nine students. There are more specialized groups such as the A Cappella Singing Group.
Physical Surroundings
College Nine is situated in a redwood grove next to the Social Sciences 1 and 2 Buildings near the heart of campus. Peabody’s Coffee Cart, located on the ground floor of Social Sciences 2, serves espresso drinks, pastries, and sandwiches. Also, one of the campus’s Instructional Computing Labs is conveniently located in the Social Sciences 2 Building.
A nature preserve serves as College Nine’s “backyard.” College Nine students have immediate access to hiking, running, and mountain bike trails in the adjacent forest.
Newly constructed residence halls with 400 single and double bedrooms opened in fall 2002. These fully furnished residence halls include student lounges, recreational spaces, and Internet connections. In addition, a state-of-the-art dining hall with an adjoining game room and student lounge for both Colleges Nine and Ten opened in fall 2002.
Colleges Nine and Ten also house approximately 300 upper-division students in newly constructed apartments, with 190 students in single bedrooms and the balance in double and triple rooms. All apartments have full kitchens, living rooms, bathrooms, and Internet connections. Ground-floor apartments have decks, and most upper apartments have private balconies.
For more information about academic or general college programs, call (831) 459-5034, e-mail rbauman@ucsc.edu, or visit the web site: collegenine.ucsc.edu.
College Nine Faculty and Staff
Provost
Campbell Leaper, Division of Social Sciences; Psychology
Charter Fellows
Joshua Aizenman, Economics
Dilip Basu, History
Donald Brenneis, Anthropology
Eileen Brooks, Economics
Edmund Burke III, History
Nancy Chen, Anthropology
Weixin Cheng, Environmental Studies
Mark Cioc, History
Annette Clear, Politics
Catherine R. Cooper, Psychology and Education
Ben Crow, Sociology
Jonathan A. Fox, Latin American and Latino Studies
K. C. Fung, Economics
Margaret (Greta) A. Gibson, Education and Anthropology
Per F. Gjerde, Psychology
Stephen R. Gliessman, Environmental Studies
Walter L. Goldfrank, Sociology
June A. Gordon, Education
Isebill V. Gruhn, Politics
Michael M. Hutchison, Economics
David E. Kaun, Economics
Kenneth Kletzer, Economics
Daniel T. Linger, Anthropology
Ronnie D. Lipschutz, Politics
Suresh Lodha, Computer Science
Paul M. Lubeck, Sociology
Jaye Padgett, Linguistics
Hugh Raffles, Anthropology
Helen Shapiro, Sociology
Nirvikar Singh, Economics
Michael E. Urban, Politics
Carter Wilson, Community Studies, Emeritus
College Administrative Officer
Deana Slater
Senior Academic Preceptor
Robert Taylor
Staff
Abbey Asher, Special Projects Coordinator
Rachel Bauman, Associate College Administrative Officer
Wendy Baxter, Manager of Cocurricular Programs
Luke Botzheim, Coordinator of Residential Education
Nancy Cha, Coordinator of Residential Education
Olivia Chan, Assistant to the Provost
Sofia Garcia, College Programs Coordinator
Jane Hartman, Assistant to the Provost and the College Administrative
Officer
Amy Hyler-Essig, Housing Coordinator
Jay Johnson, Proctor
Audrey Kim, Psychologist
Victor Kimura, Financial Analyst
Marcia Levitsky, Academic Adviser
Matt Lozano, Housing Assistant
Ed Machado, Proctor
Andrea Monroe, Manager of Cocurricular Programs
Simon O’Shea, Coordinator of Residential Education
Erin Ramsden, Cocurricular Programs Coordinator
Brett Riale, Senior Building Maintenance Supervisor
Sarah Woodside, Coordinator of Residential Education
Our goal at College Ten is to foster students’ concerns for social justice and their respect for diversity. This appreciation develops through both understanding and practice. Students can study the roots of social problems such as prejudice, ethnic hatreds, poverty, and political oppression. Another form of learning can occur through involvement in community organizations and other agencies. In these ways, we hope our students can contribute to the makings of a better world.
—Campbell Leaper, College Ten Provost
Academic Emphases
College Ten’s theme of Social Justice and Community addresses a range of social problems and their impact on all members of society. In particular, the academic and cocurricular programs consider the injustices that many people confront in their lives. Possible community and governmental policies for addressing social, political, and economic inequalities are also examined. In addition, the college provides students with opportunities to make their own positive contributions to social change through community involvement or scholarly research.
The college curriculum will explore the causes and consequences of social injustice in several ways. Students will examine the roots of prejudice, discrimination, and violence directed toward groups based on their ethnicity, skin color, gender, sexual orientation, religious beliefs, or political views. They will also consider the causes and consequences of poverty both within the United States and across the world.
Writing Seminar
In the first-quarter frosh course, Social Justice and Community: A Writing and Discussion Seminar, students examine current issues pertinent to the college’s intellectual theme. Topics address issues such as poverty, discrimination, and economic injustice. Ways that communities, governments, and businesses can address inequities in society are also examined.
The seminar emphasizes the development of students’ writing skills. Being able to write well is a valuable asset for success in college and later in most careers. Students write several reflective and analytical papers during the quarter. Each paper undergoes at least one revision after the student receives constructive feedback from the instructor. Thus, the instructors work closely with each student throughout the quarter.
Special Academic Programs
Optional programs are available to involve College Ten students in academic and cocurricular activities beyond the first-quarter core course. They are designed to promote students’ academic achievement and success by connecting them with faculty mentors and helping them pursue leadership experiences in particular contexts.
Social Justice Issues Workshop
College Ten students have the option of enrolling in the Social Justice Issues Workshop in winter quarter. This 2-credit course meets once per week and can be taken in addition to a regular 15-credit academic load. The workshop offers a small, dynamic learning community in which members explore important issues of personal and cultural identity; social, political, and environmental concerns; and community-mindedness. The class emphasizes small-group experiential learning through structured exercises and group activities, and also includes discussions, film presentations, and guest speakers. The course is offered to both first-year and upper-division students.
Service Learning
Students can extend their learning beyond the classroom by getting practical experience and course credit working as an intern for a community organization or a school. This type of practical experience is known as service learning or field study. Examples include assisting in a classroom or a homeless shelter. College Ten has its own service-learning program. In addition, there are a variety of service-learning programs in the academic Departments in the social sciences, including Community Studies, Economics, Environmental Studies, Latin American and Latino Studies, Psychology, and Sociology. Whether through College Ten or their major, students enrolled in one of these programs work with both a field supervisor and a faculty sponsor. The field supervisor guides the student at the practicum site, while the faculty sponsor helps the student develop a reading list and paper topic related to the placement. The College Ten advising staff will help students find possible practicum programs at the college or in academic departments.
Students as Teachers and Mentors
College Ten students have special opportunities to become course assistants, tutors, and student mentors. By enrolling in Teaching Social Justice, students gain experience as teachers leading their own discussion sections of a College Ten course. They receive close supervision that emphasizes a collaborative approach to developing and enhancing teaching, communication, and leadership skills. The College Ten academic advisers can also direct students to other opportunities for student-teaching and peer-mentoring programs on campus. These are excellent opportunities to work closely with a faculty member and to develop one’s own skills as a teacher and a leader.
Research Opportunities
The UC Santa Cruz faculty are ranked high in their quality of research. College Ten students are encouraged to take advantage of the many excellent opportunities available to work closely with faculty as research apprentices. Students will find many internship, independent study, or senior thesis programs in the departments of most majors. The College Ten academic advisers will help link students with these programs. College Ten students will also have connections to faculty affiliated with various research institutes concerned with international and global issues. These institutes are affiliated with the Social Sciences Division and include the following:
- The Center for Agroecology & Sustainable Food Systems
- The Center for Global, International and Regional Studies
- The Center for Justice, Tolerance, and Community
- The Chicano/Latino Research Center
- The Santa Cruz Center for International Economics
College Ten Scholars Program
Eligible College Ten frosh may apply to the Scholars Program. This includes enrolling in an honors section of the frosh writing seminar in the fall, the 2-credit workshop in the winter, and a special seminar in the spring. The Scholars Program may continue into the sophomore year.
College Ten Pathways to Distinction
Another feature of College Ten is that qualified students may graduate with College Ten Distinction. This recognition is intended to serve as an incentive for students to pursue activities that are especially apt to help them succeed in college and beyond. Two pathways are possible:
Research and Scholarship. In the first pathway, students are encouraged to pursue research opportunities with faculty by completing three quarters (15 credits) of work on a senior thesis or a research internship. Students may be recognized with College Ten Distinction if they do a thesis or a research internship in their major on a topic related to the theme of social justice and community.
Service and leadership. The second route to graduating with College Ten Distinction is through completing three quarters (15 credits) of service-learning internships, teaching, or other forms of community service.
College Community and Facilities
Founded in fall 2002, College Ten is the newest college at UCSC. Consistent with UCSC’s founding vision, College Ten creates an integrated living and learning environment through engaging academic and extracurricular programs focusing on the theme of Social Justice and Community.
Monthly Theme Programming
The College Ten theme of Social Justice and Community forms a central foundation of our programming. Each month, we focus on a different aspect of social justice, and students and staff work together to develop programs, providing opportunities to learn about and enjoy different aspects of the topic. Theme events may include faculty presentations, open microphones, field trips, film series, and hands-on arts programs.
College Nights
Every quarter, students and staff work together to plan College Nights, which are large-scale community celebrations, held in the dining commons and open to all College Ten students whether or not they live on campus. College Nights include food, entertainment, and educational materials related to a theme.
Multicultural Community Weekend
This two-day retreat provides students from diverse backgrounds the opportunity to explore various components of multicultural communication. Through a series of structured exercises and small-group discussions, students share perspectives on issues such as multiculturalism, values orientation, and diversity. The goal of the workshop is to build community and friendship among students as well as to increase students’ understanding of the complexity of communicating across diverse backgrounds. The Multicultural Community Weekend is optional; students apply for this opportunity in the fall.
Social Justice Leadership Institute
Student leadership and involvement are key to successfully building the new College Ten community. The Social Justice Leadership Institute offers students the opportunity to explore and develop their own beliefs, values, and feelings about current issues and social concerns through a wide range of exercises, guest speakers, discussions, and debates. Participants develop leadership skills and increase their efficacy as world citizens and leaders at College Ten. The institute meets weekly throughout fall quarter.
Other Cocurricular Opportunities
Getting involved in cocurricular activities is a predictor of college success. Not only do college activities help students make friends, they foster leadership and group cooperation skills. There are many opportunities at College Ten for student involvement. They include the College Ten Student Government Association and the College Ten Programming Board. These organizations are responsible for many of the programs previously described. Additionally, there is Recreation 101, which plans dances, ski trips, and intramural sports for College Ten students. There are more specialized groups, such as the A Cappella Singing Group, the Praxis Student Volunteer Community, and the Book Club.
Physical Surroundings
College Ten is situated in a redwood grove next to the Social Sciences 1 and 2 Buildings near the heart of campus. Peabody’s Coffee Cart, located on the ground floor of Social Sciences 2, serves espresso drinks, pastries, and sandwiches. Also, one of the campus’s Instructional Computing Labs is conveniently located in Social Sciences 2.
A nature preserve serves as College Ten’s “backyard.” College Ten students have immediate access to hiking, running, and mountain bike trails in the adjacent forest.
Newly constructed residence halls with 400 single and double bedrooms opened in fall 2002. These fully furnished residence halls include student lounges, recreational spaces, and Internet connections. In addition, a state-of-the-art dining hall with an adjoining game room and student lounge for both Colleges Nine and Ten opened in fall 2002.
Colleges Ten and Nine also house approximately 300 upper-division students in newly constructed apartments, with 190 students in single bedrooms and the balance in double and triple rooms. All apartments have full kitchens, living rooms, bathrooms, and Internet connections. Ground-floor apartments have decks, and most upper apartments have private balconies.
For more information about academic or general college programs, call (831) 459-5034, e-mail rbauman@cats.ucsc.edu, or visit the College Ten web site: collegeten.ucsc.edu.
College Ten Faculty and Staff
Provost
Campbell Leaper, Division of Social Sciences; Psychology
Charter Fellows
Nameera Akhtar, Psychology
Jennifer Anderson, Environmental Studies
Heather Bullock, Psychology
Martin Chemers, Division of Social Sciences; 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
Craig Reinarman, Sociology
Michael Rotkin, Community Studies
Nancy Stoller, Community Studies
Dana Takagi, Sociology
Eileen Zurbriggen, Psychology
College Administrative Officer
Deana Slater
Senior Academic Preceptor
Robert Taylor
Staff
Eeman Agrama, Coordinator of Residential Education
Lupe Allen, Academic Adviser
Abbey Asher, Service-Learning Coordinator
Rachel Bauman, Associate College Administrative Officer
Wendy Baxter, Manager of Cocurricular Programs
Luke Botzheim, Coordinator of Residential Education
Nancy Cha, Coordinator of Residential Education
Olivia Chan, Assistant to the Provost
Sofia Garcia, College Programs Coordinator
Jane Hartman, Assistant to the Provost and the College Administrative
Officer
Amy Hyler-Essig, Housing Coordinator
Jay Johnson, Proctor
Audrey Kim, Psychologist
Victor Kimura, Financial Analyst
Matt Lozano, Housing Assistant
Ed Machado, Proctor
Simon O’Shea, Coordinator of Residential Education
José Reyes-Olivas, Cocurricular Programs Coordinator