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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 30 to 110 faculty members and between 1,400 and 1,500 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 rank their college preferences 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.
Each college is residential and able to house close to half of its students. Most frosh 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 may do some of 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 frosh. Taught in the college during the fall quarter, the required course provides a significant bridge between academic and residential life, since all frosh, regardless of major, will be in the course, and most will be in residence as well. Stevenson’s core course extends over two quarters, while the other colleges offer one-quarter courses. College core course requirements for transfer students vary (see page 31). 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. (See pages 36–39 for further information on academic advising.) 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.
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. During the specified filing period, students may request a change of college 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 100 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 focused on the theme of justice.
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, Russian, German, and Japanese. Interdisciplinary faculty groups in visual and performance studies and in pre- and early-modern studies are 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 awards several annual scholarships, 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 and three apartment buildings are arranged in three quadrangles on a hillside overlooking the city of Santa Cruz and Monterey Bay. About 650 students are housed in the college. Each residence hall 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. Apartments house 185 continuing students in six-person units. The residential staff members facilitate diverse educational, social, and recreational programming to enhance the living and learning environment.
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 technique of hand-operated letterpress printing.
Since the college’s founding, regularly scheduled 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
Tyrus H. Miller, Literature
Deanna Shemek, Italian Literature
Karen Bassi, Classics
James H. Bierman, Theater Arts (Drama)
Hunter Bivens, Comparative and German Literature
John Bowin, Philosophy
Donald Brenneis, Anthropology
Jean P. Brodie, Astronomy and Astrophysics
Margaret R. Brose, Italian and Comparative Literature
Giulia Centineo, Italian Language
Sandra Chung, Linguistics
Philip Crews, Chemistry
Jonathan Ellis, Philosophy
Angela Elsey, French Language
Mark Franko, Theater Arts
Carol M. Freeman, Writing
Sakae Fujita, Japanese Language
Raymond W. Gibbs Jr., Psychology
Wlad Godzich, Literature
Daniel Guevara, Philosophy
Gildas Hamel, French Language and Classical Studies
Ellen Louise Hart, Writing
Charles W. Hedrick Jr., History
Margo Hendricks, Literature
Theodore Holman, Chemistry and Biochemistry
Theo Honnef, Literature
David C. Hoy, Philosophy
Jocelyn Hoy, Philosophy
Greta Hutchison, French Language
Michael M. Hutchison, Economics
Kimberly Jannarone, Theater Arts
Kevin Karplus, Computer Engineering
David Keenan, Chinese Language
Jacqueline Ku, Chinese Language
William A. Ladusaw, Linguistics
Campbell Leaper, Psychology
H. M. Leicester Jr., English Literature
Patrice L. Maginnis, Music
Tyrus Miller, Literature
Glenn L. Millhauser, Chemistry and Biochemistry
Jerome Neu, Philosophy
William Nickell, Russian Literature
Matthew O'Hara, History
Charles L. (Leo) Ortiz, Ecology and Evolutionary Biology
Richard E. Otte, Philosophy
Maria (Tonia) Prencipe, Italian Language
S. Ravi Rajan, Environmental Studies
Frank A. Ramirez, Spanish Language
Beth Remak-Honnef, Librarian
Paul Roth, Philosophy
Zack Schlesinger, Physics
Susan Y. Schwartz, Earth and Planetary Sciences
Deanna Shemek, Italian and Comparative Literature
Catherine M. Soussloff, History of Art and Visual Culture
Abraham D. Stone, Philosophy
Joshua M. Stuart, Biomolecular Engineering
Nina Treadwell, Music
Anthony J. Tromba, Mathematics
Georges Van Den Abeele, Literature
Thomas Walsh, Literature
Paul Whitworth, Theater Arts
James Wilson, Writing, College Academic Preceptor
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
Miriam Ellis, French Language, Emerita
Mary-Kay Gamel, Classics and Comparative Literature, Emerita
Robert Goff, Philosophy, Emeritus
Virginia Jansen, History of Art and Visual Culture, Emerita
S. Paul Kashap, Philosophy, Emeritus
Bruce D. Larkin, Politics, Emeritus
Thomas A. Lehrer, American Studies and Mathematics, Emeritus
John P. Lynch, Classics, Emeritus
Richard Mather, History, Emeritus
Melanie J. Mayer, Psychology, Emerita
Gary B. Miles, History, Emeritus
Andrew Todd Newberry, Ecology and Evolutionary Biology, Emeritus
David A. Orlando, French Language, Emeritus
Richard R. Randolph, Anthropology, Emeritus
Audrey E. Stanley, Theater Arts, Emerita
Thomas A. Vogler, English and American Literature, Emeritus
Michael J. Warren, English Literature, Emeritus
Hayden White, History of Consciousness, Emeritus
Stanley M. Williamson, Chemistry and Biochemistry, Emeritus
E. James Carter
Deborah Alexander, Dining Hall Manager
Sadek Chakib, Community Safety Officer, Zone Supervisor
Elizabeth Cowan, Financial/Budget Specialist
Claire Crum, Groundskeeper
Debra Ellis, Coordinator for Residential Education
John Hadley, Coffee Shop Manager
Karen Hilker, Associate College Programs Coordinator
Robert Mandell, Senior Building Maintenance Worker
Dan Monko, Facilities Assistant Coordinator
Mary Jan Murphy, Counseling Psychologist
Emilio Navarro, Senior Building Maintenance Supervisor
Danielle Niland, Academic Adviser
Linda Pope, Gallery Curator
Gary Roe, Groundskeeper
Sarah Rogerson, Senior Academic Preceptor
Catherine Shender, Advising and Records Coordinator
S. Jaden Silva-Espinoza, Assistant to the Provost and the College Administrative Officer
Shannon Smigo, Coordinator for Residential Education
Kara Snider, College Programs Coordinator
Tony Soottinanchi, College Assistant
Mandie Stout, Coordinator for Residential Education
Adrianne Waite, Associate College Administrative Officer
Ryan Watt, Housing Coordinator
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, fostering social responsibility and academic achievement. Stevenson 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, and Associate Director-Counsel Theodore M. Shaw of the NAACP Legal Defense and Educational Fund.
The college’s faculty and staff offer professional and personal service for the diverse needs of students. Faculty and staff assist students in all areas of their academic and social experience at Stevenson College, and are committed to instilling respect for the diverse backgrounds of Stevenson students.
Academic Emphases
• Faculty drawn from social sciences, humanities, natural sciences
• Two-quarter frosh core course
• Writing Assistants
• Junior Fellows Program
Stevenson distinguishes itself as the only college with a two-quarter core course intended to provide all first-year students with a common academic experience. The core course allows for more rigorous development of students’ critical, writing, and analytical skills. It provides a unique learning environment and a supportive intellectual community for all Stevenson first-year students. Students admitted as transfer students are exempt from the core course requirement but may take the core course at their option pending available space; lower-division transfer students who, prior to enrolling, have not completed at least one UC-transferable college English composition course with a minimum grade of C (2.0) or better are able to take the core course to satisfy the C1 requirement. Stevenson alumni can be found in legal, political, educational, engineering, medical, computer and information sciences, business, and public administration careers, among others.
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.
The Stevenson core course, Self and Society (see page 432), enables students to examine the nature of the self and the relationship of the individual to society. In addition, the course fosters an intellectual commitment to the general philosophy that has helped to define Stevenson College since its inception: preservation of human dignity, the social cultivation of individual creativity and citizenship, and a belief in ethical responsibility. The core course 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.
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 during their first year, undergo a rigorous application and selection process. Junior fellows (enrolled in Stevenson 120, Teaching Practicum) earn 5 course credits.
Stevenson provides writing assistance for all of its students. Stevenson Writing Assistantships are paid student positions open to juniors and seniors with excellent academic records.
College Community
• College Nights
• Stevenson Student Council
• Multicultural Advisory Committee
• Social and Multicultural Programs/Activities
• Rainbow Theater and Stevenson Theater Guild
Stevenson holds regular College Nights, where joining together for a special dinner presents an opportunity for Stevenson faculty, staff, and students to get together in a social context. College Nights—such as 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
• Three apartment buildings
• Theme floors in residence halls
• Multicultural and Social Justice House
• Outdoor Adventure House
• Coffee house
• Wagstaff Fireside Lounge
• Writers’ Center
• Stevenson Library
• Stevenson Event Center
• Silverman Conference Room
• The Knoll
• Recreation room
Stevenson 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. Stevenson is situated close to the campus bookstore, restaurants, McHenry Library, gym, and pool. There are eight small residence houses at the college providing a choice of single-gender or coed floors; each house accommodates about 60 undergraduates. The apartments provide space for 132 continuing students. Nearby are a picnic 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 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
Ellen Kappy Suckiel, Philosophy
Martin Abadi, Computer Science
Judith Aissen, Linguistics
Pranav Anand, Linguistics
David Anthony, History
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
Brian Catlos, History
Mark Cioc, History
Catherine R. Cooper, Psychology and Education
W. Jackson Davis, Ecology and Evolutionary Biology
Michael Dine, Physics
G. William Domhoff, Psychology, Emeritus
Donka Farkas, Linguistics
Hiroshi Fukurai, Sociology
Robert E. Garrison, Earth and Planetary Sciences, Emeritus
Herman Gray, Sociology
Marvin J. Greenberg, Mathematics, Emeritus
Isebill V. Gruhn, Politics, Emerita
Howard E. Haber, Physics
Craig W. Haney, Psychology
Jorge Hankamer, Linguistics
David M. Harrington, Psychology
Aida Hurtado, Psychology
Junko ITÔ, Linguistics
Catherine Jones, History
Michael Kahn, Psychology, Emeritus
Al Kelley, Mathematics, Emeritus
Peter Kenez, History
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
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
Ralph H. Quinn, Psychology
Craig Reinarman, Sociology
Forrest Robinson, American Studies
Donald T. Saposnek, Psychology
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, Emerita
M. Brewster Smith, Psychology, Emeritus
Ellen Suckiel, Philosophy
Marshall Sylvan, Mathematics, Emeritus
Dana 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, Emeritus
Manfred K. Warmuth, Computer Science
Richard A. Wasserstrom, Philosophy, Emeritus
Candace West, Sociology
Marilyn Westercamp, History
Harold Widom, Mathematics, Emeritus
Jack Baskin
Boris Keyser
Norman Lezin
Eleanor McGovern
Charles Neider
Charles H. Page
William M. Roth
Alma Sifuentes
F. M. Glenn Willson
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)
E. James Carter
Mary Alvarez, Academic Adviser
Alisa Bescherer, College Programs Coordinator
Caren Camblin, Core Course Coordinator
Sadek Chakib, Community Safety Officer
Elizabeth Cowan, Financial/Budget Specialist
Darlene Denny, Groundskeeper
Lauren Dun, Assistant College Programs Coordinator
Elida Erickson, Coordinator for Residential Education
Candace Freiwald, Academic Services Supervisor
John Hadley, Coffee House Manager
Linda Hart, Housing Coordinator
Wayne Hendrickson, Community Safety Officer
Rachel Jablon, Associate College Administrative Officer for Student Life
Michelle Kalus, Academic Programs Coordinator/Academic Adviser
Gustavo Nolazco, College Assistant/Records Coordinator/Mail Services Supervisor
Stan Prather, Coordinator for Residential Education
Jake Renew, Maintenance Officer
Paul Richter, Community Safety Officer
Ava Snyder, Police Captain/Liaison
Gregory Speed, Community Safety Officer
Michael Tassio, Provost Assistant
Amy Weaver, Writing Program Coordinator
Sarma Williams, Coordinator for Residential Education
Marie Yoo, Senior Academic Preceptor
Crown College faculty and students represent a wide variety of academic disciplines. The majority of the faculty are in the physical, biological and social sciences. Although Crown has more science and engineering students than any of the other colleges, the majority of Crown’s students major in the social sciences, humanities, and arts. This diversity of interests 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.
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 700 students. The facilities at Crown College were built through a partnership of public funds and a gift from the Crown Zellerbach Foundation.
Academic Emphases
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. We approach these issues from an interdisciplinary perspective that recognizes the influence of social and cultural factors on the scientific enterprise, as well as the ways in which science and technology influence our society.
The Crown College core course, Crown 80, Ethical Issues in Emerging Technologies: Participatory Evolution from Human to Posthuman, is an interdisciplinary seminar concerning the effects of these world-changing technologies and encourages students to develop decision-making strategies to steer these technologies. The course examines the impacts of these technologies on society using a variety of disciplinary approaches that engage the perspectives of both humanists and scientists. The fall-quarter core course is required of all nontransfer students during their first quarter at UCSC. As with the core courses from our sister colleges, the development of critical reading and writing skills is a major thrust of Crown 80. (See page 172 for the course description.)
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 or Math 3 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 (see page 38). 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.
Juniors and seniors can participate in the college’s new Undergraduate Research Fellowship Program, which awards $800 fellowships to student-faculty teams and encourages their interaction through undergraduate research.
College Community and Facilities
Crown sponsors a wide variety of cocurricular events spanning cultural, educational, and social areas of interest. One popular series is the Science/Public Affairs Tables, informal dinners at the Provost’s House that offer students an opportunity to socalize with a faculty member outside the classroom and hear about his or her research.
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, the Crown Formal, and Regression Night. 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 approximately 60 students in single, double, and triple rooms in a coed environment (single-gender 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, Outdoor Pursuits and Academic Success Houses, and a Science and Technology Learning Community.
In addition, the college has apartments for approximately 230 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.
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. Dining facilities boast continuous dining, late-night dining, and Banana Joe’s convenience store.
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
F. Joel Ferguson, Computer Engineering
Robert Adams Economics, Emeritus
Scott Brandt, Computer Science
Kenneth W. Bruland, Ocean Sciences, Emeritus
Joseph F. Bunnett, Chemistry and Biochemistry, Emeritus
Maureen Callanan, Psychology
Kenneth L. Cameron, Earth and Planetary Sciences, Emeritus
Manel Camps, Microbiology and Environmental Toxicology
Sue A. Carter, Physics
Pak Chan, Computer Engineering
Nancy N. Chen, Anthropology
Yin-Wong Cheung, Economics
Eugene Cota-Robles, Biology, Emeritus
Margaret L. Delaney, Ocean Sciences
Nathaniel Dominy, Anthropology
Chongying Dong, Mathematics
Michael P. Dooley, Economics
William Doyle, Biology, Emeritus
Robert Edgar, Biology, Emeritus
Ólöf Einarsdóttir, Chemistry and Biochemistry
Gabriel Elkaim, Computer Engineering
John Ellis, German Literature, Emeritus
Sandra M. Faber, Astronomy and Astrophysics
John Faulkner, Astronomy and Astrophysics, Emeritus
Jerry Feldman, Biology, Emeritus
Arthur Fischer, Mathematics, Emeritus
Timothy Fitzmaurice, Writing
A. Russell Flegal, Microbiology and 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 Goff, Ecology and Evolutionary Biology
Ronald Grieson, Economics, Emeritus
Matthew Guthaus, Computer Engineering
Judith A. Habicht-Mauche, Anthropology
David Haussler, Computer Science
Ralph T. Hinegardner, Ecology and Evolutionary Biology, Emeritus
Richard P. Hughey, Computer Engineering
Harold Hyde, Vice Chancellor, Emeritus
Garth D. Illingworth, Astronomy and Astrophysics
Burton Jones, Astronomy and Astrophysics, Emeritus
David E. Kaun, Economics
Alan H. Kawamoto, Psychology
Paul L. Koch, Earth and Planetary Sciences
Jonathan M. Krupp, Biology; Coordinator, Microscopy and Imaging Laboratory
Nancy Krusoe, Writing Program
Edward Landesman, Mathematics, Emeritus
Jean Langeheim, Biology, Emeritus
Leo Laporte, Earth and Planetary Sciences, Emeritus
Burney LeBoeuf, Biology, 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
Bruce Margon, Astronomy and Astrophysics
Phillip McCalman, Economics
Jacob Michaelsen, Economics, Emeritus
Ethan Miller, Computer Science
Joseph S. Miller, Astronomy and Astrophysics
Richard Montgomery, Mathematics
Casey Moore, Earth and Planetary Sciences, Emeritus
Judit N. Moschkovich, Education
Peggy Musgrave, Economics, Emeritus
Michael Nauenberg, Physics, Emeritus
Harry F. Noller, Molecular, Cell, and Developmental Biology
Loisa Nygaard, German Literature
Karen Ottemann, Microbiology and 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
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 and Planetary Sciences
Nirvikar Singh, Economics
Lisa C. Sloan, Earth and Planetary Sciences
Donald R. Smith, Microbiology and Environmental Toxicology
William T. Sullivan, Molecular, Cell, and Developmental Biology
David Swanger, Education, and Creative Writing, Emeritus
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
Margaret L. Wilson, Psychology
W. Todd Wipke, Chemistry and Biochemistry
Stanford E. Woosley, Astronomy and Astrophysics
Fitnat Yildiz, Microbiology and Environmental Toxicology
A. Peter Young, Physics
James Zachos, Earth and Planetary Sciences
Jin Z. Zhang, Chemistry and Biochemistry
Alex Belisario
Maria Acosta-Smith, Senior Academic Preceptor
Cindy Blake, Groundskeeper
Allen Bushnell, Special Projects Coordinator
Jeff Cameron, Community Safety Officer Supervisor
Serena Dionysus, College Programs Coordinator
Ken Erez, Student Life Office Manager/Assistant
Samara Foster, Coordinator for Residential Education
Sally Gaynor, Academic Programs and Development Coordinator
Jeanne Johnson, Academic Adviser
Jerry Lee, Counseling Psychologist
Darlene Miyakawa, Housing Coordinator
Andrew Park, College Assistant
Nicole Potestivo, Coordinator for Residential Education
Imani Rupert, Coordinator for Residential Education
Chuck Schmidt, Senior Building Maintenance Worker
Jill Schontag, Academic Adviser
Curtis Swain, Community Safety Officer Supervisor
Joanie Webber, Assistant Budget Analyst
Sarah Woodside, Associate College Administrative Officer for Student Life
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 and has been active in sponsoring American Indian cultural and academic activities.
Academic Emphases
Identities and Global Consciousness is the theme of Merrill College and in the homonymous Core Course, students read four books: Daoud Hari’s The Translator; Le Ly Hayslip’s When Heaven and Earth Changed Places; Fatima Mernissi’s Dreams of Trespass; and Luis Rodriguez’s Always Running. Additionally, students are introduced to a selection of secondary sources that supplement and enrich the aforementioned readings. All the Core Course readings are first-person narratives—memoirs or autobiographical works of fiction. They bear witness not only to conflict and crisis but also to individual strength and hope. They constitute material examples of how individuals and communities have dealt with various forms of crisis and conflict, and how people often turn to social activism as a form of healing the wounds left to communities and to individuals as a result of violence.
Through these astonishing personal narratives, the great movements of nationalism, imperialism, and globalization, and their attendant cultural clashes, religious conflicts, and social and gender inequalities are explored. Students are introduced to a myriad of opinions that will heighten their awareness of how differences and diversity relate to contemporary issues of global import. In addition, these secondary readings explore theories that seek to explain the persistent underdevelopment of many countries in the world, and the increasing poverty in the U.S.
Those admitted as transfer students are exempt from the Core Course requirement but may take it at their discretion.
Two thousand eight marks the 12th year of the Merrill Frosh Scholars Program. Roughly 22 students are selected by Merrill College to participate; it combines a more rigorous approach to academics as well as service learning, for a more comprehensive first-year experience. Participants take two 5-credit seminar courses—one in the fall (a designated section of the Core Course) and one in the spring quarter (a frosh seminar), do service work in a nearby elementary school throughout the academic year, and take part in extracurricular activities organized by the college provost during the winter quarter. Interested high school seniors apply by writing directly to the Merrill provost, after admission.
Two thousand eight also marks the fourth year of the Merrill College Distinguished Visiting Scholars Program, which hosts public and class presentations by national and international academics, artists, writers, and activists, representing a wide variety of perspectives.
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 reevaluation counseling, to personal empowerment, to Caribbean migrations. Enrollment in these courses is kept to a size that facilitates discussion. In addition, students can participate in Classroom Connection, a service-learning course that provides students with the opportunity to volunteer in local elementary school classrooms.
Recognizing the increasingly rigorous requirements for science majors, Merrill—in collaboration with the Academic Excellence Program—coordinates the Science Learning Community to support students majoring in the sciences. Students participating in the program enroll in small discussion sections that encourage a collaborative learning approach.
In 2007–08, Merrill College began an Undergraduate Mentorship Program. The Merrill Mentorship Program aims to inspire and prepare undergraduate students to pursue graduate studies. It is designed to provide research experience and personal and professional development for Merrill students. Merrill faculty participants nominate a student whose work they are familiar with and whose interests are similar to their own area of research and expertise. Students who participate in the program (juniors and seniors) will be employed as research assistants by their faculty mentors, and receive up to $1,000 for the school year.
Merrill serves as the administrative home for the Departments of Politics and Legal Studies, and Latin American and Latino Studies. Merrill is also the home of a Peace Corps satellite office, which helps UCSC students who are interested in working overseas apply to the Peace Corps after graduation. It also houses the Chicano/Latino Research Center; the CineMedia Project; UCSC’s Gay, Lesbian, Bi, Trans, Intersex Resource Center (a.k.a. the Lionel Cantú Center); the student-run Pottery Co-op, the only one of its kind at UCSC; and the Ming Ong Computer Center, a modern computer facility with more than 40 state-of-the-art personal computers.
College Community and Facilities
Located on a hilltop, Merrill’s 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-gender floors. Two high-rise structures house 400 students, and two smaller buildings provide housing for about 100 students. In the residence halls, 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 180 continuing Merrill students. Grouped amid winding pathways and redwood trees, these three-story buildings have three apartments per floor. Each apartment houses four to six 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 community 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 educational activities focus on building a multicultural community. Informal discussions, to which faculty are invited, take place throughout the year. In addition to the dining hall, the college has an attractive outdoor/indoor taqueria. A variety of college and campuswide events take place at the Merrill Cultural Center. Merrill is the only college that 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 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. The Joel Frankel Fund, a Merrill scholarship, 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
Lourdes MartÍnez-Echazábal, Latin American Literature
Fellows
Jorge Aladro Font, Spanish Literature
Mark D. Anderson, Anthropology
Frank C. Andrews, Chemistry and Biochemistry, Emeritas
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
Eva Bertram, Politics
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
Benjamin Carson, Music
Pedro G. Castillo, History
Alan S. Christy, History
Annette Clear, Politics
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
Joel Domhoff, Core Course
Kent Eaton, Politics
Bernard L. Elbaum, Economics
Veronica Féliu, Spanish
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, Emeritus
Carole Gerster, Core Course; Film and Digital Media
Margaret (Greta) A. Gibson, Education
Diane P. Gifford-González, Anthropology
Shannon Gleeson, Latin American and Latino Studies
Walter L. Goldfrank, Sociology
MarÍa Victoria GonzÁlez-Pagani, Spanish Language
M. Lisbeth Haas, History
Judith Harris-Frisk, German Language and Core Course
Gail B. Hershatter, History
Karlton E. Hester, Music
Minghui Hu, History
John W. Isbister, Economics, Emeritus
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
Flora Lu, Latin American and Latino Studies
Paul M. Lubeck, Sociology
Patrick E. Mantey, Computer Engineering
John Marcum, Politics, Emeritus
Dean Mathiowetz, Politics
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
Matthew O'Hara, History
Alex T. Pang, Computer Science
Sarah-Hope Parmeter, Writing
Eleonora Pasotti, Politics
Hector Perla, Latin American and Latino Studies
Juan Poblete, Literature
Clifton A. Poodry, Molecular, Cell, and Developmental Biology, Emeritus
Alan R. Richards, Environmental Studies
Celia Rivas, Latin American and Latino Studies
Pamela A. Roby, Sociology, Emerita
Barbara Rogoff, Psychology
John M. Schechter, Music
Stuart A. Schlegel, Anthropology, Emeritus
Roger Schoenman, Politics
Ana Maria Seara, Portuguese Language
Vanita Seth, Politics
Bakthan Singaram, Chemistry and Biochemistry
Graeme H. Smith, Astronomy and Astrophysics
David G. Sweet, History, Emeritus
Megan Thomas, Politics
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. Zúñiga, Molecular, Cell, and Developmental Biology
Zina Jacque
Clark Kerr (deceased)
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
María Mata, 2003, 2004
College Administrative Officer
Alex Belisario
Rebecca Aguirre-Garcia, Coordinator for Residential Education
Gabriela Alaniz, Coordinator for Residential Education
Tim Barbour, Assistant College Programs Coordinator
Allen Bushnell, Special Projects Coordinator
Jeff Camer0n, Community Safety Officer Supervisor
Valerie Chase, Associate College Administrative Officer
Connie Creel, Provost’s Assistant/Academic Adviser
Seth Hodge, College Programs Coordinator
Malia Lawrence, College Assistant
Eddie Lomboy, Coordinator for Residential Education
MarÍa Mata, Senior Academic Preceptor
Marilyn McGrath, Groundskeeper
William Miller, Senior Building Maintenance Worker
Bill Pool, Senior Building Maintenance Worker
Marianna Santana, Faculty Services
Kristen Weaver, Housing Coordinator
Joanie Webber, Financial Analyst
Elizabeth Wellik, Academic Adviser
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 Digital Arts and New Media Program also has offices here.
Porter 80, the core course focuses on writing across the arts, with concentration on literature and arts of California and the Pacific Rim. Those who are admitted as transfer students are exempt from the core course requirement but may take the core course at their option pending available space; lower-division transfer students who, prior to enrolling, have not completed at least one UC-transferable college English composition course with a minimum grade of C (2.0) or better are permitted to take the core course to satisfy the C1 requirement. 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.
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.
The college provides fellowship funds each year to talented students pursuing original research and creative projects.
College Community and Facilities
The traditional residence halls and apartments 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 845 students. The residence halls are divided into smaller units, with from 20 to 35 students sharing common lounges and other facilities. Theme halls include Performing Arts, Film and Digital Media, Gender Studies, Visual Arts, and Outdoors Experiences. Students also have a choice of quiet/intensive study, same gender, or substance-free halls. The six-person apartments are reserved for upper-division students.
In addition to traditional classrooms, Porter has many specialized facilities such as a fireside lounge, galleries, a study center, 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.
Adjacent to the college are the campus’s Theater Arts Center (see page 433), the Elena Baskin Visual Arts Center (see page 124), and the Music Center (see page 362).
Porter provides constructive opportunities for relaxation and recreation to balance the intellectual demands of a university education. The Porter Activities Office, in conjunction with the Porter Student Senate, organizes formal and informal events, including dances and recreational activities, which augment campuswide activities in these areas. For relaxation, 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 El Teatro Campesino, lectures and readings by contemporary authors such as Amiri Baraka, and performances by artists such as Komar & Melamid and Nina Wise.
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
David Evan Jones, Music
Elizabeth S. Abrams, Writing
Judith Aissen, Linguistics
Ken Alley, Art
Elliot W. Anderson, Art
Roger W. Anderson, Chemistry and Biochemistry
Lawrence Andrews, Film and Digital Media
Manuel Ares Jr., Molecular, Cell, and Developmental Biology
Doris B. Ash, Education
Charles Atkinson, Writing
Brandin S. Baron, Theater Arts
Amy C. Beal, Music
Tandy Beal, Theater Arts
Jonathan Beecher, History
Martin Berger, History of Art and Visual Culture
James H. Bierman, Theater Arts
Roberto A. Bogomolni, Chemistry and Biochemistry
Barry Bowman, Molecular, Cell, and Developmental Biology
Joyce Brodsky, Art, Emerita
George S. Brown, Physics
Linda C. Burman-Hall, Music
Elisabeth Cameron, History of Art and Visual Culture
Benjamin L. Carson, Music
Martin M. Chemers, Psychology
Robert S. Coe, Earth and Planetary 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
David Cuthbert, Theater Arts
Sharon Daniel, Film and Digital Media
Carolyn S. Dean, History of Art and Visual Culture
Sherwood Dudley, Music, Emeritus
Kate Edmunds, Theater Arts
Peter Q. Elsea, Music
Harland W. Epps, Astronomy and Astrophysics
Shelly E. Errington, Anthropology
Maria Evangelatou, History of Art and Visual Culture
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
Patty Gallagher, Theater Arts
Frank Galuszka, Art
Ingeborg Gerdes, Art
Robert Giges, Core Course
Jennifer A. Gonzalez, History of Art and Visual Culture
Irene Gustafson, Film and Digital Media
Melissa Gwyn, Art
James B. Hall, Literature, Emeritus
Susan Harding, Anthropology
David Harrington, Psychology
Amelie Hastie, Film and Digital Media
John Hay, History of Art and Visual Culture
Irene Herrmann, Music
Karlton E. Hester, Music
Clemens A. Heusch, Physics, Emeritus
Dee Hibbert-Jones, Arts
Eli E. Hollander, Film and Digital Media
Edward F. Houghton, Music
Donna Hunter, History of Art and Visual Culture
Kimberly Jannarone, Theater Arts
Stacy Kamehiro, History of Art and Visual Culture
Hi Kyung Kim, Music
L. S. Kim, Film and Digital Media
Thorne Lay, Earth and Planetary Sciences
Herbert Lee, Applied Mathematics and Statistics
Jimin Lee, Art
Anatole Leikin, Music
Fredric Lieberman, Music
Peter Limbrick, Film amd Digital Media
Norman Locks, Art
Charles (Chip) L. Lord, Film and Digital Media
Pavel Machotka, Psychology, Emeritus
Alma R. Martínez, Theater Arts
Dominic W. Massaro, Psychology
William G. Mathews, Astronomy and Astrophysics
Jennie Lind McDade, Art
Charles E. McDowell, Computer Science
Tanya Merchant, Music
Leta E. Miller, Music
Margaret Morse, Film and Digital Media
Peter Mostkoff, Theater Arts
Paul Nauert, Music
Dard Neuman, Music
Nicole A. Paiement, Music
Jennifer A. Parker, Art
Kenneth Pedrotti, Electrical Engineering
Paul Rangell, Art
Elaine Yokoyama Roos, Theater Arts, Emerita
Norvid J. Roos, Theater Arts, Emeritus
Bruce Rosenblum, Physics, Emeritus
Warren Sack, Film and Digital Media
John M. Schechter, Music
Danny Scheie, Theater Arts
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, Emeritus
John W. Tamkun, Molecular, Cell, and Developmental Biology
Othmar T. Tobisch, Earth and Planetary Sciences, Emeritus
Judith Todd, Writing
Andrey Todorov, Mathematics
Nina Treadwell, Music
Allen Van Gelder, Computer Science
Gustavo Vazquez, Film and Digital Media
Yiman Wang, Film and Digital Media
Edward Warburton, Theater Arts
Lewis Watts, Art
C. Gordon Wells, Education
Linda Werner, Computer Science
James Whitehead, Computer Science
Paul Whitworth, Theater Arts
Quentin C. Williams, Earth and Planetary Sciences
Michael Yamauchi-Gleason
Lupe Allen, Academic Preceptor
Jorge Arroyo, Coordinator for Residential Education
Susan J. Beach, Assistant to the Provost
James Blaine, College Programs Coordinator
Jimmie Brown, Community Safety Officer Supervisor
Mary Clarke, Counseling Psychologist
Kathy Cooney, Associate College Administrative Officer for Student Life
Joe DePage, Housing Coordinator
Robert Giges, Academic Preceptor
Megan Gnekow, Coordinator for Residential Education
Eddie Machado, Community Safety Officer
Sheryl McCartney, Senior Building Maintenance Worker
Kalin McGraw, Special Assistant to the CAO
Eric Peterson, Senior Building Maintenance Worker Supervisor
Scott Randle, Community Safety Officer
Sue Roth, Assistant to the College Administrative Officer
Ana Sanchez, Assistant College Programs Coordinator
Mary Sierra, Budget and Planning Specialist
Mary Spafford, College Academic Adviser
Steve Strickley, Groundskeeper
Sarah Wibe, Coordinator for Residential Education
Kresge College
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; 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 80, Power and Representation (see page 316), invites active participation in the creation of new social possibilities. The Kresge core course is an examination of key moments at the middle and end
of the 20th century. The class focuses on Hiroshima and the dawn of the atomic age; and the social movements of the late 1950s, 1960s, and early 1970s, including civil rights, the Vietnam War, the women’s movement, and the gay and lesbian movement. Each instructor has a special two-week period to examine topics the instuctor is well versed in, and which reflect the overall focus of the core curriculum. The last part of the course deals with the economic downturn of the 1990s. In addition to section meetings, on Tuesday nights all students come together to watch core-related films or performers or listen to lectures.
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 2006 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. Those who are admitted as transfer students are exempt from the core course requirement but may take the core course at their option pending available space; lower-division transfer students who, prior to enrolling, have not completed at least one UC-transferable college English composition course with a minimum grade of C (2.0) or better are permitted to take the core course to satisfy the C1 requirement.
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.
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 five to eight 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 three single and four double bedrooms are typically reserved for continuing upper-division students. The Kresge three-to-four-person “in-fill” apartments are reserved for continuing upper-division students. These two-bedroom apartments have an efficiency-style kitchen/living area.
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 enhancing academic success, through film series, music events, career and graduate school advising, mural painting, food-centered events, field trips, and other creative programming ideas.
[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
There are a wide variety of events and activities at the college that shape community life: Lectures, workshops, trips, plays, dances, concerts, and films are a regular part of student life at the college. 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 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
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 a 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 a racquetball court and an outdoor basketball court. The college includes a study center with soaring ceilings and walls of glass overlooking the forest, a computer lab equipped with PCs for student use, and a student-run Food Co-op, where 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
Micah Perks, Literature
Juan Poblete, Latin American Literature
Ralph H. Abraham, Mathematics, Emeritus
Elizabeth Abrams, Writing
Bettina Aptheker, Feminist Studies and History
Anjali Arondekar, Feminist Studies
Karen Barad, Feminist Studies
Murray Baumgarten, English and Comparative Literature
Raoul Birnbaum, History of Art and Visual Culture
Gina Dent, Feminist Studies
Shelly E. Errington, Anthropology
J. Peter Euben, Politics, Emeritus
Marge Frantz, American Studies and Feminist Studies, Emerita
Carla Freccero, Literature
Pascale Gaitet, French Literature and Language
Jody Greene, English Literature
Conn Hallinan, Journalism, Retired
Henry R. Hilgard, Molecular, Cell, and Developmental Biology, Emeritus
Emily Honig, Feminist Studies and History
Akasha Hull, Feminist Studies and Literature, Emerita
Earl Jackson Jr., Japanese Literature
John O. Jordan, English Literature
Elise Knittle, Earth and Planetary Sciences
Diane K. Lewis, Anthropology, Emerita
Nathaniel E. Mackey, 20th-Century Literature, Afro-American Literature, Creative Writing
Mary Kay Martin, Writing, Emerita
Alma R. Martínez, Theater Arts
Carolyn Martin Shaw, Anthropology
Geoffrey Mason, Mathematics
Karen C. McNally, Earth and Planetary Sciences, Emerita
Robert L. Meister, Politics
Helene Moglen, Literature and Feminist Studies, Emerita
Madeline Moore, English Literature, Emerita
Marcia Ochoa, Community Studies
Lisa Rofel, Anthropology
Matthew Sands, Physics, Emeritus
John H. Schaar, Politics, Emeritus
Danny Scheie, Theater Arts
Paul N. Skenazy, American Literature, Emeritus
Roswell (Roz) Spafford, Writing, Emerita
Richard Terdiman, Literature
Anna Tsing, Anthropology
Karen Tei Yamashita, Literature
Michael Yamauchi-Gleason
Pam Ackerman, Maintenance Supervisor
Elizabeth Alsberg, Frontline Adviser/Advising Services Coordinator
Cole Cottin, College Assistant
Kawami Craig Evans, Coordinator for Residential Education
Helen Mayer, Academic Preceptor
Kalin McGraw, Special Assistant to the College Administrative Officer
Ursula Oberg, Academic Preceptor
Molly O’Brien, College Programs Coordinator
Claudia Parrish, Transfer Center Coordinator
Charles Perry, Coordinator for Residential Education
Darien Rice, Groundskeeper
Karen Rosewood, Associate College Administrative Officer
Peg Shemaria, Counseling Psychologist
Mary Sierra, Financial Coordinator
Joao Simas, Housing Coordinator
Dave Sulser, Maintenance Assistant
Mindy Yaninek, Assistant to the Provost
Nick Yukich, Community Safety Officer Supervisor
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, American literature, writing, 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 80, 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. (See page 372 for a description of the course.) Those who are admitted as transfer students are exempt from the core course requirement but may take the core course at their option pending available space; lower-division transfer students who, prior to enrolling, have not completed at least one UC-transferable college English composition course with a minimum grade of C (2.0) or better are permitted to take the core course to satisfy the C1 requirement.
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 succeed academically a variety of services are available:
• The Learning Center at Oakes College serves as a location for study groups as well as tutoring and advising programs. Special assistance in writing and tutoring in a variety of subjects is offered to Oakes students and EOP students.
• The Oakes Computer Lab provides access to 20 PC computers for Oakes students.
• Oakes 77: Exploring Opportunities for Social Justice Field Work provides students with the opportunity to work with a 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 77 course.
• Student services at Oakes include academic advising and psychological counseling.
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. Students can also share an apartment-style living space, which includes a common living area and small kitchen. All students participate in a University Meal Plan. Residence halls are coed and provide space for students in double and single rooms. Restroom 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 College Night programs in the dining hall, 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; a multipurpose room for lectures, movies, and small theater productions; a college library; a dining facility shared with College Eight; TV lounges in the residences and adjacent to the Oaks Café; 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
Kimberly J. Lau, American Studies
Roger W. Anderson, Chemistry and Biochemistry
Lawrence Andrews, Film and Digital Media
David H. Anthony III, History
Gopal Balakrishnan, History of Consciousness
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
Louis Chude-Sokei, Literature
James T. Clifford, History of Consciousness
Christopher Connery, Chinese Literature
Vilashini Cooppan, Literature
Michael H. Cowan, Literature and American Studies
Angela Y. Davis, History of Consciousness, Emerita
Teresa de Lauretis, History of Consciousness, Emerita
David E. Dorfan, Physics, Emeritus
Barbara L. Epstein, History of Consciousness
James B. Gill, Earth and Planetary Sciences
Susan Gillman, American Literature
Kirsten Gruesz, Literature
Donna J. Haraway, History of Consciousness
Sharon Kinoshita, Literature and Language Studies
David S. Kliger, Chemistry and Biochemistry
Ann M. Lane, American Studies, Emerita
Diane K. Lewis, Anthropology, Emerita
Amy J. Lonetree, American Studies
David S. Marriott, History of Consciousness
Pradip K. Mascharak, Chemistry and Biochemistry
Eric Porter, American Studies
Catherine Ramirez, American Studies
Renya Ramirez, American Studies
A. Christina Ravelo, Ocean Sciences
Donald L. Rothman, Writing, Emeritus
Daniel Selden, Literature
Mary W. Silver, Ocean Sciences
Frank J. Talamantes, Molecular, Cell, and Developmental Biology, Emeritus
Hayden White, History of Consciousness, Emeritus
Rob Wilson, Literature
Judy Yung, American Studies, Emerita
Adrienne L. Zihlman, Anthropology
J. Herman Blake
Bruce N. Cooperstein
David Dodson
Allen B. Fields
Dolores Huerta
Elba R. Sánchez
Susan Welte
Thomas Aguirre, Coordinator for Residential Education
Robert Bartee, Counseling Psychologist
Cher Bergeon, Academic Preceptor
Ira Beyah, Relief Proctor
Homayun Etemadi, Advising and Records Coordinator
Gabrielle Filip-Crawford, Assistant to Provost and to College Administrative Officer
Juan Govea, Senior Maintenance Assistant
Valerie Guerrero, College Programs Coordinator
Bill Heinrich, Coordinator for Residential Education
Elaine Kihara, Academic Preceptor
Adriana Lopez, Coordinator for Residential Education
Sandy Lord Craig, Assistant Budget Analyst
Alesha Magee, Student Life and Housing Assistant
Gwendolyn Mathieu, Housing Coordinator
Marie Morones, College Assistant
Mari Ortiz-McGuire, Associate College Administrative Officer
John Palochak, Grounds
Susan Parrish, Academic Services Assistant
Curtis Swain, Community Safety Officer/Supervisor
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 and Sociology Departments, but also include faculty from other disciplines, such as Biology, Computer Engineer-ing, 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 80, Environment and Society, examines different perspectives on environment and community in the contemporary world. (See page 164 for the course description.) Through a series of lectures, films, readings, and small-group discussions, the course provides an opportunity for first-year students to study issues of vital importance and 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 critical reading and writing skills necessary for successful study at the university level. Those who are admitted as transfer students are exempt from the core course requirement but may take the core course at their option pending available space; lower-division transfer students who, prior to enrolling, have not completed at least one UC-transferable college English composition course with a minimum grade of C (2.0) or better are permitted to take the core course to satisfy the C1 requirement.
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 coastline. The college is designed to encourage interaction among resident and commuter students, faculty, and staff. Outdoor spaces allow for relaxing and 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 Department and associated research centers, a computer lab with printers, classrooms, and faculty offices.
Approximately 450 students live in a community of two-and three-story residence halls with single, double, and triple 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 307 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, along with undergraduate resident 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 and a large meeting room for student use. The study center is located across the plaza. 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 social, multicultural, and educational events for the college community. Weekly Café Nights—featuring open mikes, music, art shows, and guest speakers—accommodate the diverse spectra of cultural and artistic interests of the students. College Night, a monthly cultural event, provides an opportunity for students to learn about a variety of cultures through entertainment and delicious cuisine. In addition, the College Eight Student Programs Office works closely with the Student Environmental Center to bring programs that educate and build long-lasting networks, which aim to address the environmental issues affecting our world today.
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 crmeusel@ucsc.edu, or visit the web site: eight.ucsc.edu.
College Eight Faculty and Staff
S. Ravi Rajan, Environmental Studies
Fellows
Jennifer K. Anderson, Environmental Studies
Eric Asphaug, Earth and Planetary Sciences
David P. Belanger, Physics
Julie Bettie, Sociology
John G. Borrego, Latin American and Latino Studies
Bruce Bridgeman, Psychology
David T. Brundage, Community Studies
Jeffrey Bury, Environmental Studies
Melissa L. Caldwell, Anthropology
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 and Planetary Sciences
Margaret I. FitzSimmons, Environmental Studies
William H. Friedland, Community Studies and Sociology, Emeritus
Hiroshi Fukurai, Sociology
Margaret H. Fusari, Environmental Studies; Natural Reserve Director
J. J. García-Luna-Aceves, Computer Engineering
Gregory S. Gilbert, Environmental Studies
Viktor Ginzburg, Mathematics
Stephen R. Gliessman, Environmental Studies
Walter L. Goldfrank, Sociology
David E. Goodman, Environmental Studies
Gary B. Griggs, Earth and Planetary Sciences; Director, Institute of Marine Sciences
Brent Haddad, Environmental Studies
David P. Helmbold, Computer Science
Karen D. Holl, Environmental Studies
Minghui Hu, History
Sheldon Kamieniecki, Environmental Studies
Paul L. Koch, Earth and Planetary Sciences
Phokion G. Kolaitis, Computer Science
David C. Koo, Astronomy and Astrophysics
Tracy Larrabee, Computer Engineering
Deborah K. Letourneau, Environmental Studies
Ronnie D. Lipschutz, Politics
Suresh K. Lodha, Computer Science
Paul M. Lubeck, Sociology
Patrick McKercher, Writing
Ethan L. Miller, Computer Science
Onuttom Narayan, Physics
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
Jennifer Reardon, Sociology
Craig Reinarman, Sociology
Lisa B. Rofel, Anthropology
Michael Rotkin, Community Studies
Martine D. F. Schlag, Computer Engineering
Daniel Scripture, Writing
Ali Shakouri, Electrical Engineering
Michael Soulé, Environmental Studies, Emeritus
Roswell (Roz) Spafford, Writing, Emerita
Nancy Stoller, Community Studies
Andrew Szasz, Sociology
Anna L. Tsing, Anthropology
Anujan Varma, Computer Engineering
Candace West, Sociology
Terrie M. Williams, Ecology and Evolutionary Biology
Deborah A. Woo, Community Studies
Erika S. Zavaleta, Environmental Studies
Yi Zhang, Chemistry and Biochemistry
William Jackson (Jack) Davis, Ecology and Evolutionary Biology, Emeritus
Sylvia Jenkins, Music
Burney Le Boeuf, Ecology and Evolutionary Biology, Emeritus
Joel R. Primack, Physics
Susan Welte
Theresa Beasley, Housing Coordinator
Paul Bianchini, Asset Coordinator
Jan Burroughs, Academic Preceptor
Audrey Ching, Coordinator for Residential Education
Jody Croce, Café Manager
Travis Douglas, Coordinator for Residential Education
Wendy Gittings, Café Assistant Manager
Mike Kittridge, College Programs Coordinator
Sandra Lord Craig, Assistant Budget Analyst
Mary McKinnon, Associate College Administrative Officer
Charles Meusel, College Assistant
A. Patrice Monsour, Counseling Psychologist
Joy Pehlke, Coordinator for Residential Education
Lauren Reed, Academic Preceptor
Curtis Swain, Community Safety Officer/Supervisor
Sara Walsh, Assistant to the Provost and Coordinator of Advising and Records
Baldo Zaragoza, Facilities Supervisor
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 Founding Provost
Academic Emphases
College Nine’s theme of International and Global Issues emphasizes the impact of our increasingly interconnected world. We consider how people around the world affect one another through global economies, education, mass media, jet travel, and computers. Some specific issues that our academic and cocurricular programs consider are economic and cultural globalization, immigration, ethnic conflicts, genocide, and human rights. Our programs seek to respect both diversity and unity in understanding individuals and societies. 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.
In the first-quarter frosh course, Introduction to University Discourse: International and Global Issues (see page 164), 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 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.
All students who enter as frosh are required to pass the college writing seminar with a grade of C or better. Those who are admitted as transfer students are exempt from the core course requirement but may take the core course at their option pending available space; lower-division transfer students who, prior to enrolling, have not completed at least one UC-transferable college English composition course with a minimum grade of C (2.0) or better are permitted to take the core course to satisfy the C1 requirement.
In this workshop facilitated by peer instructors, students will learn about current international and global issues through interactive exercises, small group discussions and faculty presentations. Students will develop an “action plan” to raise awareness about one or more of these concerns and take practical steps to create positive change in the world.
Through weekly presentations by leading experts, students learn about global challenges and also consider possible solutions. There is often an informal dinner following the presentation that allows for discussion with the speaker. Students have the option of taking this as a 1-credit class or of occasionally attending the presentations on a drop-in basis.
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.
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. The service-learning supervisor guides the student at the practicum site and helps the student develop a reading list and paper topic related to the placement.
College Nine students have special opportunities to become course assistants, tutors, and student mentors for course credit. 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.
The Global Information Internship Program (GIIP) places highly motivated students 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, see page 42 and visit the web site at www2.ucsc.edu/giip.
This annual one-day conference focuses on international social justice concerns in the local context. Students gain valuable leadership skills in developing and implementing this exceptional program, which involves collaboration among faculty, staff, and the local community.
The UC Education Abroad Program (see page 40) 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.
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.
Eligible College Nine frosh may apply to the Scholars Program. This may include 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 with a social sciences faculty member in the spring.
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 Distinc-tion 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 focusing on the theme of International and Global Perspectives. Students and staff collaborate to develop an array of programs exploring the many aspects of the college’s theme. Some of the programs include faculty presentations, guest speakers, debates, films, arts events, and interactive workshops. These programs bring together members of our community to learn, debate, and challenge ourselves about important issues facing us today in an atmosphere of mutual respect and engagement.
Each month, the college community comes together to plan a College Night, which is a large-scale community celebration held in the dining commons and open to all College Nine students whether or not they live on campus. These events are planned by students and focus on particular regions of the world. 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.
The International Living Center (ILC) at College Nine offers a unique living environment fostering understanding, cooperation, and friendship among upper-division students 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.
Cocurricular Programs and 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. These include the following groups as well as many other programs, activities, and clubs.
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.
Student Government represents the students in the college. It appoints students to campus and college committees, consults with college administration on policy development, and provides monetary support to student organizations.
CREATE (Cultural Resources to Educate and to Empower) offers a community at College Nine for students of color to find support and empowerment through mentorship and friendship.
PHAT (Programming House Activities Team) is a planning committee for the apartment residents who are interested in getting people out of their rooms and into their communities. Programs include the annual Haunted House and the Battle of the Buildings.
WATER (White Allies To End Racism) tackles issues of diversity and racism through the exploration of white racial identity. The group provides a safe and open space for dialogue and the opportunity to work with students of color groups on collaborative action projects.
The Rainbow Club provides opportunities for gay, lesbian, bisexual, transgender, intersex, queer, and questioning students and their allies to join together for self-awareness and social activities in a fun, relaxed atmosphere.
Students may apply to this program, in which participants spend part of their spring break in Mexico building a house and helping in
the community.
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 Retreat is optional; students apply for this opportunity in the fall.
Physical Surroundings
College Nine is situated in a redwood grove next to the Social Sciences 1 and 2 Buildings near the heart of campus. 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.
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 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 dslater@ucsc.edu, or visit the web site: collegenine.ucsc.edu.
College Nine Faculty and Staff
Helen Shapiro,* Division of Social Sciences; Sociology
Charter Fellows*
Joshua Aizenman,* Economics
Dilip Basu,* History
Donald Brenneis,* Anthropology
Edmund Burke III,* History
Melissa Caldwell, Anthropology
Nancy Chen,* Anthropology
Weixin Cheng,* Environmental Studies
Mark Cioc,* History
Annette Clear,* Politics
Ben Crow,* Sociology
Bernard Elbaum, Economics
Jonathan A. Fox,* Latin American and Latino Studies
Laurel R. Fox, Ecology and Evolutionary Biology
K. C. Fung,* Economics
Margaret 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, Emerita
Julie Guthman, Community Studies
Michael M. Hutchison,* Economics
David E. Kaun,* Economics
Kenneth Kletzer,* Economics
Campbell Leaper,* Founding College Provost; Psychology
Herbert K. Lee III, Applied Mathematics and Statistics
Daniel T. Linger,* Anthropology
Ronnie D. Lipschutz,* Politics
Suresh K. Lodha,* Computer Science
Paul M. Lubeck,* Sociology
Steven McKay, Sociology
Jaye Padgett,* Linguistics
Ingrid Parker, Ecology and Evolutionary Biology
Jennifer Poole, Economics
Lisa Rofel, Anthropology
Jerome Shaw, Education
Nirvikar Singh,* Economics
Michael E. Urban,* Politics
Carter Wilson,* Community Studies, Emeritus
Deana Slater
Senior Academic Preceptor
Robert Taylor
Abbey Asher, Service Learning Coordinator
Sara Balder, Academic Adviser
Wendy Baxter, Associate College Administrative Office for Cocurricular and College Programs
Erin Beard, Assistant to the Provost
Mark Bilovsky, Reservations and Events Assistant
Denise Booth, Academic Adviser
Jennifer Bosco, Coordinator for Residential Education
Jimmie Brown, Community Safety Officer
Oscar Guillen, Facilities Assistant
Jane Hartman, Assistant to the College Administrative Officer
Sara Jakl, Housing/Student Life Assistant
Hashim Jibri, Coordinator for Residential Education
Jay Johnson, Proctor
Audrey Kim, Psychologist
Robin Kirskey, Financial Analyst
Maurício Magdaleno, Senior Building Maintenance Worker
Leticia Maldonado, College Programs Coordinator
Krystinne Mica, College Programs Coordinator
Karen O’Hanlon, College Assistant
Eric Peterson, Senior Building Maintenance Supervisor
Erin Ramsden, Cocurricular Programs Coordinator
Bill Reid, Groundskeeper
Reggie Shaw Jr., Coordinator for Residential Education
Rachel Stone, Housing Coordinator
Rod Waters, Associate College Administrative Officer for Residential Life and Housing
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 Founding 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.
In the first-quarter frosh course, Introduction to University Discourse, Social Justice and Community (see page 165), 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, reading, and speaking 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.
All students who enter as frosh are required to pass the college writing seminar with a grade of C or better. Those who are admitted as transfer students are exempt from the core course requirement but may take the core course at their option pending available space; lower-division transfer students who, prior to enrolling, have not completed at least one UC-transferable college English composition course with a minimum grade of C (2.0) or better are permitted to take the core course to satisfy the C1 requirement.
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.
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.
Students can extend their learning beyond the classroom by volunteering for a local nonprofit or school in the community for credit. This type of hands-on experience is known as service learning or field study. Examples include assisting in a classroom or at a homeless shelter. College Ten has its own service-learning program. The service-learning supervisor teaches a class, Esprit de Corps, in which students meet weekly to reflect upon their experiences, discuss readings, and listen to speakers from the community. To culminate the service experience, students develop a final project related to civic engagement. Other service-learning opportunities include Praxis, a service-learning organization, and a service-learning trip to Mexico for alternative spring break.
This annual one-day conference focuses on international social justice concerns in the local context. Students gain valuable leadership skills in developing and implementing this exceptional program, which involves collaboration among faculty, staff, and the local community.
College Ten students have special opportunities to become course assistants, tutors, and student mentors for course credit. Students gain independent 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.
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.
Eligible College Ten frosh may apply to the Scholars Program. This may include enrolling in an honors section of the frosh writing seminar in the fall, the 2-credit workshop in the winter, and a special seminar with a social sciences faculty member in the spring.
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. Students and staff collaborate to develop an array of programs exploring the many aspects of social justice. Some of the programs include faculty presentations, guest speakers, debates, films, arts events, and interactive workshops. These programs bring together members of our community to learn, debate, and challenge ourselves about important issues facing us today in an atmosphere of mutual respect and engagement.
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.
Student Government represents the students in the college. It appoints students to campus and college committees, consults with college administration on policy development, and provides monetary support to student organizations.
Cocurricular Programs and 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. These include the following groups as well as many other programs, activities, and clubs.
The purpose of CREATE (Cultural Resources to Educate and to Empower) is to facilitate the ongoing discussion of diversity issues at College Ten and in our living communities, learn about and promote multiculturalism, plan activities, and help students and staff have a resource for inclusiveness and training.
ENGAGE (Explore New Growth and Gain Experience) 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. ENGAGE meets weekly throughout fall quarter.
PHAT (Programming House Activities Team) is a planning committee for the apartment residents who are interested in getting people out of their rooms and into their communities. Programs include the annual Haunted House, the Battle of the Buildings, and Freestyle Fridays.
WATER (White Allies To End Racism) tackles issues of diversity and racism through the exploration of white racial identity. The group provides a safe and open space for dialogue and the opportunity to work with students of color groups on collaborative action projects.
The Rainbow Club provides opportunities for gay, lesbian, bisexual, transgender, intersex, queer, and questioning students and their allies to join together for self-awareness and social activities in a fun, relaxed atmosphere.
Students may apply to this program, in which participants spend part of their spring break in Mexico building a house and helping in the community.
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.
Located at College Ten, Café Revolución is a favorite gathering place. It is open nightly for social justice performances, music, and social interaction.
Physical Surroundings
College Ten is situated in a redwood grove next to the Social Sciences 1 and 2 Buildings near the heart of campus. 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.
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 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 dslater@cats.ucsc.edu, or visit the College Ten web site: collegeten.ucsc.edu
College Ten Faculty and Staff
Helen Shapiro, Division of Social Sciences; Sociology
Charter Fellows*
Nameera Akhtar,* Psychology
Jennifer Anderson,* Environmental Studies
Bettina Aptheker, Feminist Studies and History
Margarita Azmitia, Psychology
Heather Bullock,* Psychology
George C. Bunch, Education
Maureen Callanan, Psychology
Martin M. Chemers,* Psychology
John Brown Childs,* Sociology
Faye Crosby,* Psychology
Robert Fairlie,* Economics
Paul Frymer,* Politics
Ricard Gil, Economics
Ronald Glass, Education
Miriam Greenberg, Sociology
Phillip Hammack, Psychology
Sheldon Kamieniecki, Environmental Studies
Lori Kletzer,* Economics
Campbell Leaper,* Founding College Provost, Psychology
Eduardo Mosqueda, Education
Rodney Ogawa, Education
Daniel Press,* Environmental Studies
S. Ravi Rajan,* Environmental Studies
Jennifer Reardon, Sociology
Craig Reinarman,* Sociology
Michael Rotkin,* Community Studies
Gabriela Sandoval, Sociology
Roger Schoenman, Politics
Travis Seymour, Psychology
Dana Takagi,* Sociology
Eileen Zurbriggen,* Psychology
Deana Slater
Robert Taylor
Abbey Asher, Service Learning Coordinator
Greg Banks, Academic Adviser
Dave Barry, Community Safety Officer
Wendy Baxter, Associate College Administrative Office for Cocurricular and College Programs
Erin Beard, Assistant to the Provost
Mark Bilovsky, Reservations and Events Assistant
Jennifer Bosco, Coordinator for Residential Education
Jimmie Brown, Community Safety Officer
Olivia Chan, Academic Adviser
Jane Hartman, Assistant to the College Administrative Officer
Sara Jakl, Housing/Student Life Assistant
Robin Kirskey, Financial Analyst
Maurício Magdaleno, Senior Building Maintenance Worker
Leticia Maldonado, College Programs Coordinator
Krystinne Mica, Assistant College Programs Coordinator
Rachel Ogata, Cocurricular and College Programs
Eric Peterson, Senior Building Maintenance Supervisor
José Reyes-Olivas, Cocurricular Programs Coordinator
Chantal Rozairo, Coordinator of Residential Education
Michelle Sasse, Groundskeeper
Matthew Sernaker, Events and Facilities Coordinator
Reggie Shaw Jr., Coordinator for Residential Education
Rachel Stone, Housing Coordinator
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