Choosing a College at UCSD
One of the features which sets UCSD apart from most major universities
in the United States is its family of undergraduate colleges: Revelle,
John Muir, Thurgood Marshall, Earl Warren, and Eleanor Roosevelt. A sixth
college is scheduled to open in Fall, 2002.
The division of the campus community into small colleges was patterned
after the concept which has served Oxford and Cambridge so successfully
for centuries. The planners of the new UCSD campus were convinced that
students learn more, and find greater fulfillment in their personal lives,
when joined academically and socially with a relatively small group of
students. At the same time, the advantages to size in a
university, including a faculty of international renown, first-rate teaching
and research facilities, laboratories, libraries, and other amenities,
were to be an important part of the design.
The result was an arrangement which combined the academic advantages
of a large research university with the finest features of a small liberal
arts college—the UCSD college system. Each of these semi-autonomous
undergraduate colleges has its own residence facilities, staff, traditions,
general-education requirements, and distinctive educational philosophy.
The system was inaugurated with the opening of Revelle College in 1964.
In the intervening years, four more colleges—John Muir, Thurgood
Marshall, Earl Warren, and Eleanor Roosevelt—have been established.
Although many American university campuses have a separate college structure,
in most cases, these colleges are designed to serve specific disciplines,
such as engineering or business administration. At UCSD, however, any
undergraduate may select from the full range of majors available. The
choice of a college is not based on your major, but on your preferences
in terms of the various educational philosophies and environments offered
by the colleges.
UCSD's college system allows undergraduates to choose from among five
distinct general-education curricula supplementing their major requirements.
These curricula range from a very structured liberal arts program to a
program with a broad range of electives. By contrast, most universities
offer only one general-education curriculum.
Students must rank the colleges in order of preference when applying
for admission. Brief summaries of the various college curricula and philosophies
follow. Later in this section, these variations are spelled out in considerable
detail, college by college.
Revelle College
Educational Philosophy
Revelle College stresses the broad character of general education. A
structured liberal arts curriculum establishes a strong educational foundation
for any major. All students complete a highly respected core humanities
sequence and courses in the arts and social sciences. Students either
meet proficiency in a foreign language or complete the fourth quarter
of college level instruction. All students also complete sequences in
mathematics and science, with separate courses available for science and
non-science majors. Throughout the final two years, students concentrate
on developing professional competence in an academic discipline.
This curriculum develops three main skills which are essential for a
well-rounded education: learning to use the language of scholarship and
science, learning how to think creatively, and learning how to learn.
Revelle College is distinguished by its emphasis on academics and student
leadership. Its structured and well-rounded curriculum has been acclaimed
nationally. Individual academic advising, honors programs, and programs
that foster student-faculty interaction, are all hallmarks of UCSD's first
college.
John Muir College
Educational Philosophy
The faculty of John Muir College has established a flexible set of general-education
and graduation requirements that ensures breadth and depth of learning
and encourages the students of the college to take an active role in their
own intellectual development. Students complete four year-long sequences
drawn from the social sciences; the natural sciences or mathematics; and
the humanities, fine arts, or foreign languages. Many choices are available
for each of these year-long sequences. Muir has a U.S. cultural diversity
graduation requirement. Students also complete two analytical writing
courses. Muir's requirements accommodate a wide range of interests and
aptitudes. The relative openness and flexibility of its curriculum make
Muir College particularly attractive to exceptionally able and well-prepared
students with well-defined or developing academic interests.
John Muir College is distinguished by its atmosphere of friendliness
and informality and a deep concern for the rights and welfare of others.
Concern for one's fellow students goes well with Muir's educational philosophy,
which stresses individual choice and development. The environment thus
created fosters independence and responsibility.
Thurgood Marshall College
Educational Philosophy
The dedicated focus of Thurgood Marshall College is the active development
of the student as scholar and citizen. The college, a small liberal arts
and sciences community, is characterized by an open, friendly environment
in which students pursue any major in the natural and physical sciences,
social sciences, engineering, humanities, and fine arts offered at the
university.
The college's educational philosophy is guided by the belief that, regardless
of a student's major, a broad liberal arts education must include an awareness
and understanding of the diversity of cultures that comprise contemporary
American society, and the richness that socio-cultural diversity brings
to the lives of American people. Therefore, the distinctive general-education
program allows students course choices that include a critical examination
of the human condition in modern American society.
Integral to the Marshall experience is the unique, three-quarter core
sequence, "Dimensions of Culture—Diversity, Justice, and Imagination."
This interdisciplinary, issues-oriented curricular experience explores
how individuals and communities in America acquire their identifying characteristics.
Students also choose courses in mathematics or logic, natural/physical
sciences, writing, humanities, and fine arts.
In addition to the strong academic program, Thurgood Marshall College
is proud of its emphasis on the student as citizen. Students are encouraged
to integrate educational alternatives and public service opportunities,
such as Partners at Learning (PAL), for which they earn academic credit,
into their curriculum. Through PAL and other options, such as internships
and other public service and leadership activities, students develop skills
learned in the classroom and apply them to real-world experiences. Toward
that end, the Student Leadership Program is especially designed to encourage
active participation in the governance of the college and in community
service.
Thurgood Marshall College's hallmark is community, where students are
encouraged to be active participants in their university education and
take advantage of the abundance of opportunities to learn and develop
as scholars and citizens.
Earl Warren College
Educational Philosophy
Earl Warren College emphasizes curricula and programs that assist students
in making a close connection between their undergraduate education and
their personal and professional goals for their postbaccalaureate years.
This pedagological approach is applicable to all students, regardless
of their chosen field of study. As a means of supplementing curricular
requirements, the college encourages students to take advantage of academic
internships and career-life planning programs to sharpen their skills
and test their career choices.
Each student enrolled at Earl Warren College has the opportunity to develop
an educational program best suited to his or her individual interests,
but within a sound framework that ensures significant exposure in three
disciplinary areas: humanities/arts, social sciences, and natural sciences.
All students are required to take two focused collections of courses outside
the general area of their major which, in the majority of cases, will
include upper-division work, as well as introductory courses.
In addition, Warren College stresses the importance of the following
attributes: student leadership development, an appreciation of diverse
cultures, study abroad opportunities to enhance the educational experience,
the importance of individual responsibility, and awareness of ethical
issues and their application in contemporary society.
Eleanor Roosevelt College
Educational Philosophy
Eleanor Roosevelt College (ERC) emphasizes a comprehensive general education
designed to prepare students to compete successfully in the global and
multicultural economy of the twenty-first century. Successful professional
people will need to understand their own cultural heritage as well as
those of people from other societies with whom they will be interacting
in their workplaces and communities.
The perspectives gained at ERC prepare students well for the future,
whatever their goals and their major field of study, and whether they
plan to go on to graduate school, professional school, or the worlds of
science and technology, business, or the arts.
At the core of the curriculum are six courses comprising The Making of
the Modern World (MMW). This interdisciplinary sequence was developed
by faculty from anthropology, history, literature, political science,
and sociology. It teaches students to think historically and analytically,
as well as across disciplines, about both Western and non-Western societies,
and the ways humans have organized their experience in different places
and times.
ERC students receive exposure to natural science, quantitative methods,
foreign language, and fine arts, and each selects a geographic region
for in-depth study. Interested students are encouraged and assisted in
finding ways to study, work, or travel in other countries to expand their
horizons.
A friendly and supportive campus community, ERC is also distinguished
by its emphasis on helping each individual reach his or her full potential
intellectually, and in those skills, contributing to effective participation
and leadership.
As Eleanor Roosevelt wrote, "Whether or not they have made the world
they live in, the young must learn to be at home in it, to be familiar
with it. They must understand its history, its peoples, their customs
and ideas and problems and aspirations." ERC students and graduates
find themselves as much "at home" in the world as any of their
generation, and more than most!
College Administration
The provost is a faculty member who acts as chief administrative officer
and academic dean. In addition to the provost, each college has a director
of academic advising and a dean of student life.
The academic departments and the college academic advising offices are
designated campus units responsible for providing official academic advice
and direction to undergraduate students. The college academic advising
staff have primary responsibility for providing academic advice and services
that assist new and continuing students in developing educational plans
and course schedules which are compatible with their interests, academic
preparation, and career goals.
The college academic advising offices conduct academic orientation/enrollment
programs for all new students and advise continuing students about college
general-education and graduation requirements. The advising staff of each
college provide general academic and curricular information, clarify academic
rules and regulations, review all aspects of academic probation, monitor
academic progress, assist students with decision-making strategies, and
give information about prerequisites and screening criteria for majors.
In conjunction with the academic departments and the Office of the Registrar,
the advising offices certify students for graduation and generally facilitate
their academic adjustment to the university.
Moreover, college academic advisers are available to counsel students
about educational alternatives; selection of courses and majors; program
changes; new academic opportunities; and special programs such as exchange
programs, honors programs, outreach programs, etc.
With a central concern for student development, dean's staff members
provide a variety of nonacademic services such as coordinating both educational
and social programs; overseeing residential programs; assisting students
with decisions and procedures regarding withdrawal from school; coordinating
disciplinary procedures, both academic and social; and making referrals
to other student services on campus. (See also section on "Student
Services and Programs.")
Whatever the question or concern, the provost and his or her staff stand
ready at all times to assist undergraduates.
Phi Beta Kappa
The UCSD chapter of Phi Beta Kappa elects student members on the basis
of high scholastic achievement in academic programs emphasizing the liberal
arts and sciences. Phi Beta Kappa was founded in 1776 at the College of
William and Mary in Virginia and is the oldest, most prestigious, academic
honor society in America. See also "Honors" in the index.
Honors
Each college awards honors to outstanding students on the basis of criteria
approved by the Academic Senate. These honors are posted on students"
transcripts and noted on their diplomas. For further details, see "Honors"
in the index.
Transfer Students
Students transferring to UCSD must complete the requirements of the
chosen undergraduate college. Students, especially biology, engineering,
and other science majors, are strongly advised to complete all lower-division
preparation for the major prior to enrollment. In preparation for the
New Student Orientation Program, the College Academic Advising staff will
evaluate the transfer course work for each student to determine which
courses are applicable to general-education requirements. Since a variety
of general-education options are available, students are encouraged to
choose carefully the college which best fits their general-education program
or course work. See Undergraduate Admissions, Policies and Procedures,
"University of California Transfer Agreement."
Graduation Requirements in the UCSD Colleges
Unless otherwise indicated, the figures in this chart refer to the number
of COURSES rather than the number of units. Most UCSD courses carry four
quarter-units of credit, and a student usually takes four courses each
quarter. Academic disciplines are classified as humanities/fine arts,
social sciences, and mathematics/natural sciences/engineering. The term
"noncontiguous" refers to a discipline that is different from
that of the major. Students must meet the Subject A requirement prior
to enrolling in the writing courses of their respective college. Each
college's cultural diversity requirement can be fulfilled as noted by
an asterisk (*) below.
Revelle College
General Education
HUMANITIES——5
Includes intensive instruction in university-level writing.
FOREIGN LANGUAGE——0-4
Proficiency exam or number of courses.
FINE ARTS——1
Art, music, theatre
PHYSICS AND CHEMISTRY——4
At least one course from each area (Sequences available for science and
non-science majors.)
BIOLOGY——1
CALCULUS——3
(Sequences are available for science and non-science majors.)
SOCIAL SCIENCES——3
To include at least one course in American Cultures*
AREA OF FOCUS——3
Focused on one subject non-
contiguous to the major.
Minor/Additional Graduation Requirements
Optional Minor
Minimum Number of Courses Required for Graduation
B.A./B.S. degrees require a minimum of 46 courses (184 units); at least
15 courses (60 units) must be upper-division.
John Muir College
General Education
WRITING——2-3
A Three-Course Sequence
in each of TWO of the following categories:——6
HUMANITIES
FINE ARTS
FOREIGN LANGUAGE
AND
A Three-Course Sequence——3
IN EITHER
MATHEMATICS (CALCULUS)
OR
NATURAL SCIENCE
(Sequences are available for science and non-science majors.)
AND
A Three-Course Sequence——3
IN
SOCIAL SCIENCES
Minor/Additional Graduation Requirements
Optional Minor
*One U.S. Cultural Diversity course to be chosen from an approved list
as part of the major, optional minor, elective, or an appropriate general-election
course
Minimum Number of Courses Required for Graduation
B.A./B.S. degrees require a minimum of 45 courses (180 units); at least
18 courses (72 units) must be upper-division.
Thurgood Marshall College
General Education
DIMENSIONS of CULTURE——3
(DIVERSITY, JUSTICE, and
IMAGINATION)
Includes two six-unit courses with intensive instruction in university-level
writing
HUMANITIES and CULTURE——2
*Includes cultural diversity
FINE ARTS——1
NATURAL SCIENCES——3
One course each in biology, chemistry, and physics. (Courses are available
for science and non-science majors.)
MATHEMATICS and LOGIC——2
(Courses are available for science and non-science majors.)
DISCIPLINARY BREADTH——4
Must be noncontiguous to the major. Two must be upper-division; one course
must include significant writing.
PUBLIC SERVICE (optional)
This four-unit public service option may be used to fulfill one course
in the Disciplinary Breadth area.
Minor/Additional Graduation Requirements
Optional Minor
Minimum Number of Courses Required for Graduation
B.A./B.S. degrees require a minimum of 45 courses (180 units); at least
15 courses (60 units) must be upper-division.
Earl Warren College
General Education
WRITING——2
ETHICS and SOCIETY——1
FORMAL SKILLS——2
Two courses to be selected from a list including calculus, symbolic logic,
computer programming, and statistics.
PROGRAMS of
CONCENTRATION*——12
(for B.A./B.S. degrees in arts/sciences)
Two programs of concentration, each typically consisting of three lower-division
and three upper-division courses. Both programs must be noncontiguous
to the major and to each other.
OR
AREA STUDIES——6
(for B.S. degrees in engineering)
Two area studies each consisting of three courses. One area of study in
humanities/fine arts and one in social sciences.
Minor/Additional Graduation Requirements
Optional Minor–Students may choose a noncontiguous minor in lieu
of a Program of Concentration.
*One Cultural Diversity in U.S. Society course to be chosen from an approved
list as part of the major, Programs of Concentration/Area Studies, or
elective
Minimum Number of Courses Required for Graduation
B.A./B.S. degrees require a minimum of 45 courses (180 units); at least
15 courses (60 units) must be upper-division.
Eleanor Roosevelt College
General Education
The MAKING of the
MODERN WORLD——6
Includes two six-unit courses with intensive instruction in university-level
writing and cultural diversity*.
FOREIGN LANGUAGE——2-3
One quarter may be waived for students who are biliterate.
FINE ARTS——2
To include study of both Western and non-Western arts.
NATURAL SCIENCES——2
(Sequences are available for science and non-science majors.)
MATHEMATICS/ COMPUTER SCIENCE——2
(Sequences are available for science and non-science majors.)
REGIONAL SPECIALIZATION——3
To include at least two courses taken at the upper-division level.
Minor/Additional Graduation Requirements
Optional Minor–Students may combine foreign language and regional
specialization course work to create a minor focusing on a particular
geographic area.
Minimum Number of Courses Required for Graduation
B.A./B.S. degrees require a minimum of 45 courses (180 units); at least
15 courses (60 units) must be upper-division.
Major
NOTE: Students may pursue any major, regardless of the college they
choose. Majors are identical regardless of the student's chosen college.
Most majors require twelve to eighteen upper-division courses based upon
adequate lower-division preparation; such preparation may be part of the
general-education requirements. Majors in certain engineering programs
may require as many as twenty-one upper-division courses.
