Special Programs, Activities, and Awards
Center for Excellence in Engineering and Diversity
The HSSEAS Center for Excellence in Engineering and Diversity (CEED) seeks to create a community of collaborative and sustainable partnerships that increase academic opportunities for urban, disadvantaged, and underrepresented students. CEED supports students in precollege, undergraduate, and graduate science, engineering, mathematics, and technology curricula.
Precollege Outreach Programs
Science and Mathematics Achievement and Research Training for Students (SMARTS). A six-week commuter and residential summer program, SMARTS provides a diverse group of 50 ninth to twelfth graders with rigorous inquiry-based engineering, mathematics, and science enrichment. Tenth and eleventh graders receive an introduction to the scientific process and to laboratory-based investigation through the Research Apprentice Program, sponsored by faculty and graduate research mentors in engineering.
MESA Schools Program (MSP). Through CEED, HSSEAS partners with middle and high school principals to implement MSP services, which focus on outreach and student development in engineering, mathematics, science, and technology. At individual school sites, four mathematics and science teachers serve as MSP advisers and coordinate the activities and instruction for 1,100 students. Advisers work as a team to deliver services that include SAT preparation. MSP prepares students for regional engineering and science competitions and provides an individual academic planning program, academic excellence workshops, CEED undergraduate mentors, field trips, and exposure to high-tech careers. The MSP goal is to increase the numbers of urban and educationally underserved students who are competitively eligible for UC admission, particularly in engineering and computer science.
Students are provided academic planning, SAT preparation, career exploration, and other services starting at the elementary school level through college. HSSEAS/CEED currently serves 15 schools in the Los Angeles Unified School District and four schools in the Inglewood Unified School District.
CEED currently supports some 200 underrepresented and disadvantaged engineering students. Components of the undergraduate program include
CEED Summer Bridge. A two-week intensive residential summer program, CEED Summer Bridge provides advanced preparation and exposure for Fall Quarter classes in mathematics, chemistry, and computer science.
Freshman Orientation Course. Designed to give CEED freshmen exposure to the engineering profession, "Engineering 87--Engineering Disciplines" also teaches the principles of effective study and team/community-building skills.
Academic Excellence Workshops (AEW). Providing an intensive mathematics/science approach to achieving mastery through collaborative learning and facilitated study groups, workshops meet twice a week for two hours and are facilitated by a Ph.D. student.
Bridge Review for Enhancing Engineering Students (BREES). Sponsored by Hewlett Packard. A 14-day intensive summer program designed to provide CEED students with the skills and knowledge to gain sufficient mastery, understanding, and problem solving skills in the core engineering courses. Current CEED students and incoming CEED transfer students take part in lectures and collaborative, problem-solving workshops facilitated by UCLA graduate students.
The UCLA/Hewlett-Packard Computer Science/Engineering Retention Project , coordinated by Professor William J. Kaiser and CEED, is an effort to improve student retention through the redesign of and integration of technology into core engineering courses. In particular, the effort utilized a HP-donated wireless mobile classroom (a wireless laptop cart) to facilitate instruction and interaction in special sessions of EE 10 and EE 115A. A joint effort between the Electrical Engineering Department and UCLA Center for the Study of Evaluation designed and assessed these special sessions to improve instructor feedback and engage students in a significantly enhanced instructional environment. Overall, the pilot effort has proved promising, and continued collaboration is in place to fully integrate the redesign into core engineering courses.
Academic Advising and Counseling. CEED counselors assist in the selection of course combinations, professors, and course loads and meet regularly with students to assess progress and discuss individual concerns.
Tutoring. Review sessions and tutoring are provided for several upper division engineering courses.
Career Development. Presentations by corporate representatives and field trips to major company locations are offered. Other services include summer and full-time job placement and assistance.
Cluster Systems. Common class sections that team students, Cluster Systems facilitate group study and successful academic excellence workshops.
Student Study Center: A two-room complex with a study area open 24 hours a day, the Student Study Center also houses academic workshop rooms and a computer room and is used for tutoring, presentations, and engineering student organizations. The center has an electronic message board for campus, student organization, and CEED activities and numerous bulletin boards for scholarships and employment opportunities.
Step-Up. Funded by the National Science Foundation, STEP for Underutilized Populations (STEP-UP) is a regional initiative designed to increase the number of students from Los Angeles urban core populations obtaining baccalaureate degrees in science, technology, engineering, and mathematics (STEM). Awarded in Fall 2004, this five-year, $1.8 million inter-institutional and multi-disciplinary initiative is led by the UCLA Center for Excellence in Engineering and Diversity in the Henry Samueli School of Engineering and Applied Science. Regional partners include California State University, Los Angeles (CSULA) and a number of community colleges in the Los Angeles metropolitan area. The U.S. production of domestic engineers and physical scientists has declined since the high point of the mid-1980s, while that of other countries has increased dramatically. The fastest-growing segments of the U.S. population need to be prepared to enter these vital fields.
Nearly 82 percent of the 740,000 K-12 students in the Los Angeles Unified School District are African-American and Latino, yet a miniscule number of these students attempt post-secondary STEM fields, and fewer enroll in and complete degrees in these areas. The UCLA STEP-UP project provides academic learning communities and career-oriented intervention programs to improve access, counseling, and preparation for students with high interest in these subjects. The NSF has funded over 30 STEP projects across the country to address the growing imbalance between the need for technical talent and the U.S. production of engineers and computer and physical scientists.The NSF goal is to strengthen national and economic security by increasing the number of engineers from populations that under-participate in these fields.
OMEGA. The last letter in the Greek alphabet, OMEGA symbolizes the highest level of educational achievement. The organization is a partnership with engineering faculty and CEED to increase the number of UCLA CEED and other engineering undergraduates who are interested in graduate study.
The OMEGA Research Program provides stipends for CEED undergraduates to conduct engineering research with engineering faculty mentors.
The Henry Samueli School of Engineering and Applied Science also participates in the NACME and GEM scholarships.
The CEED Industry Advisory Board and support network provide significant contributions to program services and scholarships. Information may be obtained from the CEED director.
UCLA CEED supports student chapters of three engineering organizations: the American Indian Science and Engineering Society (AISES), the National Society of Black Engineers (NSBE), and the Society of Latino Engineers and Scientists (SOLES), the UCLA chapter of the Society of Hispanic Professional Engineers (SHPE). These organizations are vital elements of the program.
American Indian Science and Engineering Society
Entering its 18th year on campus, AISES encourages American Indians to pursue careers as scientists and engineers while preserving their cultural heritage. The goal of AISES is to promote unity and cooperation and to provide a basis for the advancement of American Indians while providing financial assistance and educational opportunities. AISES devotes most of its energy to its outreach program where members conduct monthly science academies with elementary and precollege students from Indian Reservations. Serving as mentors and role models for younger students enables UCLA AISES students to further develop professionalism and responsibility while maintaining a high level of academics and increasing cultural awareness.
National Society of Black Engineers
Chartered in 1980 to respond to the shortage of blacks in science and engineering fields and to promote academic excellence among black students in these disciplines, NSBE provides academic assistance, tutoring, and study groups while sponsoring ongoing activities such as guest speakers, company tours, and participation in UCLA events such as Career Day and Engineers Week. NSBE also assists students with employment. Through the various activities sponsored by NSBE, students develop leadership and interpersonal skills while enjoying the college experience. See http://www.seas.ucla.edu/nsbe/.
Society of Latino Engineers and Scientists
Recognized as the national Chapter of the Year five times over the past ten years years by the Society of Hispanic Professional Engineers (SHPE), SOLES promotes engineering as a viable career option for Latino students. SOLES is committed to the advancement of Latinos in engineering and science through endeavors to stimulate intellectual pursuit through group studying, tutoring, and peer counseling for all members. This spirit is carried into the community with active recruitment of high school students into the field of engineering.
SOLES also strives to familiarize the UCLA community with the richness and diversity of the Latino culture and the scientific accomplishments of Latinos. SOLES organizes cultural events such as Latinos in Science, Cinco de Mayo, and cosponsors the Women in Science and Engineering (WISE) Day with AISES, NSBE, and SWE. By participating in campus events such as Career Day and Engineers Week, the organization's growing membership strives to fulfill the needs of the individual and the community. See http://www.seas.ucla.edu/soles/.
Women in Engineering
Women make up about 23 percent of the undergraduate and 18 percent of HSSEAS graduate enrollment. Today's opportunities for women in engineering are excellent, as both employers and educators try to change the image of engineering as a "males only" field. Women engineers are in great demand in all fields of engineering.
The Society of Women Engineers (SWE), recognizing that women in engineering are still a minority, has established a UCLA student chapter that sponsors field trips and engineering-related speakers (often professional women) to introduce the various options available to women engineers. The UCLA chapter of SWE, in conjunction with other Los Angeles schools, also publishes an annual résumé book to help women students find jobs and presents a career day for women high school students. See http://www.seas.ucla.edu/swe/.
Student and Honorary Societies
Professionally related societies and activities at UCLA provide valuable experience in leadership, service, recreation, and personal satisfaction. The faculty of the school encourages students to participate in such societies and activities where they can learn more about the engineering profession in a more informal setting than the classroom. For more information, see http://www.engineer.ucla.edu/academics/organization.html.
EGSA Engineering Graduate Students Association
ESUC Engineering Society, University of California. Umbrella organization for all the engineering and technical societies at UCLA
ACM Association for Computing Machinery
AIAA American Institute of Aeronautics and Astronautics
AIChE American Institute of Chemical Engineers
AISES American Indian Science and Engineering Society
Amateur Radio Club
ASCE American Society of Civil Engineers
ASME American Society of Mechanical Engineers
BMES Biomedical Engineering Society
Chi Epsilon Civil Engineering Honor Society
Eta Kappa Electrical engineering honor
EWB Engineers Without Borders
IEEE Institute of Electrical and Electronic Engineers
LUG Linux Users Group
MRS Materials Research Society
NSBE National Society of Black Engineers
Phi Sigma Engineering social sorority
PIE Pilipinos in Engineering
SAE Society of Automotive Engineers
SAMPLE Society for the Advancement of Materials and Process Engineering
SBE Society for Biological Engineering
SOLES Society of Latino Engineers and Scientists
SWE Society of Women Engineers
Tau Beta Pi Engineering honor society
Triangle Social fraternity of engineers, architects, and scientists
The student body takes an active part in shaping policies of the school through elected student representatives on the school's Executive Committee.
Prizes and Awards
Each year, certificates and award monies are presented at the HSSEAS annual commencement ceremony to recognize outstanding students who have contributed to the school.
The Russell R. O'Neill Distinguished Service Award is presented annually to an upper division student in good academic standing who has made outstanding contributions through service to the undergraduate student body, student organizations, and furtherance of the undergraduate engineering program, with emphasis on extracurricular activities.
The Harry M. Showman Engineering Prize is awarded to a UCLA engineering student or students who most effectively communicate the achievements, research results, or social significance of any aspect of engineering to a student audience, the engineering professions, or the general public.
The Engineering Achievement Award for Student Welfare is given to undergraduate and graduate engineering students who have made outstanding contributions to student welfare through participation in extracurricular activities and who have given outstanding service to the campus community.
Additional awards may be given to those degree candidates who have achieved academic excellence. Criteria may include such items as grade-point average, creativity, research, and community service.
Departmental Scholar Program
The school may nominate exceptionally promising juniors and seniors as Departmental Scholars to pursue bachelor's and master's degree programs simultaneously.
Minimum qualifications include the completion of 24 courses (96 quarter units) at UCLA, or the equivalent at a similar institution, the current minimum grade-point average required for honors at graduation, and the requirements in preparation for the major. To obtain both the bachelor's and master's degrees, Departmental Scholars fulfill the requirements for each program. Students may not use any one course to fulfill requirements for both degrees.
For details, consult the Office of Academic and Student Affairs in 6426 Boelter Hall well in advance of application dates for admission to graduate standing.
This Announcement of the Henry Samueli School of Engineering and Applied Science contains detailed information about the school, areas of study, degree programs, and course listings. The UCLA General Catalog (http://www.registrar.ucla.edu/catalog/), however, is the official and binding document for the guidance of students. UCLA students are responsible for complying with all University rules, regulations, policies, and procedures described in the catalog. Engineering students are advised to purchase it from the UCLA Store.
For rules and regulations on graduate study, see http://www.gdnet.ucla.edu.
If students believe that they have been graded unfairly, they should first discuss the issue with the instructor of the course. If the dispute cannot be resolved between the student and the instructor, the student may refer the issue to the Associate Dean for Academic and Student Affairs, 6426 Boelter Hall.
The associate dean may form an ad hoc committee to review the complaint. The ad hoc committee members are recommended by the appropriate department chair and the associate dean. The student receives a copy of the ad hoc committee's report as well as a copy of the associate dean's recommendation. The student's file will contain no reference to the dispute.
The associate dean informs the students of their rights with respect to complaints and appeals at UCLA.
The University of California, in accordance with applicable Federal and State Laws and University Policies, does not discriminate on the basis of race, color, national origin, religion, sex, gender identity, pregnancy (including pregnancy, childbirth, and medical conditions related to pregnancy and childbirth), disability, age, medical condition (cancer-related), ancestry, marital status, citizenship, sexual orientation, or status as a Vietnam-era veteran or special disabled veteran. The University also prohibits sexual harassment. This nondiscrimination policy covers admission, access, and treatment in University programs and activities.
Inquiries regarding the University's student-related nondiscrimination policies may be directed to the UCLA Campus Counsel, 3149 Murphy Hall, Box 951405, Los Angeles, CA 90095-1405, (310) 825-4042. Speech- and hearing-impaired persons may call TTY (310) 206-6083.
Inquiries regarding nondiscrimination on the basis of disability covered by the Americans with Disabilities Act (ADA) of 1990 or Section 504 of the Rehabilitation Act of 1973 may be directed to Karen Henderson-Winge, Coordinator of ADA and 504 Compliance, A239 Murphy Hall, UCLA, Box 951405, Los Angeles, CA 90095-1405, voice (310) 825-7906, TTY (310) 206-3349; http://www.saonet.ucla.edu/ada.htm.
Students may complain of any action which they believe discriminates against them on the ground of race, color, national origin, marital status, sex, sexual orientation, disability, or age and may contact the Office of the Dean of Students, 1206 Murphy Hall, and/or refer to Section 111.00 of the University of California Policies Applying to Campus Activities, Organizations, and Students (available in 1206 Murphy Hall or at http://www.ucop.edu/ucophome/coordrev/ucpolicies/aos/toc.html) for further information and procedures.
Every member of the University community should be aware that the University is strongly opposed to sexual harassment and that such behavior is prohibited both by law and by University policy. The University will respond promptly and effectively to reports of sexual harassment and will take appropriate action to prevent, correct and, if necessary, discipline behavior that violates this policy. See http://www.sexualharassment.ucla.edu.
Unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature constitute sexual harassment when
a. A student who is also an employee of the University makes submission to such conduct, either explicitly or implicitly, a term or condition of instruction, employment, or participation in other University activity over which the student has control by virtue of his or her University employment; or
b. A student who is also an employee of the University makes submission to or rejection of such conduct a basis for evaluation in making academic or personnel decisions affecting an individual, when the student has control over such decisions by virtue of his or her University employment; or
c. Such conduct by any student has the purpose or effect of creating a hostile and intimidating environment sufficiently severe or pervasive to substantially impair a reasonable person's participation in University programs or activities, or use of University facilities
In determining whether the alleged conduct constitutes sexual harassment, consideration shall be given to the record of the incident as a whole and to the totality of the circumstances, including the location of the incident and the context in which the alleged incidents occurred. In general, a charge of harassing conduct can be addressed under the UCLA Code only when the University can reasonably be expected to have some degree of control over the alleged harasser and over the environment in which the conduct occurred.
Experience has demonstrated that many complaints of sexual harassment can be effectively resolved through informal intervention. Individuals who experience what they consider to be sexual harassment are advised to confront the alleged offender immediately and firmly.
Additionally, an individual who believes that she or he has been sexually harassed may contact the Sexual Harassment Coordinator in 2241 Murphy Hall or a Sexual Harassment Information Center counselor for help and information regarding sexual harassment complaint resolution or grievance procedures at one of the locations listed below as determined by the complainant's status at the University at the time of the alleged incident:
1. Campus Human Resources/Employee and Labor Relations, Manager, 200 UCLA Wilshire Center, (310) 794-0860
2. Campus Human Resources/Staff and Faculty Counseling Center, Coordinator, 380 UCLA Wilshire Center, (310) 794-0248
3. Center for Student Programming, Associate Director, 105 Kerckhoff Hall, (310) 825-5941
4. Center for Women and Men, Director, B44 Student Activities Center, (310) 825-3945
5. Chancellor's Office, Sexual Harassment Coordinator, 2241 Murphy Hall, (310) 206-3417
6. David Geffen School of Medicine, Senior Associate Dean of Student Affairs/Graduate Medical Education, 12-139 Center for the Health Sciences, (310) 825-6774; Dean's Office, Special Projects Director, 12-138 Center for the Health Sciences, (310) 794-1958
7. Graduate Division, Office Manager, 1237 Murphy Hall, (310) 206-3269
8. Healthcare Human Resources, Employee Relations Manager, 400 UCLA Wilshire Center, (310) 794-0500
9. Lesbian Gay Bisexual Transgender Campus Resource Center, Director, B36 Student Activities Center, (310) 206-3628
10. Neuropsychiatric Hospital, Administration/Human Resources Associate Director, B7-370 Semel Institute, (310) 206-5258
11. Office of the Dean of Students, Assistant Dean of Students, 1206 Murphy Hall, (310) 825-3871
12. Office of Ombuds Services, 105 Strathmore Building, (310) 825-7627; 52-025 Center for the Health Sciences, (310) 206-2427
13. Office of Residential Life, Judicial Affairs Coordinator, Residential Life Building, 370 De Neve Drive, (310) 206-2895
14. School of Dentistry, Assistant Dean, Student Affairs, 10-135A Dentistry, (310) 825-2615
15. Student Legal Services, Director, 70 Dodd Hall, (310) 825-9894
16. Student Psychological Services, Director, Wooden Center West, (310) 825-0768
17. UCLA Extension, Human Resources Director, 629 UNEX Building, (310) 825-4287; Student Services Director, 214 UNEX Building, (310) 825-2656
Other Forms of Harassment
The University strives to create an environment that fosters the values of mutual respect and tolerance and is free from discrimination based on race, ethnicity, sex, religion, sexual orientation, disability, age, and other personal characteristics. Certainly harassment, in its many forms, works against those values and often corrodes a person's sense of worth and interferes with one's ability to participate in University programs or activities. While the University is committed to the free exchange of ideas and the full protection of free expression, the University also recognizes that words can be used in such a way that they no longer express an idea, but rather injure and intimidate, thus undermining the ability of individuals to participate in the University community. The University of California Policies Applying to Campus Activities, Organizations, and Students (hereafter referred to as Policies ; http://www.ucop.edu/ucophome/coordrev/ucpolicies/aos/toc.html) presently prohibit a variety of conduct by students which, in certain contexts, may be regarded as harassment or intimidation.
For example, harassing expression which is accompanied by physical abuse, threats of violence, or conduct that threatens the health or safety of any person on University property or in connection with official University functions may subject an offending student to University discipline under the provisions of Section 102.08 of the Policies .
Similarly, harassing conduct, including symbolic expression, which also involves conduct resulting in damage to or destruction of any property of the University or property of others while on University premises may subject a student violator to University discipline under the provisions of Section 102.04 of the Policies .
Further, under specific circumstances described in the Universitywide Student Conduct Harassment Policy (http://www .deanofstudents.ucla.edu), students may be subject to University discipline for misconduct which may consist solely of expression. Copies of this Policy are available in the Office of the Dean of Students, 1206 Murphy Hall, or in any of the Harassment Information Centers listed below:
1. Center for Women and Men, B44 Student Activities Center, (310) 825-3945, http://www.thecenter.ucla.edu
2. Dashew Center for International Students and Scholars, 106 Bradley Hall, (310) 825-1681, http://www.intl.ucla.edu
3. Office of Fraternity and Sorority Relations, 105 Kerckhoff Hall, (310) 825-6322, http://www.greeklife.ucla.edu
4. Office of Ombuds Services, 105 Strathmore Building, (310) 825-7627, http://www.saonet.ucla.edu/ombuds/
5. Office of Residential Life, Residential Life Building, 370 De Neve Drive, (310) 825-3401, http://www.orl.ucla.edu
6. Student Psychological Services, Wooden Center West, (310) 825-0768, http://www.sps.ucla.edu
One of the necessary measures in our efforts to assure an atmosphere of civility and mutual respect is the establishment of procedures which provide effective informal and formal mechanisms for those who believe that they have been victims of any of the above misconduct.
Many incidents of harassment and intimidation can be effectively resolved through informal means. For example, an individual may wish to confront the alleged offender immediately and firmly. An individual who chooses not to confront the alleged offender and who wishes help, advice, or information is urged to contact any of the Harassment Information Centers listed immediately above.
In addition to providing support for those who believe they have been victims of harassment, Harassment Information Centers offer persons the opportunity to learn about the phenomena of harassment and intimidation; to understand the formal and informal mechanisms by which misunderstandings may be corrected and, when appropriate, student perpetrators may be disciplined; and to consider which of the available options is the most useful for the particular circumstances.
With regard to the Universitywide Student Conduct Harassment Policy , complainants should be aware that not all conduct which is offensive may be regarded as a violation of this Policy and may, in fact, be protected expression. Thus, the application of formal institutional discipline to such protected expression may not be legally permissible. Nevertheless, the University is committed to reviewing any complaint of harassing or intimidating conduct by a student and intervening on behalf of the complainant to the extent possible.