The UCLA Samueli 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 precollege students in science, engineering, mathematics, and technology curricula, and focuses on engineering and computer science at the undergraduate and graduate levels.
Summer Math and Science Honors Academy (SMASH). A rigorous and innovative education program, SMASH increases opportunities for educationally and financially disadvantaged urban school students to excel in the fields of science, technology, engineering, and math (STEM) at the college level for five weeks each summer. SMASH scholars also receive year-round academic support including SAT preparation, college counseling, financial aid workshops, and other activities to ensure continued academic success. Thirty new SMASH scholars are selected each year to attend the residential program each of three summers (after their 9th, 10th, and 11th grade years). Approximately 80 students participated in SMASH during summer 2018.
MESA Schools Program (MSP). Through CEED, UCLA Samueli 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 1000 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. UCLA Samueli CEED currently serves 18 schools in the Los Angeles Unified School District and four schools in the Inglewood Unified School District.
CEED currently supports some 335 underrepresented and educationally 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-Introduction to Engineering Disciplines" also teaches the principles of effective study and team/community-building skills, and research experiences.
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 the National Science Foundation (NSF). 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.
Research Intensive Series in Engineering for Underrepresented Populations (RISE-UP). During the summer of 2005, UCLA CEED began its Research Intensive Series in Engineering for Underrepresented Populations (RISE-UP). The purpose of this program is to keep engineering and computing students, particularly from underrepresented groups, interested in the fun of learning through a process in which faculty participate. The ultimate goal of this program is to encourage these young scholars to go on to graduate school and perhaps the professoriate.
Academic Advising and Counseling. A CEED counselor assists in the selection of course combinations, professors, and course loads and meets 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 complex with a study area open 24 hours a day, the Student Study Center also houses a computer room and is used for tutoring, presentations, and engineering student organizations.
Center for Translational Applications of Nanoscale Multiferroic Systems (TANMS). The Center for Translational Applications of Nanoscale Multiferroic Systems (TANMS) brings together critical expertise in physics, chemistry, materials science, and engineering to enable rapid advancement and application of multiferroic technologies to next-generation electromagnetic (EM) devices. Its goal is to create a synergistic environment that fosters fundamental studies on magnetism control through application of an electric field while providing a pathway to commercial endeavors. Its unique needs include diverse participant characteristics that encompass how we think, how we do things, and our humanity-including but not limited to age, color, culture, disability, diversity of thought, ethnicity, gender, geographic and national origin, language, life experience, perspective, race, religion, sexual identity, socioeconomic status, and technical expertise-aimed to increase creativity and innovation.
The center workforce is composed of researchers who span a wide range of disciplines from chemical to mechanical engineering, and an educational spectrum from K-12 and undergraduate students to post-doctoral scholars, including those who work with industries and national laboratories focused on multiferroic systems.
The TANMS vision is to move from diversity and inclusion advocate to active leader in the ERC community, and provide an educational pathway from cradle to career for the nation's best and brightest, fully representative and inclusive of the talents of every community. TANMS recognizes diversity as a national imperative to take specific actions by its leadership to source and include a complete talent pool, especially those critically underrepresented populations, and all its population segments and characteristics, in the TANMS academic leadership, technical workforce, and efforts to develop the next generation of engineers, scientists, and entrepreneurs in mulitferroics systems.
TANMS is a multi-university partnership between lead institution UCLA and partners California State University Northridge, Cornell University, UC Berkeley, and the Eidgenössische Technische Hochschule in Switzerland. CEED directs the TANMS program component, supports undergraduates placed in research laboratories, and coordinates recruitment of undergraduates from other universities. CEED brings teacher-student teams to UCLA to conduct summer research and gain exposure to entrepreneurship.
UCLA Samueli 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 Samueli 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.
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.
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. UCLA NSBE was recently named national chapter of the year for small chapters by the national organization.
Recognized as the national chapter of the year five times over the past ten 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 and NSBE. 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.
Women make up about 25 percent of the UCLA Samueli undergraduate enrollment and 22 percent of the 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 r�sum� book to help women students find jobs, and presents a career day for women high school students.
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 the website.
AAAEA — Arab American Association of Engineers and Architects
ACM — Association for Computing Machinery
ACM-W — Association for Computing Machinery-Women
AIAA — American Institute of Aeronautics and Astronautics
AIChE — American Institute of Chemical Engineers
AISES — American Indian Science and Engineering Society
ASCE — American Society of Civil Engineers
ASME — American Society of Mechanical Engineers/BattleBots
BEAM — Building Engineers and Mentors
BMES — Biomedical Engineering Society
— Bruin Amateur Radio Club
— Bruin Home Solutions
BruinKSEA — Korean-American Scientists and Engineers Association
— Bruin Spacecraft Group
CalGeo — California Geotechnical Engineers Association
— Chi Epsilon Civil - Engineering Honor Society
— Design/Build/Fly at UCLA
— Engineering Ambassador Program
EGSA — Engineering Graduate Students Association
ESUC — Engineering Society, University of California - Umbrella organization for all engineering and technical societies at UCLA
— Eta Kappa Nu - Electrical engineering/computer science and engineering honor society
EWB — Engineers Without Borders
IEEE — Institute of Electrical and Electronic Engineers
ISPE — International Society for Pharmaceutical Engineering
ITE — Institute of Transportation Engineers
LUG — Linux Users Group
MRS — Materials Research Society
— Mentor SEAS
NSBE — National Society of Black Engineers
— Phi Sigma Rho Engineering social sorority
PIE — Pilipinos in Engineering
QSTEM — Queers in STEM at UCLA
REC — Renewable Energy Club at UCLA
— Robotics Club
— Rocket/Space Project at UCLA
SAE — Society of Automotive Engineers
SASE — Society of Asian Scientists and Engineers
SFB — Society for Biomaterials at UCLA
SMV — Supermileage Vehicle SAE
SOLES — Society of Latino Engineers and Scientists
— Society of Petroleum Engineers
SWE — Society of Women Engineers
— Tau Beta Pi - Engineering honor society
TEC — Technical Entrepreneurial Community
— Theta Tau - Professional engineering fraternity
— Triangle - Social fraternity of engineers, architects, and scientists
— UCLA 3D4E
— UCLA DevX
— Upsilon Pi Epsilon International - honor society for the computing and information disciplines
VEX — Robotics Club at UCLA
WATT — IEEE Women Advancing Technology through Teamwork
The student body takes an active part in shaping policies of the school through elected student representatives on the school Executive Committee.
Each year, outstanding students are recognized for their academic achievement and exemplary record of contributions to the school. Recipients are acknowledged in the UCLA Samueli annual commencement program as well as by campuswide announcement.
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, the school, and to the advancement of the undergraduate engineering program, through service and participation in 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.
The school may nominate exceptionally promising juniors and seniors as Departmental Scholars to pursue engineering 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.
The Henry Samueli School of Engineering and Applied Science has an Exceptional Student Admissions Program (ESAP) for its outstanding undergraduates who wish to enter the school graduate program upon completion of the BS degree. ESAP is an alternative to the Departmental Scholar Program. In contrast to that program, an ESAP admitted student would be an enrolled graduate student and would be eligible for consideration of graduate fellowships and teaching assistant positions if available.
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, however, is the official and binding document for the guidance of students. UCLA students are responsible for complying with all rules, regulations, policies, and procedures described in the Catalog.
For rules and regulations on graduate study, see the Graduate Divsion website.
Instructors should announce their complete grading policy in writing at the beginning of the term, along with the syllabus and other course information, and make that policy available on the course website. Once the policy is announced, it should be applied consistently for the entire term.
A student who believes that a grade has been given unfairly 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), physical or mental disability, medical condition (cancer-related or genetic characteristics), ancestry, marital status, age, sexual orientation, citizenship, or service in the uniformed services (including membership, application for membership, performance of service, application for service, or obligation for service in the uniformed services). The University also prohibits sexual harassment and harassment on any of the above bases. This nondiscrimination policy covers admission, access, and treatment in University programs and activities.
Students may grieve any action that they believe discriminates against them on the ground of race, color, national or ethnic origin, alienage, sex, religion, age, sexual orientation, gender identity, marital status, veteran status, or perceived membership in any of these categories which results in injuries to the student by contacting the Office of the Dean of Students by e-mail or in person at 1104 Murphy Hall. Refer to UCLA Procedure 230.1, available in 1104 Murphy Hall or online, for more information and procedures.
Inquiries regarding University student-related nondiscrimination policies may be directed to the Office of the Dean of Students by e-mail, in person at 1104 Murphy Hall, or by phone at 310-825-3871. An assistant dean is available at this office to support students who need information or assistance in filing a discrimination complaint.
In accordance with applicable federal and state laws and University policy, including Title II of the Americans with Disabilities Act, Section 504 of the Rehabilitation Act of 1973, and University of California policy PACAOS-20 (Policy on Nondiscrimination), UCLA does not discriminate on the basis of physical or mental disability. Retaliation for participation in University procedures relating to complaints of discrimination is also prohibited. This nondiscrimination policy covers admission, access, and treatment in University programs and activities. UCLA is committed to prohibiting disability-based discrimination and harassment, and retaliation, performing a prompt and equitable investigation of complaints alleging discrimination, and properly remedying discrimination when it occurs. Examples of discrimination against students with disabilities include, but are not limited to: failure to engage with the student in a discussion of reasoning accommodations; failure to implement approved reasonable accommodations such as the provision of notes or extra time on tests; and exclusion of a qualified student from any course, course of study, or other educational program or activity because of the student’s disability. Disability-based harassment is conduct which is sufficiently severe, pervasive, or persistent so as to interfere with or limit an individual’s ability to participate in or benefit from the services, activities, or opportunities offered by the University.
UCLA has issued Procedure 230.2: Student Grievances Regarding Violations of Anti-Discrimination Laws or University Policies on Discrimination on Basis of Disability. Students may grieve any action that they believe discriminates against them on the basis of disability by contacting the office of the Dean of Students by e-mail, or in person at 1104 Murphy Hall. Refer to Procedure 230.2 for more information and procedures.
Title IX prohibits sex discrimination, including sexual harassment and sexual violence, in any education program or activity receiving federal financial assistance. Inquiries regarding the application of Title IX may be directed to the Title IX Coordinator, 2241 Murphy Hall, 310-206-3417; or the U.S. Department of Education Office for Civil Rights.
The University of California is committed to creating and maintaining a community where all persons who participate in University programs and activities can work and learn together in an atmosphere free from all forms of harassment, exploitation, or intimidation. 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 the UC Policy on Sexual Violence and Sexual Harassment (PDF) (hereafter referred to as the SVSH 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 the SVSH Policy. See the Title IX office website.
For detailed definitions of sexual harassment, refer to the SVSH Policy.
An individual who believes that they have been sexually harassed may contact the Title IX Coordinator, 2241 Murphy Hall, 310-206-3417. If a student reports sexual harassment or sexual violence to a responsible employee, as defined under the SVSH Policy, the responsible employee must report it to the Title IX Coordinator. Responsible employees include academic personnel, faculty members, and most other employees who are not defined as a confidential resource under the SVSH Policy.
Title IX prohibits sex discrimination, including sexual harassment and sexual violence, in any education program or activity receiving federal financial assistance. Inquiries regarding Title IX may be directed to the Title IX Coordinator, 2241 Murphy Hall, 310-206-3417, or the U.S. Department of Education Office for Civil Rights.
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) 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 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 Section 102.11 of the Policies, students may be subject to University discipline for misconduct which may consist solely of expression. Copies of these Policies are available in the Office of Student Conduct, 1104 Murphy Hall.
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 the Office of Student Conduct.
In addition to providing support for those who believe they have been victims of harassment, the Office of Student Conduct can help students 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.