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The Berkeley Graduate is the only campus publication targeted at the over 9,800 graduate students from every school, department, and program at UC Berkeley. It is a publication of the UC Berkeley Graduate Assembly.
The UC Berkeley Graduate Assembly (the GA) recently received the 2004 UCSA award for Best Graduate Student Body. This recognition highlights the fact that through its helpful events and seminars, its provision of funding opportunities for students and student-initiated projects,and its advocacy and outreach initiatives, this student government and its resource center provide high quality representation and services for the 9800+ graduate and professional students at UC Berkeley.
For the new kids, the GA is UC Berkeley's graduate student government. Housed in Anthony Hall, it is composed of student representatives from the different graduate programs and departments on campus (1 delegate per 100 students or fraction thereof in the department).
The GA currently maintains nine main projects: the grant program, the funding program,the Outreach Project, the Graduate Communications Project, the Graduate Support Services Project, the Graduate Minority Students' Project, the Graduate Women's Project and the Women of Color Project, and the Graduate Social Club.
GA events include open houses, graduate student orientations, the occasional lecture series, and "town hall" meetings, as well as workshops, committee meetings and networking opportunities. Importantly, it is also the provider of funds for student initiated groups and services, as well as a channel for activism and other political activities.
Visit http://ga.berkeley.edu to learn more about the GA!
Saturday, April 17, 2004
Wednesday, September 17, 1986
At a Glance (1986)
Percentage change, over the past 10 years, in the number of women entering UC who anticipate a career in business:
+400
Amount a woman financial manager can expect to make per dollar earned by a man in the same position:
62 cents
Percentage change, over the past 10 years, in the number of white males entering Berkeley who consider themselves politically "conservative" or "right"
+160
Percentage of entering Berkeley students in 1973 who thought marijuana should be legal:
70
In 1984:
32
Percentage of college students in California in 1986 who think cigarettes should be legal:
68
Percentage who believe in god:
88
All-time favorite book among California college students surveyed in 1986:
The Bible
Other than relatives, the individual mentioned most often by California college students surveyed in 1986 as the person they most admire:
Jesus Christ
Next most mentioned:
President Reagan
Percentage who said Reagan supports the Saninistas:
21
Number of California college students who say cheating has become an accepted part of getting a college education:
1 in 5
Percentage who think homosexuals should not be allowed to teach in elementary school:
43
Number fo California college students who support the death penalty:
3 in 4
Percentage of the total number of apartments and other rental units in Berkeley that is vacant and available to be rented:
less than 1
By the turn of the century, the predicted number of available housing units in Alameda county in excess or short of the expected demand:
-31,565
In San Francisco:
+16,728
Cost, per bed, of UC Berkeley's new plan to expand student housing over the next 5 years:
$68,750
Cost of a modest single story house in North Oakland or South Berkeley:
$60-90,000
Cost of one square inch of land in downtown Tokyo:
$195 (US)
Sources: Atlantic magazine, Association of Bay Area Governments, Bureau of Labor Statistics, California Magazine, The UC Berkeley Office of Student Research.
+400
Amount a woman financial manager can expect to make per dollar earned by a man in the same position:
62 cents
Percentage change, over the past 10 years, in the number of white males entering Berkeley who consider themselves politically "conservative" or "right"
+160
Percentage of entering Berkeley students in 1973 who thought marijuana should be legal:
70
In 1984:
32
Percentage of college students in California in 1986 who think cigarettes should be legal:
68
Percentage who believe in god:
88
All-time favorite book among California college students surveyed in 1986:
The Bible
Other than relatives, the individual mentioned most often by California college students surveyed in 1986 as the person they most admire:
Jesus Christ
Next most mentioned:
President Reagan
Percentage who said Reagan supports the Saninistas:
21
Number of California college students who say cheating has become an accepted part of getting a college education:
1 in 5
Percentage who think homosexuals should not be allowed to teach in elementary school:
43
Number fo California college students who support the death penalty:
3 in 4
Percentage of the total number of apartments and other rental units in Berkeley that is vacant and available to be rented:
less than 1
By the turn of the century, the predicted number of available housing units in Alameda county in excess or short of the expected demand:
-31,565
In San Francisco:
+16,728
Cost, per bed, of UC Berkeley's new plan to expand student housing over the next 5 years:
$68,750
Cost of a modest single story house in North Oakland or South Berkeley:
$60-90,000
Cost of one square inch of land in downtown Tokyo:
$195 (US)
Sources: Atlantic magazine, Association of Bay Area Governments, Bureau of Labor Statistics, California Magazine, The UC Berkeley Office of Student Research.
Saturday, September 12, 1981
Black Working Women: The System Takes its Toll
by Sharon Broussard
Black women have been prominent in the labor force since the days of slavery, when many were forced to work in fields alongside their men. After slavery, black working women labored as domestics to help support their families. The only other fields open to black women were traditional female professions such as nursing, teaching, and social work.
However, in the late 60's, educated black women began to move into white male dominated professions such as law, business, and medicine, mainly as a result of Affirmative Action programs. This phenomenon has sent many researchers and scholars alike scrambling for data to determine the implications of such sudden career mobility.
Dr. Robert Staples, an associate professor in sociology at San Francisico State and author of "The World of Black Singles: The Changing Patters of Male-Female Relations", is one such scholar. And his conclusions have made him a controversial figure in the black community.
In a lecture last month on the careers and professional relationships of black professional women, given at the four-day-long Black Working Women's Conference sponsored byt the Women's Center here, Staples said that black women are twice as likely as black men to graduate from college and continue their education on the graduate level.
"Black women are in the ascendancy, " he told an audience of approximately 50 people, mostly women, gathered in the Women's Center Lounge. "Womend o better in schools. Men get trapped in the manhood hustle--they believe they'll be basketball stars."
These women are often rewarded with lucrative careers, continued Staples, but they pay a high personal price if they are searching for black marriage partners with similar educational backgrounds and career opportunities. "That's where the rub comes in. There's a numbers problem," said Staples, as he shuffled his yellow legal-sized notes in front of him.
For example, Staples points out there were 150,000 more black women than black men enrolled in college in 1979. In contrast about one million more white males than females were enrolled in college, he said. Unless black women consider "marrying down," marrying working-class men with little education, they may find themselves opthing for alternative relationships ranging from singlehood to lesbianism, concluded Staples.
Staples' lecture was met with hostility and indignation by his audience who accused him of ignoring the general economic status of black women. And rightly so. Only a minority of black women enjoy the material success that Staples described. Economist Julianne Malveaux, an assistant professor at the New School for Social Research in New York, castigated Staples for neglecting to discuss the under-employment and unemployment of black women.
In a later lecture at the conference, Malveaux said that approximately 60% of working black women are in traditional low-paying female clerical and service jobs. "Occupationally, the polsiiton of black women has been worse than other groups." she said.
But few women in the audience objected to Staples's contention that black women outnumber black males in college and higher income professions, although the accuracy of Staples's views would affirm the matriarchy myth, the idea that black women dominate their males in the home and job market. They know that in appearances, at least, black women have made gigantic strides in the marketplace, seemingly moving by leaps and bounds out o fthe white man's kitchen and into elite schools and professions once closed to all blacks, such as law, business, and engineering. But in their wake, more myths have sprung up about black women.
One such myth is that black women are eagerly sought after by employers because they satisfy both race and sex Affirmative Action quotas. However, in acutality, black women are usually counted in one category--race. And despite Affirmative Action gains accrued by a few women, black women with education are less less likely than uneducated or black males to earn more than $20,000.
In addition to these myths, however, there are very real problems of black professional women who are single and complaining. Many o fthem have been groomed by parents for middle-class lifestyle. They have been urged since grade school to excel academically and to forego marriage until after they begin their careers. When school finally ends, they begin to consider marriage--to those who reflect their upbringing and values. Many of them are quickly convinced that single black professional men are practically non-existent.
And that belief is not far from the truth because the middle-class itself is a fragile institution maintained by two working marriage partners and heavily dependent on government employment. According to Malveaux, approximately 40% of the black middlecalass hold government jobs, jobs which may be endangered by government cutbacks.
Yet the success of the new black professional class is the bright side of an otherwise gloomy economic picture for other blacks. The economic gap is widening between whites and blacks. More importantly, high unemployment among black males and teenagers coupled with a tremendous growth in poor female-headed households may mean the perpetuation of a vicious cycle of poverty for the majority of blacks.
A closer look at the problems of professional black women exposes the inner tension of black relationships between the sexes regardless of class due to economic conditions. Both lower-class black women who are living alone and middle-class black women who are unable to establish relationships with those who are their peers have the same "male problem". They both lack mates because uneducated and unskilled black men--of which there are many--oftend on't overcome the effects of job discrimination, poverty, and educational inequality. A disproportionate number of black men are in jaiil, on drugs, or die at an early age.
On college campuses, the "male problem" is an important topic among black women, but it is discussed as though it has no relation to the economic position of black people in this country. C. Dianne Howell, a counseling psychiatrist at Cal, said that the lack of single black men is frequently a discussion topic here. "There's a concern about how to develop meaningful relationships with someone they can respect," said Howell.
Some of these women are looking elsewhere for eligible mates, she said, and considering anew interracial dating, sharing eligible men with other women, and marrying outside of their class.
But choosing alternative relationships is no solution to the economic problems which plague the black community. There is a far deadlier numbers game being played than the scarcity of professional black men and it is reflected in the dire statistics on the widespread poverty of black communities. Until the majority of black males and females have equal educational and career opportunities, then black professional women will continue to trade careers for sound relationships and remain a class apart.
Black women have been prominent in the labor force since the days of slavery, when many were forced to work in fields alongside their men. After slavery, black working women labored as domestics to help support their families. The only other fields open to black women were traditional female professions such as nursing, teaching, and social work.
However, in the late 60's, educated black women began to move into white male dominated professions such as law, business, and medicine, mainly as a result of Affirmative Action programs. This phenomenon has sent many researchers and scholars alike scrambling for data to determine the implications of such sudden career mobility.
Dr. Robert Staples, an associate professor in sociology at San Francisico State and author of "The World of Black Singles: The Changing Patters of Male-Female Relations", is one such scholar. And his conclusions have made him a controversial figure in the black community.
In a lecture last month on the careers and professional relationships of black professional women, given at the four-day-long Black Working Women's Conference sponsored byt the Women's Center here, Staples said that black women are twice as likely as black men to graduate from college and continue their education on the graduate level.
"Black women are in the ascendancy, " he told an audience of approximately 50 people, mostly women, gathered in the Women's Center Lounge. "Womend o better in schools. Men get trapped in the manhood hustle--they believe they'll be basketball stars."
These women are often rewarded with lucrative careers, continued Staples, but they pay a high personal price if they are searching for black marriage partners with similar educational backgrounds and career opportunities. "That's where the rub comes in. There's a numbers problem," said Staples, as he shuffled his yellow legal-sized notes in front of him.
For example, Staples points out there were 150,000 more black women than black men enrolled in college in 1979. In contrast about one million more white males than females were enrolled in college, he said. Unless black women consider "marrying down," marrying working-class men with little education, they may find themselves opthing for alternative relationships ranging from singlehood to lesbianism, concluded Staples.
Staples' lecture was met with hostility and indignation by his audience who accused him of ignoring the general economic status of black women. And rightly so. Only a minority of black women enjoy the material success that Staples described. Economist Julianne Malveaux, an assistant professor at the New School for Social Research in New York, castigated Staples for neglecting to discuss the under-employment and unemployment of black women.
In a later lecture at the conference, Malveaux said that approximately 60% of working black women are in traditional low-paying female clerical and service jobs. "Occupationally, the polsiiton of black women has been worse than other groups." she said.
But few women in the audience objected to Staples's contention that black women outnumber black males in college and higher income professions, although the accuracy of Staples's views would affirm the matriarchy myth, the idea that black women dominate their males in the home and job market. They know that in appearances, at least, black women have made gigantic strides in the marketplace, seemingly moving by leaps and bounds out o fthe white man's kitchen and into elite schools and professions once closed to all blacks, such as law, business, and engineering. But in their wake, more myths have sprung up about black women.
One such myth is that black women are eagerly sought after by employers because they satisfy both race and sex Affirmative Action quotas. However, in acutality, black women are usually counted in one category--race. And despite Affirmative Action gains accrued by a few women, black women with education are less less likely than uneducated or black males to earn more than $20,000.
In addition to these myths, however, there are very real problems of black professional women who are single and complaining. Many o fthem have been groomed by parents for middle-class lifestyle. They have been urged since grade school to excel academically and to forego marriage until after they begin their careers. When school finally ends, they begin to consider marriage--to those who reflect their upbringing and values. Many of them are quickly convinced that single black professional men are practically non-existent.
And that belief is not far from the truth because the middle-class itself is a fragile institution maintained by two working marriage partners and heavily dependent on government employment. According to Malveaux, approximately 40% of the black middlecalass hold government jobs, jobs which may be endangered by government cutbacks.
Yet the success of the new black professional class is the bright side of an otherwise gloomy economic picture for other blacks. The economic gap is widening between whites and blacks. More importantly, high unemployment among black males and teenagers coupled with a tremendous growth in poor female-headed households may mean the perpetuation of a vicious cycle of poverty for the majority of blacks.
A closer look at the problems of professional black women exposes the inner tension of black relationships between the sexes regardless of class due to economic conditions. Both lower-class black women who are living alone and middle-class black women who are unable to establish relationships with those who are their peers have the same "male problem". They both lack mates because uneducated and unskilled black men--of which there are many--oftend on't overcome the effects of job discrimination, poverty, and educational inequality. A disproportionate number of black men are in jaiil, on drugs, or die at an early age.
On college campuses, the "male problem" is an important topic among black women, but it is discussed as though it has no relation to the economic position of black people in this country. C. Dianne Howell, a counseling psychiatrist at Cal, said that the lack of single black men is frequently a discussion topic here. "There's a concern about how to develop meaningful relationships with someone they can respect," said Howell.
Some of these women are looking elsewhere for eligible mates, she said, and considering anew interracial dating, sharing eligible men with other women, and marrying outside of their class.
But choosing alternative relationships is no solution to the economic problems which plague the black community. There is a far deadlier numbers game being played than the scarcity of professional black men and it is reflected in the dire statistics on the widespread poverty of black communities. Until the majority of black males and females have equal educational and career opportunities, then black professional women will continue to trade careers for sound relationships and remain a class apart.
Chinese Baseball: A Racist's Game
by Bill NG
"Have you ever heard of Chinese baseball?" American baseball perhaps. But, Chinese baseball? That question was raised by an instructor in a seminar. As a Chinese-American, I had never heard of it. No one else in the class had either. The name of the game apparently originated in Chicago where there are very few Chinese-Americans. The instructor, who is from Chicago, shared this story as an illustration on how to cope with staff communication problems. The gist of the story is that in the baseball game itself, after the white ball is thrown by the pitcher, anyone can kick the bases. That, he said, is the best way to win. The story upset me sufficiently that I could not understand the point. It supposedly illustrated communication. It supposedly was the best way to win; somehow, nobody, therefore, loses in the game.
I was upset because it sounded as if in the game, at the point where everyone kicks bases, there would result all mannter of confusion. Kicking the bases made it seem that Chinese people were people kicked about. Why else call it "Chinese baseball"?
I confronted the instructor during the class break and inquired as to the origin of the phrase. He did not know where or when the term had come into existence, but he did know that it was a game which had been played in the Chicago area for several generations. I told him that I was Chinese and that his statements had insulted me. The instructor asked me not to "take it personally." Probably his ancestors had problems with Chinese people and the naming of the game had racist origins. Having expressed my concern and having been reassured, I still did not feel very goodabout the way it had been done. Still, I assumed that the phrase would not be repeated. To my amazement, the instructor then closed teh seminar by re-using the illustration. I again approached him. And again he was apologetic and said he would have to find another name for it. Will he?
It is clear to me that members of the dominant society often are not sensitive to and remain unconcerned about minorities. They have no sense of the history of ethnic groups in this country. They will not take seriously the comments and feelings of minorities, even when they are specifically todle that their actions are offensive. Do we have to be dramic forever to insure that our point of view and our feelings are taken seriously? Do I have to "knock" the instructor over the head with a bat? Apparently so, for racisim is alive and swinging.
"Have you ever heard of Chinese baseball?" American baseball perhaps. But, Chinese baseball? That question was raised by an instructor in a seminar. As a Chinese-American, I had never heard of it. No one else in the class had either. The name of the game apparently originated in Chicago where there are very few Chinese-Americans. The instructor, who is from Chicago, shared this story as an illustration on how to cope with staff communication problems. The gist of the story is that in the baseball game itself, after the white ball is thrown by the pitcher, anyone can kick the bases. That, he said, is the best way to win. The story upset me sufficiently that I could not understand the point. It supposedly illustrated communication. It supposedly was the best way to win; somehow, nobody, therefore, loses in the game.
I was upset because it sounded as if in the game, at the point where everyone kicks bases, there would result all mannter of confusion. Kicking the bases made it seem that Chinese people were people kicked about. Why else call it "Chinese baseball"?
I confronted the instructor during the class break and inquired as to the origin of the phrase. He did not know where or when the term had come into existence, but he did know that it was a game which had been played in the Chicago area for several generations. I told him that I was Chinese and that his statements had insulted me. The instructor asked me not to "take it personally." Probably his ancestors had problems with Chinese people and the naming of the game had racist origins. Having expressed my concern and having been reassured, I still did not feel very goodabout the way it had been done. Still, I assumed that the phrase would not be repeated. To my amazement, the instructor then closed teh seminar by re-using the illustration. I again approached him. And again he was apologetic and said he would have to find another name for it. Will he?
It is clear to me that members of the dominant society often are not sensitive to and remain unconcerned about minorities. They have no sense of the history of ethnic groups in this country. They will not take seriously the comments and feelings of minorities, even when they are specifically todle that their actions are offensive. Do we have to be dramic forever to insure that our point of view and our feelings are taken seriously? Do I have to "knock" the instructor over the head with a bat? Apparently so, for racisim is alive and swinging.
Monday, November 17, 1980
Micro-Computers
Could you use a "smarter" piece of lab equipment? Perhaps Clark Thompson or Ken Carlock can help you improve your data collection and analysis techniques.
Thompson and Carlock teach CS151B, a laboratory course on microprofessor interfacing. About sixty students complete this course each quarter. Many of them would like to supplement their lab work with real-world experience.
The Computer Science Division offers course credit for student projects. Unfortunately, good project proposals are few and far between. It is not that the students are not talented. They merely have little contact with the application areas.
This campus' laboratories should provide many opportunities for student projects. It is only a lack of comuniaction that prevents the students, the CS151B instructors, and perhaps you from working together.
An apporpirate project would be a modification to an existing mini-or micro-computer system. The changes could involve software and/or hardware. For example, a student could connect a new data-collection device (say a temperature sensor) to your computer, then develop the software to analyze the data.
It is also possible that a student could build a small system from scratch if its capabilities were modest and carefully delineated.
The scale of a project is limited by the amount of available time. A student is generally able to put in ten or fifteen hours a week over a period of one two three academic quarters. Three-quarter projects are rather rate, since many students do not take the microprocessor interfacing course until their Senior year.
The cost of the hardware must be borne by you, the edxperimenter. The Computer Science Division will provide a modest amount of support for developmental tools and equipment, such as oscillocops and PROM programmers.
Thompson and Carlock teach CS151B, a laboratory course on microprofessor interfacing. About sixty students complete this course each quarter. Many of them would like to supplement their lab work with real-world experience.
The Computer Science Division offers course credit for student projects. Unfortunately, good project proposals are few and far between. It is not that the students are not talented. They merely have little contact with the application areas.
This campus' laboratories should provide many opportunities for student projects. It is only a lack of comuniaction that prevents the students, the CS151B instructors, and perhaps you from working together.
An apporpirate project would be a modification to an existing mini-or micro-computer system. The changes could involve software and/or hardware. For example, a student could connect a new data-collection device (say a temperature sensor) to your computer, then develop the software to analyze the data.
It is also possible that a student could build a small system from scratch if its capabilities were modest and carefully delineated.
The scale of a project is limited by the amount of available time. A student is generally able to put in ten or fifteen hours a week over a period of one two three academic quarters. Three-quarter projects are rather rate, since many students do not take the microprocessor interfacing course until their Senior year.
The cost of the hardware must be borne by you, the edxperimenter. The Computer Science Division will provide a modest amount of support for developmental tools and equipment, such as oscillocops and PROM programmers.
Tuesday, June 17, 1975
Departmental Reviews
The review of graduate programs on this campus has been underway for many years. It is perhaps one of the best methods prsently used by the University to evaluate the quality of graduate education by both the office of the Dean of the Graduate Division, and by the Graduate Council.
Each year, several departments are selected to be reviewed. After the selection, the review committees are appointed. Members of the reveiw committee are drawn from the university at large, and as far as the graduate student is concerned--two appointments are reserved for graduate students. As a member of a review committee, a graduate student is placed in a unique position. The student is charged with several tasks that perhaps no other member of the committee can perform. The most important task of the graduate student member is that of assessing students opinion within the department in question. The basic question becomes; what can you, as a graduate student, sense of the departments graduat student's satisfaction with their graduate program? How a review committee member gets at the answer depends on the department in question, but the answer itself is a key to understanding the effectiveness of graduate education, within the department.
Beyond the question of satisfaction, the graduate students within the department are involved in aspects of departmental planning. Are the students engaged in any of the decision-making procedures within the department, and to what degree? In addition, it is improtant to determine if the students want or need more involvement in the planning and decision making aspects of the department.
There are the unending problems of student financial aids, not only in the area of fellowships, but teaching assistantships, and research assistantships. Those who are RAs and TAs--how many hours do they work? Are the TAs and RAs overworked? Does the work interfere with their ability to function as graduate students within their program? Then there is the problem of asking how well the students compete for the graduate fellowships.
As a member of a review committee, the graduate shudents should also evaluate, if possible, the nature of graduate student counselin within the department. How available, timely, and adequate is it? Are the students easily informed of their own progress within their degree requirements, and do the students know what is expected of them by the faculty?
Once the questions are asked, the answers in, the recommendations and alternatives need to be explored. How things could, or should, be changed within the department becomes a core issue for the student member of the review. As a student, changes are often seen in a different light and the consequences of change understood in a more personal fashion.
But who else, other than another graduate student, could get to the answers, or understand some of the issues expressed by the graduate student?
This past year several departments were reviewed, among them Journalism, Psychology, Law and Society. This next year several others are slated to be reviewed. The departments to be reviewed are: Architecture, Chemistry, History, History of Art, Italian, Political Science, and Zoology. It is also possible that the department of Education and ORUs will be added to the list.
It goes without saying that graduate students are needed to serve on review committees; two graduate students for each committee. There is a definite time commitment that beign on a review committee means. Being on a review committee also means being an important part of serious discussions that effect graduate education. Beion on the review, as a student means that graduate students opion is given a thorough and careful evalutation during the course of the review.
Despite the importance of graduate students serving on review committees, there is a real need for more graduate students to offer to be on the committees. If you are interested, call teh graduate assembly office (642-2175) and tell us!! Reviews offer the chance to point out the areas of needed change within departments--they are a chance for graduate students to voice their opinions.
Each year, several departments are selected to be reviewed. After the selection, the review committees are appointed. Members of the reveiw committee are drawn from the university at large, and as far as the graduate student is concerned--two appointments are reserved for graduate students. As a member of a review committee, a graduate student is placed in a unique position. The student is charged with several tasks that perhaps no other member of the committee can perform. The most important task of the graduate student member is that of assessing students opinion within the department in question. The basic question becomes; what can you, as a graduate student, sense of the departments graduat student's satisfaction with their graduate program? How a review committee member gets at the answer depends on the department in question, but the answer itself is a key to understanding the effectiveness of graduate education, within the department.
Beyond the question of satisfaction, the graduate students within the department are involved in aspects of departmental planning. Are the students engaged in any of the decision-making procedures within the department, and to what degree? In addition, it is improtant to determine if the students want or need more involvement in the planning and decision making aspects of the department.
There are the unending problems of student financial aids, not only in the area of fellowships, but teaching assistantships, and research assistantships. Those who are RAs and TAs--how many hours do they work? Are the TAs and RAs overworked? Does the work interfere with their ability to function as graduate students within their program? Then there is the problem of asking how well the students compete for the graduate fellowships.
As a member of a review committee, the graduate shudents should also evaluate, if possible, the nature of graduate student counselin within the department. How available, timely, and adequate is it? Are the students easily informed of their own progress within their degree requirements, and do the students know what is expected of them by the faculty?
Once the questions are asked, the answers in, the recommendations and alternatives need to be explored. How things could, or should, be changed within the department becomes a core issue for the student member of the review. As a student, changes are often seen in a different light and the consequences of change understood in a more personal fashion.
But who else, other than another graduate student, could get to the answers, or understand some of the issues expressed by the graduate student?
This past year several departments were reviewed, among them Journalism, Psychology, Law and Society. This next year several others are slated to be reviewed. The departments to be reviewed are: Architecture, Chemistry, History, History of Art, Italian, Political Science, and Zoology. It is also possible that the department of Education and ORUs will be added to the list.
It goes without saying that graduate students are needed to serve on review committees; two graduate students for each committee. There is a definite time commitment that beign on a review committee means. Being on a review committee also means being an important part of serious discussions that effect graduate education. Beion on the review, as a student means that graduate students opion is given a thorough and careful evalutation during the course of the review.
Despite the importance of graduate students serving on review committees, there is a real need for more graduate students to offer to be on the committees. If you are interested, call teh graduate assembly office (642-2175) and tell us!! Reviews offer the chance to point out the areas of needed change within departments--they are a chance for graduate students to voice their opinions.
Behind the Campanile
From time to time, as funds allow and material accumulates, the Graduate Assemblage (nee The Berkeley Graduate,) will appear. Although graduate communications is imperative for graduate students, it is very difficult to convince the ASUC and the Administration of this, i.e., obtain funds for publishin.
Initial distribution of our newsletter is through the departments, eventually it will be through campus mail. If you do not receiver a copy, send a 3x5 card with name, department, campus address, and any other information to the GA.
We are formulating activities and operations for the next year and are interested in input from you graduate student. A number of committees need input, e.g., the committees standing and ad hoc, of the Graduate Council, our connection with the academic senate.
Initial distribution of our newsletter is through the departments, eventually it will be through campus mail. If you do not receiver a copy, send a 3x5 card with name, department, campus address, and any other information to the GA.
We are formulating activities and operations for the next year and are interested in input from you graduate student. A number of committees need input, e.g., the committees standing and ad hoc, of the Graduate Council, our connection with the academic senate.
Fellowships and Graduate Scholarships:
Foerster Lectures:
Foreign Languag Requirement, option 2:
Interdisciplinary Programs:
Hitchcock Professorship:
Howeson Lectures in Philosophy:
Jefferson Memorial Lectures:
Barbara Weinstock Lectureship:
Protection of Human Subjects:
Animal Subjects:
Extended University Programs & Extension Matters.
A strategic task force for evaluation of Student Health Services at Cowell is being formed an needs interested student help.
A number of departments are up for review--are you satisfied with your department?--as are a number of ORU's.
Don't miss the July 10th and 11th Regents meeting in San Francisco. Come see our student regent in action and, perhaps a visit by our regent Brown. Collective bargaining will be a hot issue. Budgets for this year and next year will surface several times.
Student affirmative action, legislative update, EOP, ethnic studies, TAs, academic plans, administrative policy, health policy, and candidacy fees are agenda items for the SBPC annual retreat following the regents meeting. Berkeley will be represented by the chariperson of the GA and the ASUC co-presidents, other campuses will send their UG and grad reps this is the Student Body Presidents' Council (SBPC).
The three Co-Directors from the Student Lobby, the SPBCs right arm will also be in attendance. Selection of officers, briefings, strategy for next year and general policies will permeate this meeting.
The San Diego TA problem still requires solution. (San Diego grads recently shut down their campus). Basic complaints are the high ratio, 50:1 of students to TAs (Berkeley and UCLA have ratios of 40:1), high work loads, and low salaries. This year's University budget lost the $1.4 million needed to start the balancing ratios by increasing the number of TAs. VP McCorkle suggested equal division of TAs between campuses--an unpopula idea for Berkeley.
The GA has information you need, fellowships, awards, grants, etc. for financial aid. Professional positions--post-doctoral posisions, teaching positions, etc. We need your help as well as the departments' to keep this current--if you hear of something, pass it on, tell us about it, send us a copy. Stop by sometime.
Foerster Lectures:
Foreign Languag Requirement, option 2:
Interdisciplinary Programs:
Hitchcock Professorship:
Howeson Lectures in Philosophy:
Jefferson Memorial Lectures:
Barbara Weinstock Lectureship:
Protection of Human Subjects:
Animal Subjects:
Extended University Programs & Extension Matters.
A strategic task force for evaluation of Student Health Services at Cowell is being formed an needs interested student help.
A number of departments are up for review--are you satisfied with your department?--as are a number of ORU's.
Don't miss the July 10th and 11th Regents meeting in San Francisco. Come see our student regent in action and, perhaps a visit by our regent Brown. Collective bargaining will be a hot issue. Budgets for this year and next year will surface several times.
Student affirmative action, legislative update, EOP, ethnic studies, TAs, academic plans, administrative policy, health policy, and candidacy fees are agenda items for the SBPC annual retreat following the regents meeting. Berkeley will be represented by the chariperson of the GA and the ASUC co-presidents, other campuses will send their UG and grad reps this is the Student Body Presidents' Council (SBPC).
The three Co-Directors from the Student Lobby, the SPBCs right arm will also be in attendance. Selection of officers, briefings, strategy for next year and general policies will permeate this meeting.
The San Diego TA problem still requires solution. (San Diego grads recently shut down their campus). Basic complaints are the high ratio, 50:1 of students to TAs (Berkeley and UCLA have ratios of 40:1), high work loads, and low salaries. This year's University budget lost the $1.4 million needed to start the balancing ratios by increasing the number of TAs. VP McCorkle suggested equal division of TAs between campuses--an unpopula idea for Berkeley.
The GA has information you need, fellowships, awards, grants, etc. for financial aid. Professional positions--post-doctoral posisions, teaching positions, etc. We need your help as well as the departments' to keep this current--if you hear of something, pass it on, tell us about it, send us a copy. Stop by sometime.
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