The School of Public Policy

4133 CHASS Interdisciplinary South

• (951) 827-2310;

spp@ucr.edu; spp.ucr.edu

The School of Public Policy (SPP) brings together faculty and students from a variety of disciplines to:

• • train students in rigorous policy analysis skills, allowing them to

pursue careers in government and the not-for-profit sector

• • facilitate research by multidisciplinary teams at UCR on policy

problems affecting the region, state, nation, and the world

• • initiate and maintain a policy dialogue with regional, state, and

national policy makers.

The mission of the UCR School of Public Policy is to train a new generation of forward-thinking public policy leaders equipped to address the complex, interrelated challenges of poverty, disease, illiteracy, climate change, energy security, pollution and more. Their training will be informed by a diverse, interdisciplinary curriculum that emphasizes evidence- based policy research as well as cross-learning from both international and domestic problem-solving experiences, and a rich internship program that emphasizes experiential learning.

UCR is only the third UC to have a School of Public Policy and the only UC in the ten-campus University of California system to offer an undergraduate degree in public policy. The UCR School of Public Policy is distinctive in its focus on addressing the big policy challenges facing California and, in particular, the Inland Region. Our “think globally, act locally” approach places an emphasis on applying policy lessons learnt from other parts of the nation and the world to solving California’s problems. The School of Public Policy brings together the national and international strengths of policy faculty from across the disciplines at UCR to create an exceptional educational experience for our students.

Under the leadership of former Riverside Mayor Ron Loveridge, the school has partnered with local and regional public agencies to provide students with first-rate internship experiences. The program prepares a generation of interns to become tomorrow’s policy leaders.

The flagship program of the School of Public Policy is the Master of Public Policy (MPP) program. The MPP requires a minimum of three four-unit courses per quarter for a total of 72 units of graduate courses. Find out more at spp.ucr.edu.93 / Colleges and Academic Programs The long-standing Ph.D. Program in Biomedical Sciences provides a unique integration of systems and disease-based medical curriculum with experimental applications to biomedical research problems. The program aims to train independent research scientists to bridge the wide gulfs that currently exist between basic science research and clinical medicine. medschool.ucr.edu/graduate

Biomedical sciences faculty in the school have robust research programs in such areas as neurodevelopmental, neuroinflammatory and neurode- generative disorders, traumatic brain injury, parasitic infections, intestinal bowl disease, metabolic and neuroendocrine control of fertility, tumor cell biology, vaccine development, and immune responses to viral infections. This outstanding base is being expanded with additional faculty in the bio- medical sciences and clinical sciences with the goals of establishing new translational/clinical research programs and building research expertise in population-based health outcomes, prevention and wellness, health services and health disparities.

The BREATHE Center at the University of California, Riverside School of Medicine is a multidisciplinary collaborative for studies Bridging Re-gional Ecology, Aerosolized Toxins, and Health Effects. Research efforts among the collaborative include regional climate modeling, culture and policy studies on air quality and health, environmental justice and health dispari- ties, and the health impacts of aerosolized particles including dusts, soil microbes, allergenic pollens from invasive species, and pollutants. breathe. ucr.edu

The Center for Glial-Neuronal Interactions (CGNI) in UCR’s School of Medicine brings together researchers with very diverse expertise to foster innovative and collaborative research on problems of brain and spinal cord health and disease. Together, faculty, fellows and students seek to define molecular mechanisms required for optimal brain and spinal cord function as well as for prevention and therapeutic intervention of neurodevelop- mental, neurologic and neurodegenerative diseases. Ongoing research includes programs on Alzheimer’s disease, autism spectrum disorders, cognitive disorders, epilepsy, stroke, glioblastoma, infections of the brain, multiple sclerosis, neuroinflammatory disorders, phantom limb syndrome, substance abuse and traumatic brain injury. cgni.ucr.edu

The Center for Healthy Communities (CHC) serves to use innovative community-based research and to promote the health of communities in inland Southern California. CHC is building bridges with community groups and interdisciplinary health-field faculty to promote the health of the cultur- ally and economically diverse population surrounding UCR, particularly the medically underserved. healthycommunities.ucr.edu

The Center for Molecular and Translational Medicine provides a forum to accelerate and enhance collaboration among faculty whose research is devoted to the translation of basic sciences into potential therapeutics, medical devices or diagnostics. With this initiative, UC Riverside and the School of Medicine commit to devote resources to assist in the develop- ment of novel treatments. The translation of basic laboratory discoveries into potential therapies, however, requires a multitude of efforts and exper- tise that no individual laboratory or funding source can, in isolation, fulfill. Potentially effective therapeutic strategies often never reach the patients due to the lack proper support necessary to channel basic laboratory pre- clinical studies through the complex and rigorous testing of experimental therapeutics. It is envisioned that the Center would either directly support or catalyze funding initiatives to advance the most promising innovative targeting approaches and agents into early stage clinical experimental therapeutics, therefore actively assisting in the first steps toward their development. molmed.ucr.edu

The School of Medicine has expanded its student pipeline programs that together provide a continuum of student enrichment and academic support activities for students from the middle school level to postbaccalaureate level. Specific programs include Medical Leaders of Tomorrow, Future Physician Leaders, Health Sciences Partnership, Community College Outreach, FastStart, Medical Scholars Program, and the Premedical Postbaccalaureate Program. medschool.ucr.edu/pipeline_ programs.html

The Health Professions Advising Center (HPAC), a unit of Undergraduate Programs and Courses / 94 Programs and Courses

The credit value of each course in quarter units is indicated for each term by a number in parentheses following the title. Departments may indicate the term in which they expect to offer the course by the use of: “F” (fall), “W” (winter), “S” (spring), “Summer.” The Schedule of Classes, at http:// registrar.ucr.edu/registrar/schedule-of-classes/index.html, published several weeks before each term commences, lists the courses that will actually be offered for that term, along with their class hours and locations.

The class type, such as lecture or laboratory, and number of hours per week are listed in the first line of the description.

The letters “A,” “B,” “C,” and “D” are used with the course numbers to indicate sequential order; they do not necessarily indicate that an earlier quarter in the sequence is a prerequisite to the later quarters; the prerequisites (if any) of a given course are stated in the description of that course. The letter designation “E-Z” immediately following a course number — for example, HIST 191 (E-Z) — indicates different topics offered under a general title; no specific instance of such a course, for example, HIST 191E, HIST 191F, or HIST 191G, may be repeated for credit unless otherwise indicated in the course description. The letters “E” through “Z” have no sequential implications. The letters “H”, “L”, or “P” immediately following a course number usually have special designations: “H” for an honors course, “L” for a laboratory course (usually in the sciences), and “P” for a proseminar. A grade is assigned by the instructor at the end of each term, and credit is granted for each term, except as otherwise noted. Courses are numbered as follows:

• 1. Lower-division: 001–099; generally recommended for freshmen and

sophomores.

• 2. Upper-division: 100–199; normally open only to students who have

completed at least one lower-division course in the subject, or six quarters/four semesters of college work. Credit in special studies courses for undergraduates is limited to 5 units per quarter.

• 3. Graduate: 200-299; normally open only to students who have completed

at least 18 upper-division quarter units basic to the subject matter of the course.

The admission of undergraduates to graduate courses is limited to upper- division students who have an overall scholarship average not lower than “B”; these limits are imposed by the rules of the Graduate Division. However, graduate courses completed before attaining the baccalaureate will not be accepted in partial fulfillment of requirements for the credential or minimum requirements in the 200 series for the master’s degree, except for undergraduate students who have received approval for backdating their graduate status to cover the session during which such courses were taken. See the Backdating Units section under Policies and Regulations.

• 4. Professional courses for teaching credential candidates: 300–399.
• 5. Other professional courses: 400–499.

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