State support now covers less than 15 percent of UC Irvine's total budget. Now, more than ever, private gifts are vitally important to ensure the excellence of the School's varied scholarly activities. Individuals, foundations and corporations that value our work have a profound and beneficial impact on research, scholarships and fellowships and community outreach programs. For general support and online giving
The School appreciates support in its priority giving areas, described below.
For additional information, please contact:
Senior Director of Development
Science to Fight Injustice
Justice can and should be fairly and predictably delivered. Sometimes it is. Sometimes it isn’t. When justice is not delivered and miscarriages of justice occur, people and communities suffer. The Science to Fight Injustice Lecture Series, a sustained effort to examine and address the problem of “justice delivered and justice denied,” is proposed by Distinguished Professor Elizabeth Loftus in collaboration with the Center for Psychology and Law and the Center for Law, Society, and Culture. The series is poised to become a viable nexus for academic researchers and the many practitioners in the world of criminal justice to come together with the common goal of delivering justice. It also provides a forum for developing programs and funding scholarships related to the examination of justice in the criminal justice system, including everything from police to the courts to corrections.
Under the leadership of Professor Loftus and with the support of her scholarly colleagues, Science to Fight Injustice would provide two educational opportunities to help UC Irvine students, the public, and legal/law enforcement professionals better understand the use and interpretation of science in the law, including the latest findings in basic research that speak to how justice is delivered and the circumstances
under which is a false promise.With Professor Loftus’ leadership, prominent scholars from across the United States will be brought to the campus to share their knowledge with the campus community and the local public and to interact more informally with faculty and students. Their impact has the potential to instill passion in our students, many of whom will go on to become major players in the world of criminal justice, and to provide them with information concurrent with a high caliber of educational training. The second prong of the project proposed is a one-day training session for legal professionals in Orange County. The training session would be open to attorneys, paralegals, judges, law enforcement personnel and other professionals throughout the legal system. The aim of the program is to educate the audience about scientific developments and their application to the legal field.
Dean's Award for Community Engagement
Volunteerism, a staple in our democracy, serves to educate individuals to the merits of public service, enrich the lives of those engaged in public service and addresses virtually every kind of pressing human problem or need. To emphasize the importance of social involvement, the Dean's Award for Community Engagement enables the School to recognize students who demonstrate both academic achievement and outstanding community service during their college experience. In 2010-11, three remarkable students were honored as the recipients of this award:
Sang Xuan Do, Mahrukh Madad and Stacey Tsuboi. Learn More...
Field Study Program
From criminal justice agencies to elementary schools to non-profit agencies and beyond, Social Ecology students have the opportunity to take what they learn in the classroom out into the community, effectively serving our communities and enhancing the value of their education. The Field Study program is a unique experiential-learning program for undergraduates in Social Ecology and a key element of the School's commitment to training future leaders. The general goal of Field Study is to integrate academic and experiential learning. This approach is based on evidence that learning is maximized when it is active, when students are engaged and when theories and research are informed by their application to "real world" problems. Having students reflect on how to apply what they learn in the classroom to addressing societal challenges facilitates personal and professional growth and deepens understanding of linkages between theory and experience, producing more informed and engaged civic leaders.
Year in and year out, over 800 Social Ecology undergraduate majors complete a minimum of 100 hours of field-based learning in more than 225 participating organizations and corporations. These organizations are the School's partners in a collaborative effort to enable students to apply classroom-based learning to real-world problem-solving and to develop our students as community leaders. This first-hand community interaction gives students an opportunity to examine social problems, evaluate the merit of
classroom ideas and conduct naturalistic observations or investigations. The benefit to the community is immense-students complete at least 100 hours of community Field Study work. Last year, more than 81,300 hours were completed, which is equivalent to more than 17 full-time positions in the public-sector agencies and 16 full-time positions in nonprofit agencies.
Metropolitan Futures Initiative
Better communities and more effective solutions to common problems through integrative planning and collaboration beyond jurisdictional borders – those are the aims of the Metropolitan Futures Initiative (MFI), a collaboration between the departments of Planning, Policy and Design and Criminology, Law and Society in the School of Social Ecology. By sparking and sustaining thinking about the connections among seemingly disparate community problems, the initiative will bring together individuals and groups in a process of discovery, strategic thinking and planning. MFI research focuses on the interlinkages between various demographic, social, and economic processes and their consequences for the social relations and well-being of persons living in the southern California region. Concretely, these processes include studying the intersections among air quality, energy, water, and land use; the distribution of jobs and housing and transportation network supporting this distribution; and the connections among crime, neighborhood well-being, segregation, and social conflict within the region.
Thanks to a generous seed gift from Five Point Communities and the Great Park Neighborhoods, the Initiative plans its first Regional Progress Report for May 2012.
To join this proactive discourse or join in the consortium of investors, please contact Mickey Shaw at firstname.lastname@example.org or (949) 824-1874.
CLS Peer Mentoring Award
The Peer Mentoring Award was started in 2010 and is managed by CLS graduate students. It is presented annually to a graduate student who has demonstrated outstanding peer mentoring, defined broadly, through such avenues as service, research, ethics, or role modeling. Examples include outstanding mentoring of a younger cohort by an older graduate student, extraordinary research assistance given by one student to others, fostering diversity and access for all students, or other work done by a graduate student for the betterment of the CLS graduate student body. If you are a current graduate student in Criminology, Law and Society, an alumni, or just interested in supporting graduate students, we ask you to consider donating to this award.