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Self-Review Report/César Chávez Department of Chicana/o Studies/2007-2008

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SELF-REVIEW REPORT César E. Chávez Department of Chicana & Chicano Studies

UCLA AY 2007-2008

2007-2008 Self-Review Report

Introduction …………………………………………………………………………… 3 General Information …………………………………………………………………... 3 Mission Statement …………………………………………………………………… 4 Faculty ………………………………………………………………………………….. 5 Staff …………………………………………………………………………………… 8 Undergraduate Program …………………………………………………………… 8 Student Departmental Senate …………………………………………………………… 11 Student Outreach and Recruitment …………………………………………………… 11 Departmental Budget …………………………………………………………………… 12 Physical Plant …………………………………………………………………………… 12 Data Summary Analysis …………………………………………………………… 13 Comparison to Previous Review …………………………………………………… 14 Proposed Graduate Program …………………………………………………………… 15 Conclusion …………………………………………………………………………… 16 Appendices

1. Growth of Chicana and Chicano Studies at UCLA, 1981-2007 2. MP Table with Workload Measures and Ratios 3. Current Faculty Awards Transactions 4. Annual Reports & Summaries (AY 1998-01, 2001-02, 2002-03, 2004-05 and 2005-06) 5. Teaching Evaluations for CS 10A, CS 10B and CS 101 (AY 2004-05, 2005-06 and 2006-

07) 6. Catalog Copy of Course Offerings and Program Degree Requirements 7. Brochure & Bookmark for Outreach and Recruitment of Undergraduates 8. List of All Teaching Faculty Within the Department


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Introduction The previous review of the César Chávez Center for Interdisciplinary Instruction in

Chicana and Chicano Studies (CII) was completed in the spring and summer of 1998, under the interim Chairship of then Associate Vice Chancellor Raymund Paredes; however, due to a change of leadership that took place on January 1, 1999, when Reynaldo Macías came aboard as the new Chair of the Center, the internal report requested by the review committee was not submitted until March 2001, and the Academic Senate did not close the review until April 2002. Our report then covers academic years 1998-1999 through 2006-2007, but a delay was requested to account for leadership changes that took place in the department last year. In 2006-2007, Chair Reynaldo Macías was appointed Acting Dean of the Social Sciences Division, and Eric Avila stepped in as Acting Chair of Chicana/o Studies for the rest of the academic year. Alicia Gaspar de Alba was appointed Chair for a three-year term starting July 2007. As a result, this review includes AY 2007-2008.

The faculty of the UCLA César E. Chávez Department of Chicana and Chicano Studies met at an all-day faculty retreat in July 2007, and a good part of the agenda was dedicated to discussing the upcoming departmental self-review. All but two core faculty members were present at the retreat, as well as staff and representatives from the Student Departmental Senate (SDS). Chair Gaspar de Alba presented a summary of the previous 8-year departmental review (1997-98), the internal and external reports, and the different issues raised by the review committee for the Center’s attention. The follow-up site visit (2001-02) and the sixteen specific recommendations of the internal report were also discussed. From this summary, we were able to construct a chronology of the department’s development since 1998-99. It was agreed at this retreat that the Chair would write the self-review report with the input, feedback, and approval of the different stakeholders in the department: faculty, students, and staff.

The complete draft of the report was read, discussed, and modified by seven faculty, three staff, and two student representatives at a special departmental meeting held on October 19, 2007, and all ladder faculty (with students voting in an advisory capacity) voted unanimously in favor of the report. One faculty on leave also voted in favor, for a total of eight faculty votes (1 Dean and 2 absent).

General Information

As an academic unit, Chicana/o Studies at UCLA has undergone a number of transformations. Not to be confused with the Chicano Studies Research Center, which opened its doors in 1969 and continues to thrive as an organized research unit (ORU), the academic unit came into being in 1974, when a major was created as an Inter-Departmental Program. In 1992, a specialization was added to the IDP. In 1993, as the result of a two-week hunger strike that demanded institutional support for the study of the Chicana/o population, the administration, in compliance with the Hunger Strike Agreement, created an autonomous academic unit called the César E. Chávez Center for Interdisciplinary Instruction (CII) in Chicana/o Studies, that called for not only a degree-granting program of study, but also the hiring of six full-time faculty with 100% appointments in Chicana/o Studies, an autonomous curriculum, and a permanent commitment to bridge academic and community goals and interests. The Center was named in honor of César E. Chávez, in memory of his leadership for social change, his fair treatment of farm workers, his support of nonviolence, and his use of the hunger strike as a tool to awaken the moral conscience of the nation and the world.


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From a small, poorly supported, and irregularly staffed interdepartmental program, Chicana/o Studies at UCLA has grown to become a full-fledged department with close to 200 majors and minors, and more than 150 B.A. graduates in each of the last three years. We offer over 75 courses a year with over 2,000 student enrollments in those courses, and our large lower-division courses serve the General Education curriculum of the College of Letters and Science as well. Our founding faculty of six (three junior and three senior professors) has grown to a faculty of eighteen: eleven core appointments in Chicana/o Studies spanning the gamut of assistant, associate, and full professors, and seven faculty jointly appointed to their home departments and Chicana/o Studies.

The Center was granted departmental status in 2005, becoming the UCLA Department of Chicana and Chicano Status, and in 2007 it was renamed the César E. Chávez Department of Chicana and Chicano Studies, the first department in the history of UCLA to be named after an individual.

Communications within and outside the César E. Chávez Department are maintained through our four list servs:

• Chavez-Department—for all teaching faculty, core, joint and affiliated faculty, staff, teaching assistants, and student departmental representatives

• Chavez-Core—for core faculty of the department and the MSO • Chavez-Staff—for the administrative staff and the Chair • Chavez-news—general information sent out on activities of the Department of

interest to Chicana/o Studies and communities. • Uclaraza-info— general information sent out to UCLA Latino/Chicano

community on activities of the Department, UCLA Latino/Chicano community and the community outside of UCLA.

The Chavez-News list serv has grown to 2835 people at UCLA and in the local community. Created in 2005-06, UCLARaza–info was designed to inform interested individuals on campus of events of interest. Uclaraza-info has 1489 members. Our departmental website-- http://www.chavez.ucla.edu --is currently under reconstruction. Using our new logo as a basis, our undergraduate web technician will be redesigning the entire template and color scheme to create a more inviting, informative, and user-friendly website that will include links to our off-campus digital mural lab.

At present, the department is finalizing its proposal to establish a Ph.D. and Master’s program in Chicana/o Studies, effective Fall 2008. At the Open House for Fall ’07, we unveiled the new departmental logo (shown on the front cover of this report), which reflects our collective commitment to education for social change and community empowerment, one of the key objectives of our departmental mission.

Mission Statement

The mission of the César E. Chávez Department of Chicana and Chicano Studies is to study, analyze, and research the historical and contemporary experiences of people of Mexican origin within the Unites States, as well as of other Latino/a and indigenous populations in the Americas. The Chávez Department's location in Los Angeles, home to the largest Mexican origin community in the nation as well as to several other Latino groups, places us in a unique position to draw from this large and diverse population—social experiences, historical realities, cultural practices, linguistic attributes, and literary and artistic productions. The Department of Chicana/o Studies provides a strong interdisciplinary methodology to its curriculum, offering a diverse


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palette of courses from the social sciences, the humanities, and the creative arts. The interdisciplinary program exposes students to the wide range of theories, methodologies, technologies, pedagogies, and epistemologies that intersect the discipline. Categories of analysis include race, class, gender, sexuality, language, ethnicity, labor, immigration, citizenship, law, and social change. The curriculum of the César E. Chávez Department is learner-centered, writing-intensive, and academically rigorous; in the arts the curriculum balances visual literacy, research skills, and cultural production. The Department’s outreach mission is based on a service-learning philosophy that pays tribute to our namesake, providing an intellectual foundation and a social consciousness that is necessary for success in an increasingly transnational, diverse, multilingual, and multicultural world. Faculty

The core faculty represents the fields of Art, Cultural Studies, History, Immigration, Latin American Literature, Legal History, Sociolinguistics, Transnational Feminism, and Urban Planning; jointly-appointed faculty represent the fields of Education, English, Psychology, Sociology, and Theater. Our affiliated faculty (who are not jointly appointed in Chicana/o Studies but either teach cross-listed courses or serve on ad-hoc departmental committees) also hails from a diversity of disciplines, such as History, Medicine, Ethnomusicology, Film & Television, and Social Welfare. We also have an impressive list of visiting faculty who teach across a number of specializations, including literature, creative writing, performance art, Nahuatl culture, and labor studies. Future joint appointments will be sought that help provide more gender balance to the department’s faculty. However, in regards to the core faculty, gender equity is an area that requires administrative attention. At present, only 5 of our 11 core faculty members are women. Academic staffing priorities for the future (new FTE) must include a woman scholar, preferably of senior rank, that falls into one of the following areas: Chicana History, Central American Studies, or Expressive Cultures. The research interests of our multi-disciplinary faculty are manifold, though they can be organized under four general categories: historical and cultural studies, gender and sexuality studies, labor and legal studies, and language, citizenship, and policy studies. Although some of our faculty is trained in a proprietary discipline, such as history or linguistics, the approaches and applications of their research are both interdisciplinary and intersectional with the research interests of their fellow faculty members.

• Associate Professor Eric Avila is author of Popular Culture in the Age of White Flight: Fear and Fantasy in Suburban Los Angeles, published by the University of California Press in 2004, which explores the cultural processes of urban identity formation in post-World War II Southern California. He identifies primarily as an urban historian and cultural historian of twentieth-century America, who emphasizes the interplay of racial identity, cultural expression and the urban built environment. His next book, The Folklore of the Freeway: Highway Construction and the Making of Race in the Modernist City, considers the impact of highway construction upon inner-city minority communities during the second half of the twentieth century and the cultural expressions related to that process. Professor Avila served as Acting Chair of the Department in Winter and Spring 2007 and as Vice-Chair for Academic Personnel in AY 2005-06 and AY 2006-07.


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• Professor Judith F. Baca is an internationally renowned artist and scholar who works in large-scale public monuments produced for public sites nationally and internationally. Her recent research has included the development of new multimedia methods of community engagement and visualization through the use of technology and has moved increasingly toward the architectural in scale. As a visual artist and one of the nation's leading muralists, Professor Baca is best known for her large-scale public art works. In her internationally-known “The Great Wall of Los Angeles,” a landmark pictorial representation of the history of ethnic peoples of California from their origins to the 1950's. Baca and her planning and painting teams of approximately 700 participants produced 2,435 running feet of murals in segments over seven summers, from 1976 to 1984.

• Assistant Professor Maylei Blackwell is an oral historian whose research interests

include the emergence of feminism in the Chicano movement, women of color feminist theory, and historiography. Past projects have focused on indigenous women's organizing in Mexico, Latin American feminisms and social movements that merge sexual rights as human rights. Her forthcoming monograph on the women activists of the Chicano Movement will be published by University of Texas Press.

• Professor Alicia Gaspar de Alba is a cultural critic, scholar/activist, novelist, and

poet. She is currently the Chair of the Department. From 2002-2004, she served as the Associate Director of the Chicano Studies Research Center. Her research interests include Chicana/o art, gender and sexuality, popular culture and border studies. Since 1999, she has been researching the 14-year crime wave of femicides on the El Paso-Juárez border, and in 2003, she organized an international conference at UCLA entitled “The Maquiladora Murders, Or, Who Is Killing the Women of Juárez”? Her mystery novel based on her research into the femicides, Desert Blood: The Juárez Murders (Arte Publico Press 2005) won a Lambda Literary Award for Best Lesbian Mystery and a Latino Book Award for Best English Language Mystery. Other book publications include two historical novels, a monograph on Chicana/o art, two collections of poetry, a short story collection, and an edited volume on sexuality and popular culture studies. Her writings have been translated into Spanish, German, Italian, and French.

• Associate Professor Raúl Hinojosa-Ojeda is the Director of the North American

Integration and Development Center. He is a researcher and policy activist whose recent and current research projects range from studies on Latinos in a changing U.S. global economy, transnational migration and remittance interdependence between the United States and Mexico, and the political economy of globalization.

• Assistant Professor David Hernández' research interests include international

migration and Chicana/o and Latina/o politics and social movements. Hernández situates his research in a comparative racial frame in order to explore differential processes in racialization in the United States and how these processes produce complex patterns of inequality and realizable affinities among racialized subjects.


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• Professor Reynaldo F. Macías is currently the Acting Dean of Social Sciences for UCLA College. He served as Department Chair for the César E. Chavez Center for Interdisciplinary Instruction in Chicana and Chicano Studies from AY 1999-2002 and 2004-2006 and was the Founding Chair of the Department of Chicana and Chicano Studies at UCLA. He is also a co-founder of Aztlán: Journal of Chicano Studies Research, and of the National Association of Chicano Social Science. He has published work on research in bilingual education, adult literacy, language choice, and language policies, and served as Chair of the National Association of Chicana and Chicano Studies (NACCS) from 2004-2006.

• Associate Professor María Cristina Pons’s research interests include the study of

Latin American and Chicana literatures from a comparative perspective. Particular attention is given to the construction and deconstruction of cultural myths, the impact of neoliberal policies and globalization on cultural production and consumption, and the relation between state and culture. Professor Pons has published two critical books on Latin American literature.

• Assistant Professor Robert Chao Romero’s research examines Asian immigration to

Latin America and historical and contemporary relations between Asians and Latinos in the Americas. He has labeled this new field of research, “Asian-Latino Studies.” Drawing from his background as an attorney, Dr. Romero is also interested in the legal history of Chicanos and Latinos in the United States.

• Associate Professor Otto Santa Ana has two research strands. As an empirical

sociolinguist, he has written a dozen scholarly articles about the languages and education of Latinos, and other language minority children. His anthology, Tongue-Tied: The Lives of Multilingual Children in American Public Schools pulls together many of these issues involved. As a critical discourse analyst, Santa Ana empirically studies how commercial mass media reproduces hegemony in newspaper texts, in television news imaging, and in television and film comedy. In this latter strand, the American Political Science Association recognized his book, Brown Tide Rising: Metaphoric Representations of Latinos in Contemporary American Public Discourse, the Best Book of 2002 on Ethnic and Racial Politics.

• Associate Professor Abel Valenzuela Jr. is Director of UCLA’s Center for the Study of Urban Poverty, a research center devoted to understanding and disseminating research on the urban poor. His research is primarily concerned with labor markets and immigrant and minority workers. He is a particularly interested in problems faced by the working poor, including solutions to transition from low-pay and low skill workers into more stable and better paying jobs. He is best known for his groundbreaking and methodologically innovative research on day laborers (immigrant men who search for work on street corners). This research has garnered significant national and international attention. His other research interests include cash-based informal economies, immigrant settlement strategies, and asset building in immigrant concentrated neighborhoods. He is currently the Vice Chair for Academic Personnel in the department.


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Staff As of 1997-98, we have 3 administrative staff members, which include a Management

Services Officer, who has been with the department since October 1999, an Administrative Specialist, who was hired at the inception of the Chávez Center, twelve years ago, and a Student Affairs Officer, who has been a full-time staff member in the department since May 2002. The MSO works closely with the Chair of the Department in overseeing the general administration of the department, including short and long term strategic planning, problem solving, financial analysis and management, staff supervision, academic personnel administration, event planning, and facilities and equipment management. The Administrative Specialist is the departmental main office coordinator and handles all functions related to it. She is also responsible for hiring of student workers, readers, teaching assistants, lecturers and temporary faculty and handles all travel and reimbursement requests. She is responsible for coordinating instructional related requests for faculty and teaching assistants as well. The SAO handles advising and counseling of undergraduate students, is responsible for the administration of the undergraduate major and minor, coordinates course scheduling for the department, outreach and recruitment of students, and planning of student related departmental events. Between 1997-98 and 2007-08, the Assistant III position was reclassified to an Administrative Specialist position in July 2001 and the MSO I position was reclassified to an MSO II position in July 2001 as well, due to increased duties and responsibilities. The SAO II position was filled on a full-time basis in May 2002. In 1997, we had 3.0 permanent staff FTE compared to 2.60 permanent staff FTE in 2007-08. This loss in FTE was due to the budget cuts faced by UC in 2003-04, which lead us to lose 0.4 staff FTE. As a result, our SAO II permanent FTE was reduced from 1.0 to 0.6. The remaining 0.4 FTE is funded from other non-permanent sources within the department. Although our department faculty, enrollments and courses, and administrative workload had grown since 1997-98, we have actually lost 0.4 permanent staff FTE in the last 10 years. This is an area we feel is severely underfunded in the department.

Undergraduate Program

The faculty of the Chávez Department of Chicana/o Studies instructs students to critically analyze Chicana/o history and culture in the context of an increasingly complex global society. The program provides students with the disciplinary tools from the widest range of social inquiry to address critical topics in new ways. The goal is to enable students to become conversant in historical and structural formations of power pertaining to processes such as racism, sexism, historicity, gender and race relations, inter-ethnic connections, and dominant social theories. Our graduates have gone on to become leaders in many different occupations. Those that have continued in higher education have been accepted at Stanford, Cornell, MIT, UC San Francisco Medical Center; various law schools, and schools of education. In spite of the 1995 UC Regent mandates of SP1 and SP2, and California proposition 209, which reduced overall Chicano/Latino freshman enrollments by over 33 percent, the Chicana/o Studies undergraduate program at UCLA has flourished.

Table 1 graphs the phenomenal growth of our department. The number of declared majors and minors increased rapidly shortly after the 1990s when the program was initially created. The yearly degrees (BA) awarded have also increased steadily as the major has become better known throughout the campus community.


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Table 2 depicts total yearly student enrollments graphed alongside the total number of course offerings.1 This unprecedented growth since the early 1990s has increased demand for more courses, which we continue to offer. The Department has found a healthy equilibrium between number of course offerings per year and maximum enrollment.

1 The reason there was a dip in course offerings in 2004-05 was due to the budget cuts that affected our temporary faculty budget. This meant that we had less money available to hire temporary faculty to teach courses.


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Our increase in course offerings and enrollments is due in part to the stability the

department has achieved over the 12 years of its existence, as junior faculty became tenured and new faculty were hired, but also to the increased visibility of the Chicana/o Studies curriculum and the popularity of our General Education courses, our lower-division preparation for the major series, 10A and 10B, and our service-learning course, 100SL. Already large in comparison to before the institution of the Chávez Center, 10A and 10B had respectively enrolled 141 and 114 students in 1997-1998. By 2006-2007, those enrollments had increased to 347 and 252, and now 10A has a class size of close to 400 students. This has necessitated the hiring of several more teaching assistants than were originally hired to staff the discussion sections of those lower-division courses, from 4 TA’s hired in 1997-1998 on a quarter-to-quarter basis, to the 12 we hired in 2005-2006 on an annual basis. Our current number of teaching assistants is 10, 9 for the service courses, 1 for our service-learning course, all of them hired between 25% and 50% time for the full academic year.

Perhaps the course that has become iconic of the mission statement of the Chávez Department is our required 100SL, service-learning course, which establishes partnerships between the department and non-profit organizations that serve the Chicana/o and Latino/a population in Los Angeles. Immigration, citizenship, language acquisition, HIV—these are only a few of the issues that challenge our communities and that our community partners, with the help of our service-learners, seek to address. The course places students in these organizations for one quarter of dedicated service that teaches them to bridge community needs with academic resources. The course instructor guides them through a more theoretical understanding of service-based pedagogy. Each summer, the community partners are brought to campus for a Barrio Service Learning Summit where they share their profiles and experiences with each other, and to discuss the specific ways in which our students can help them accomplish their goals.

The teaching load for all core faculty is 4 courses per year, in addition to Independent Studies, Senior Thesis supervision, and mentoring of graduate students from other departments. The two lower-division preparation courses for the major as well as the upper-division required theory course are all regularly cycled among the core faculty on an annual basis. Although some faculty teach courses outside the department—either in the department in which they are jointly appointed or in the Honors Collegium or the G.E. Cluster courses—the bulk of their teaching is in Chicana/o Studies.

In 2003-2004 we instituted our Departmental Honors Program, which requires a 3.5 GPA and a year-long commitment to a research project across three quarters of Honors Thesis coursework. Prior to the formal honors program within the department, students with double majors worked closely with a Chicana/o Studies faculty mentor to produce senior and honor’s theses within their other departments. As of 2003-2004, seven of our majors have graduated with honors and highest honors.

When we first started to offer summer courses in 2001, our summer program was not a lucrative endeavor for the department. Summer 2005 showed a change for the better, and in 2006 we were able to make a profit from our summer session. Other significant changes in our curriculum include the addition of one-unit “fiat lux” freshman seminars taught by core faculty of the department (in addition to their regular teaching load), undergraduate-initiated courses that are conceptualized and implemented by undergraduate students in mentorship with a faculty member, courses on indigenous languages and cultures, and a seminar for teaching assistants, which is our first graduate-level course in the department.


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As our curriculum continues to expand, and as our student population becomes more complex in its racial, ethnic, and national formations, we see the need to add a Central American Studies minor to the program in Chicana/o Studies. The Student Departmental Senate (SDS) in conjunction with faculty mentors, is in the process of conceptualizing a course in Central American Studies. SDS is also working to develop a Study Abroad Program for the department.

Student Departmental Senate

The Student Departmental Senate is the official voice of Chicano/a studies majors and minors. With a rich history of student activism and struggle for representation SDS has become fundamental in the development of the Chicana/o Studies department. Faculty, community members and students were, and continue to be, very much invested in the creation and success of an academic department at UCLA devoted to the study of Chicanos and Chicanas. SDS ensures that students continue to contribute, challenge, and support the department they struggled to establish. SDS representatives have input in the department’s standing committees (Curriculum and Community Relations and Development), help plan social events such as the Raza Mixer and the departmental Open House, serve as departmental ambassadors to conferences, and contribute to discussions about transfer students, courses, and degree requirements. They are also invited to departmental meetings and provide advisory votes on issues related to the department.

The Student Departmental Senate functions on the basis that all Chicano/a Studies majors and minors should have the opportunity to play a major role in the development of the department. Along with the departmental responsibilities of SDS, students engage in the planning of various workshops, panels, and conferences. These events allow majors and minors to actively participate. Through SDS, students’ involvement with the department creates within them a sense of ownership of both the department and their education.

Student Outreach and Recruitment

Our Student Affairs Officer (SAO) has created innovative recruitment mechanisms to increase our student population. A welcome letter is issued to all incoming self-identified Latino/Chicano students in early April when students get accepted to UCLA. She makes presentations about what it means to major and minor in Chicana/o Studies to large courses, both within and outside the department. She coordinates and facilitates campus tours to underrepresented students from elementary, middle, high school and community colleges. She conducts panel discussions for bilingual parents to inform them of UC requirements and the application process. She collaborates with campus and departmental outreach programs such as the Center for Community College Partnerships (CCCP) to implement more effective recruitment mechanisms and to develop and strengthen academic partnerships between UCLA and California community colleges. She also works closely with the CCCP staff to diversify UCLA's transfer admit pool through their summer programs and outreach events throughout the academic year. In addition, our departmental visibility has increased because our SAO has fostered better relations with other departmental student affairs officers and different academic advising units. By doing this, other student affairs officers recommend our program and courses to their students. Our Student Departmental Senate (SDS) undergraduate representatives have also been instrumental in assisting the SAO in recruitment and outreach events to promote the major and minor in Chicana and Chicano Studies.


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Departmental Budget As Table 3 below shows, our total departmental budget has nearly tripled since our last review. Teaching allocations at the levels of ladder faculty and teaching assistants have increased commensurate with the expansion of our faculty, although we did receive a permanent reduction in allocations for temporary faculty. The lines that remain insufficiently funded pertain to permanent staff and our operational budget, both of which are incompatible with the exponential growth of the department. Both of these budget items need to be increased, as it will be difficult to sustain a graduate program with our current resources, which are already stretched too thin for an undergraduate program as dynamic as Chicana/o Studies. Minimally, we will need a Graduate Student Affairs Officer, part-time for the first year while the new admits are recruited, and eventually, full-time when the program gets underway. The amount budgeted for the digital mural lab primarily covers the computer programmer’s salary and equipment and software upgrades for the lab each year; this commitment is good through 2011, at which point we will need to seek additional funding to continue to keep the digital lab in operation. TABLE 3- DEPARTMENTAL BUDGET ALLOCATIONS FOR AY 1997-98 & AY 2007-08

ALLOCATIONS 1997-98 2007-08 Ladder Faculty $ 295,860.00 (6.00 FTE) $ 996,750 (11.00 FTE) Temporary Faculty $ 96,992 (2.33 FTE) $ 86,940 (1.83 FTE) Permanent Staff, MSO, Adm. Spec., SAO $ 115,356 (3.00 FTE) $ 133,630 (2.60 FTE) a Teaching Assistants $ 19,152 (0.67 FTE) $ 104,544 (2.50 FTE) Readers $ 0 $ 3,115 Casual Staff $ 0 $ 15,303 b Supplies and Expenses $ 15,000 $ 19,350 Add'l allocation $ 5,000 $ 35,000 c Equipment $ 0 $ 0 Summer Sessions $ 0 $ 0 d Chavez Digital Mural Lab $ 0 $ 88,000 TOTAL $ 547,360 $ 1,379,329 All allocations based on July 1st date of each fiscal year

a Reflects permanent cut in AY 04-05 (SAO II position cut to 60%)

b To cover partial SAO salary c Reflects re-allocation of cut from AY 04-05 on a permanent basis

d Allocation for AY 2007-08 not yet known Physical Plant

The César E. Chávez Department of Chicana and Chicano Studies is housed on the 7th floor of Bunche Hall. It is comprised of 4 administrative offices (MSO, SAO, Administrative Specialist and Chair’s office), 11 ladder faculty offices, 2 TA offices, 1 visiting faculty office, a conference room, a mailroom/copy room, a small storage closet and a small office used to house our webtech staff person. This office houses a networked computer and printer and scanner and


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provides a space for faculty and TAs to meet with the webtech. Due to a shortage of space in the department, this office is also used to store our library of books, departmental back-up documentation, including teaching evaluations, financial records and historical information.

Each faculty and staff member sits in a private office, but our teaching assistant and visiting faculty space is shared. We hire up to 12 TAs a year, primarily for our introductory courses to the major (CS10A, CS10B, CS 101 and CS100SL, our service learning course taught each quarter.) Each TA office houses 4-6 TAs and the visiting faculty office houses up to 5 faculty on a staggered teaching basis. We have also used the offices of ladder faculty on leave to house visiting faculty due to the lack of space available for our temporary faculty. Each TA office has two networked computers, which are hooked up to a networked printer in the copy room. The lecturer’s office also has a networked computer hooked up to the networked printer in the copy room. During the 2003-04 budget cuts, we were forced to cut the phone lines available in the TA offices and Visiting faculty offices and have not reinstalled these phone lines due to budget constraints.

The Chávez/SPARC Digital Mural Lab teaching facility, which is run by Professor Judith F. Baca, is housed off campus in Venice, CA. The Chávez/SPARC digital mural lab is a unique research and teaching facility, bringing state-of-the-art computer technology to the production of community-based art. The lab is the only facility in the country devoted to the creation of large-scale digitally generated murals. It houses 12 computer work stations and allows Professor Baca to teach a two sequence course (M186A/AL and M186B/BL titled Beyond Mexican Mural: Muralism and Community Development for UCLA students every other Fall and Winter Quarter in the lab.

During the summer of 2007, we converted part of what used to be the main office into a new Chair’s office. We also upgraded the furniture in the administrative offices with new office furniture and painted the administrative offices. Our department did not have a Chair’s office prior to this, and furniture for the staff offices had not been upgraded since the inception of the then Cesar E. Chavez Center for Interdisciplinary Instruction in Chicana and Chicano Studies (CII) in 1993. In addition to the new networked printer for TA’s and lecturers, we also purchased a new fax machine for the department, which was relocated to the copy room. As our budget allows, we have also been upgrading faculty office computers and printers.

In the last 8 years, our department has grown dramatically, but our space allocation continues to fall short of meeting our needs. We need an additional temporary faculty office and an additional TA office, as well as more storage space. Once our graduate programs proposal is approved, we will need additional office space for one more staff person, a graduate student lounge/computer room, and more TA offices.

Data Summary Analysis According to our own records, the UCLA General Campus Trends data provided by the

Academic Senate is inaccurate, beginning with the labeling of the Chávez Department of Chicana/o Studies as an “interdepartmental program,” which it stopped being in 1993. Our own database of majors and minors (based on third-week reporting at the end of every quarter, taken from the student record system, and including double-majors) shows very different numbers than those presented in the data included in the packet (see Table 4). In the current academic year, we have 130 students who have declared a single major in Chicana/o Studies and 63 more who are declaring a double-major. Given that double-majors are required to complete the same number of units and requirements as single-majors, we see no reason not to include them in the headcount


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majors total. Similarly, our course offerings and course enrollments reflect a discrepancy from the

Academic Senate data, as do the number of bachelor degrees awarded. Over the last eight years, our course offerings in Chicana/o Studies have increased tremendously, as shown in Table 5.

TABLE 4: TRENDS IN CHICANA AND CHICANO STUDIES MAJORS, 1997-2007

Academic Year

Registrar’s Data CS majors (our data)

MP Table (Office of Analysis and Information Management Data CS majors)

Discrepancy

1997-98 77 67 10 1998-99 77 58 19 1999-00 76 55 21 2000-01 98 70 28 2001-02 123 90 33 2002-03 127 98 29 2003-04 126 94 32 2004-05 172 129 43 2005-06 165 n/a n/a 2006-07 145 n/a n/a

TABLE 5—ENROLLMENT TRENDS IN CHICANA AND CHICANO STUDIES 1997-2007

Academic Year

Registrar’s Data CS degrees awarded (our data)

MP Table (Office of Analysis and Information Management Data on degrees awarded)

Discrepancy

1997-98 28 24 4 1998-99 28 14 14 1999-00 35 19 16 2000-01 28 19 9 2001-02 30 26 4 2002-03 60 33 27 2003-04 38 31 7 2004-05 64 38 26 2005-06 58 n/a n/a 2006-07 51 n/a n/a

Comparison to Previous Review

Of the 16 recommendations made by the external report of the previous review (1997-1998), three (#’s 12, 13, and 14) were addressed in Chair Paredes’s internal report, dated April 22, 1998. Nine (#’s 1, 2, 4, 5, 6, 7, 8, 15, and 16A) were resolved during Chair Macías’s leadership, as detailed in his March 14, 2001 report.


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By the time the Undergraduate Council called for a closure of the review in its April 30, 2002 memo, 10 of the 16 recommendations had already been implemented:

#1: The appointment of a long-term, full-time Chair #2: Normalization of the academic personnel process #4: A field studies (or service learning) component to the curriculum #5: Normalization of faculty teaching loads #6: Implementation of a Community Scholars program #7: Conversion of the Specialization into a Minor #8: Involvement of joint faculty in the Center #12: Student input in decision-making #13: Staff vs. faculty conflict resolution #14: Disbanding of the Implementation Committee #15: Revision of By-Laws #16A: Departmental Status

Recommendation #9: To address the need for a “clear articulation that defines Chicana/o Studies as understood by the faculty of the [department]” in the form of a mission statement, we used part of our faculty retreat this summer to discuss questions such as “how do we define the discipline of Chicana/o Studies?” “How do we see ourselves—as individual scholars and as a faculty—contributing to the development of that mission?” and “What are we preparing our students to do?” Building on previous attempts at defining our role as a degree-granting program in Chicana/o Studies, and with the input of faculty and student representatives, the mission statement was drafted and approved unanimously (see page 4). 3 of the recommendations are still pending:

1. Curriculum and program coherence through the implementation of the “Caminos Curriculum” (#3)

2. Faculty involvement in student advising (#10) 3. Student gathering space (#11)

Proposed Graduate Program The second half of Recommendation #16 (#16B), the development of a graduate degree program, has been in process for a number of years. The department is currently engaged in making final revisions to the proposal, based on recommendations made by the Graduate Council and the FEC in 2003-2004. A special faculty meeting will be convened at the end of November 2007 to review the final draft before submission to the administration and faculty governance committees of the college. Below is a summary of our proposed Graduate Degree Program. The mission of the UCLA Chicana and Chicano Studies faculty is to establish an exemplary graduate program that, like the undergraduate major, provides its graduates with the interdisciplinary research tools necessary to advance knowledge in the field, provide academic leadership, and serve community needs with academic resources. The UCLA graduate programs in Chicana and Chicano Studies will focus on diverse Chicana/o communities, their experiences throughout the nation, and their historical and contemporary relationships to Mexican peoples, north and south of the border. One distinctive feature is our program’s foundational interdisciplinarity. The Chávez Department has the ability to train its scholars in the full range of


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epistemologies of Chicana/o Studies, bridging social science and humanities roots with those of cultural production, expression and criticism, and gender and sexualities. The goal of all graduate course work will be to help make students conversant in the multiple theories, methods of analysis, research methods, and knowledge bases of Chicana/o Studies. Another distinctive feature is a curricular research focus on the metropolitan Los Angeles region. Our graduates will certainly provide the next generation of intellectual leadership to the field of Chicana and Chicano Studies. Conclusion

Since its last review, Chicana/o Studies has become a vibrant, dynamic, and cutting-edge program of study. The undergraduate program has experienced tremendous growth since the establishment of the César E. Chávez Center (now the César E. Chávez Department of Chicana/o Studies). The number of majors grew from 67 in 1993-1994 to 145 in 2006-2007, and graduation totals increased nine-fold. Most of the issues raised by the last review have been resolved. Progress has already begun on addressing the remaining items. The Graduate Programs proposal is in its final revision stages and will be submitted by the end of Fall ’07. In terms of achieving more coherence in our program of study, faculty voted unanimously at the summer retreat to institute the Caminos Curriculum structure to the undergraduate major and minor.

What still remains in the hands of the administration are an increased commitment in budgetary support for the permanent staff and operational resources of the department, more space for the temporary faculty, the ever-growing number of teaching assistants, and the new graduate SAO, and new FTE for the graduate program that will address the need for gender equity in the department.


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Appendix 1. Growth of Chicana and Chicano Studies at UCLA, 1981-2007

Year Majors Minors Majors Minors Enrollment Courses Ratio of C/E

Degreed-BA's Degreed

1981-82 1 0 1982-83 0 0 1983-84 0 0 1984-85 0 0 1985-86 0 0

1986-87 6 1 0

1987-88 7 0 0

1988-89 11 4 0

1989-90 18 2 0

1990-91 18 0 0

1991-92 35 9 4 9

1992-93 50 39 12 21

1993-94 75 72 14 28 491 14 35.07142857

1994-95 73 83 17 37 550 22 25

1995-96 80 58 28 33 944 40 23.6

1996-97 81 69 29 33 1,088 37 29.40540541

1997-98 77 44 28 28 1,115 41 27.19512195

1998-99 77 21 28 42 1,104 47 23.4893617

1999-00 76 52 35 31 1,294 56 23.10714286

2000-01 98 59 28 37 1,584 61 25.96721311

2001-02 123 79 30 39 1,946 61 31.90163934

2002-03 127 108 60 43 2,064 70 29.48571429

2003-04 126 121 38 49 2,485 71 35

2004-05 172 152 64 63 2,565 59 43.47457627

2005-06 165 136 58 60 2,351 64 36.734375

2006-07 145 115 51 45 2,324 77 30.18181818

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