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ApplicationProcessAll Completed Applications are Due in the Chancellor'son Thursday, February 19, 2004.Office No Later Than 5:00 p.m.Pleaseanswerall the questions on the applicationform, person or by mail. The application, along with your rewhich is includedas part of this brochure. Pleasedo not sponsestotheessayquestions,mustbe in theChancellor'sinclude letters of recommendationwith your application. office no later than 5:00 p.m. on Thursday, February19,When the application is completed, submit this entire 2004. Followingare the Chancellors'office addresses;inapplicationformto the Chancellor'soffice on yourcampus, parenthesesare names, phone numbers and email adeitherby mailor in person.The applicationis alsoavailable dressesof the coordinatorsfor studentRegentrecruitmenton-lineat www.universityofcalifomia.edu/studentreg.html;on eachcampus.Pleasecontactyour campuscoordinatorhoweverthe completedapplicationmust be submittedin for more information.Chancellor Robert Berdahl200 California HallUniversityof CaliforniaBerkeley, CA 94720(Hal Reynolds- 510/642-6772hgr3la uclink.berkele .edu)Chancellor Larry N. Vanderhoef567 Mrak HallUniversity of CaliforniaDavis, CA 95616(Ellen Yoshimura- 530/752-2418em oshimurala ucdavis.edu)Chancellor Ralph Cicerone501 AdministrationBuildingUniversity of CaliforniaIrvine, CA 92697(MartiBarmore 949/824-7741martila uci.edu)-Chancellor Albert Carnesale2147 Murphy HallUniversity of CaliforniaLos Angeles, CA 90095(Mike Cohn - 310/206-8821rncohnlilJsaonet. ucla.edu)Chancellor J. Michael Bishop126 Medical Sciences BuildingUniversity of CaliforniaSan Francisco, CA 94143(Eric Koenig - 415/476-4318ekoenig(8Josl.ucsf.edu andBarbara Smith - 415/476-4318Chancellor France Cordova4148 Hinderaker HallUniversity of CaliforniaRiverside, CA 92521(Sharon Vander Veen 909/787-3989sharonvlilJadmin.ucr .edu)bsmith(8Josl.ucsf.edu)Chancellor Henry T. Y. YangCheadle Hal Room 5221University of CaliforniaSanta Barbara, CA 93106(Joe Navarro - 805/893-4467navarro-J(8Jsa.ucsb. edu)Acting Chancellor Marsha Chandler107 University CenterUniversity of California, San DiegoLa Jolla, CA 92093(Kyle NakanishiChancellor M.R.C. Greenwood296 McHenry UbraryUniversity of CaliforniaSanta Cruz, CA 95064- 858/534-4451(Cyndi EdingerknakanislilJucsd.edu)- 831/459-2789 ndi(8Jucsc.edu)Please Print or Type(Applicationdeadfine is Thursday, February 19, 2004 at 5:00 p.m.)Personal Information2. Campus1. Name AdamR. Rosenthal3. Student Identification No.4. Campus Mailing Address -(The addresswhere you will receive your mail during spring break and during the summer.)7. TelephoneNo. .8. Email addres .(Number where you can be reached during spring break and during the summer.)UC Davis
Educational BackgroundS8. Pleasecheckyourclassstandingfor springterm 2004D FRESHMAN D SOPHOMORE D JUNIOR D SENIOR D GRADUATE G PROFESSIONALSb. Will you be enrolled as a student at the University of California continuously through the 2004-2005academic year?Yes No10. What is your major? Law11. Please list all colleges or universities you have attended, including UC; indicate the dates you attended andany degrees you were awarded.Institutionattendeda. UC Davis, King Hall School of LawDates attendedFall 2003 - Present-Two CA Teaching Credentials-Spring 2001BA in History & Minor Judaic Studiesb.Alliant International University, Graduate School of Education; Fall 2002 Summer 2003c.Universityof California,Los AngelesFall 1998DegreesJD Candidate12. Pleaselist belowthe names,titles, addresses,and telephonenumbersof three references.Pleasenotifyyourreferencesat the time you submit this applicationthat, if you are selectedas a semifinalist,they will be askedthe secondweek in Marchto submit a letterof referenceby April 2, 2004. The three finalists'Chancellorswillbe askedto commenton the qualificationsof their candidates,so you may wish to make your accomplishmentsand interestsknown to him or her if you are selectedas a finalist.NAME/TITLEADDRESSemailADDRESS1.0. Berky Nelson. Director Center for Student Programming: 105 Kel'ckholf Hall Los Angeles, CA 90024-1607 bne .edu2.Prof. Lisa Pruitt, UCD Law3.Robert HW8TELEPHONENUMBER(310) 206-8814Professor:400 Mrak Hall Drive Davis, CA 95616 Irpruitt@ucdavis.edu,(530) 752-2750PteIwon, Dj,.ctcx' Bay AI'8a Teach For America: 4300 Horton Sl Emeryville. CA 94808I-.nter.pier8On@teec;.,;:u21C8. (510) 450-1288On additional paper, please answer questions 13, 14, and either 15a or 15b. Label each essay with the questionnumber. Answers to questions 13 and 14 should be limited to approximately 500 words each. Every page must benumbered and should have your name and question number on it. Also please Include your resume with thisapplication.13.Why did you choose the major or course of study you are in? Describe where you see yourself in five years.14.What do you, as a University of California student and as a concerned member of society. believe you wouldbe able to contribute to the Board if you were appointed Regent?158. The University is confronting an unprecedented fiscal crisis. How can it meet this challenge and still maintainaccess and quality for the planned enrollment levels?-or15b. Describe the University of California's role under the Master Plan for Higher Education. How should theUniversity continue to fulfill its commitment under the Master Plan?
Adam R. RosenthalEducation & LeadershipUniversity of California, Davis School of Law; JDCandidate, May 2006Elected1L Representativeto the King Hall Educational Policy Committee.Alliant International UnivetSity Graduate School of Education and Teacher CredentiaIing,Alameda,CA, January2001- June 2002.Receivedtwo California Dear Teaching Credentials(highestlevel teaching credentialsin CA):Multiple Subject Credential K-8 and Single Subject History jSocial Sciences9-12.University of California, Los Angeles, B.A. 2001,Cum Laude in History & Minor in Judaic Studies. Pnsident,UCLA Hillel, 2000- 2001.Cofollnder,Coalition for Coexistencein the Middle East, 2000GeneralRepmentatilJt,UCLA UndergraduateStudentsAssociation Council, 1999 - 2000Follnder& Pnsident,UCLA UndergraduateHistory Association, 2000 - 2001Resent Professional ResponsibilitiesTeacher, Havenscourt Middle School (a Tide One, Cahforma UnderperformingScbool),Oakland Unified School District, Oakland,CA September2001- 2003.TeachForAmericacorps member.Taught adtand 6dtGrade American History, Ancient History, Government, English, and Reading.Elected School Site Union Representativeto tht- Oakland Education Association,CaliforniaTeachersAssociation, & National Education Associa. ")n,2002 - 2003.OrganizedSchoolLeadershipCommittee,2001- 200,.Founder & Co-Director, Camp Empower; Oakland, CA 5 -nmer2002Createdand directed a unique summer camp for ten ,"mc privi1egedmiddle school students. Recruitedstudents, organized academic and cultural programming, and secured grants to fully subsidize theprogram.-Teacher, Sinai Temple; Westwood, CA 2000 2001Designed and taught cuniculum to seventh graders around the principles of respect, responsibility,history, community service,and spirituality.Honors & Awards.TeachForAmericaEducation Collaboration Distinction, 2003UCLA Chancellor'sServiceAward, 2001Provost's Honors List at UCLA, Winter 2000, Fall 2000,Winter 2001UCLA Hillel ,UCLA's Dr. Martin Luther King]r. OratoricalContest,1999of11IYhobbieJ:Running, cycling, experimenting with tofu, organizing, browsing at book stores,MarchMadness,family gatherings,and momi11gcoffee over the NYr.501111
Adam RosenthalQuestion #13Question #13In order to fully explain how I cameto studyhistory, education,and the law, it isnecessaryfor me to show the interconnectednessbetweenmy studies. Each of thesefields has played an integral role in shaping my academic interests and socialconscIousness.From as long as I can remember,I knew that if I was fortunateenoughto attendcollege, I would study the storieswhich comprisehumanhistory. My early interest inhistory camefrom my fascinationwith folk tales from aroundthe world. Thesestoriesgave me a flavor for the unique nuancesthat distinguish cultures. At the sametime,thesestoriestaught me that there are common lessonsand insights which transcendallboundaries,and speakto the very essenceof humannature.When I enrolled as an undergraduateat UCLA it was only natural for me to majorin history. Just as I enjoyedfolk storiesas a child, the historical rubric satisfieda similarintellectual interest in me as an adult. Through the study of history, I have enjoyedanalyzing the distinctive events and peoples who have shaped societies and theirenvironments,while also recognizingcommonalitiesbetweenpast and present. In myclassesat UCLA, I learnedto interpret the successesand failures of the past, and in turnto understand how contemporary society can apply these fundamental lessons toamelioratethe problemswe facetoday.Early on in my undergraduatestudiesI realizedthat one of the best ways for meto amalgamatemy love of history with my passionfor socialjustice was to teachhistoryin an underprivilegedschool. The day after graduation, embarkedon this careerpathunderthe auspicesof the national teacher'scorps TeachFor America. Shortly thereafter,I welcomed my first groupof studentsat an under-resourcedpublic middle school in1
Adam RosenthalQuestion #13Oakland,CA, and startedwhat becamethe hardestand most rewardingexperienceof myI was placed on the front lines combating the social, economic, and politicalinjusticesthat were contenton keepingmy studentsandtheir community disenfranchised,and deprived of equal opportunitiesto be successful. Despite the overwhelmingchallengesfacing my students,it becameevident that through hard work, collaboration,andresolve,I could affect significantchangein their lives.During my two years of teaching, I continued to pursue my own studies,andeventually earned two California teaching credentials. Between teaching, lessonplanning, grading, parent conferencing,and working on behalf of the teachers'union, Ihad little time to focus on my credentialingclasses. Nonetheless,I persistedbecauseIstrongly believed that through my studies of pedagogy and best practices, I wasconstantly improving my abilities to close the achievementgap and help all of mystudentssucceed. My two years in front of the classroomnot only allowed me to workwith amazingstudentsand a proud community,but also gave me plenty of opportunitiesto study some of the fundamentalissuesinvolving disparitiesbetweenthose in societywho have meansand those who don't. Basedon theseexperiences,I madethe difficultchoiceto leaveteachingand enroll in law school.I see law school as a natural extensionof my studiesin history and education.As a lawyer, I will fight to makenecessarysystemicchangesand will speakon behalf ofwhosevoices have for too long beensilenced. As a future attorneyI recognizetheimportance of learning from our past mistakes, while also being mindful of thecomplexities and complicationsof our nation's social stratification. Ascontinue mylegal studiesat UC Davis, I look forward to finding more ways to apply my cess,opportunities,anddemocracy.2
Adam RosenthalQuestion #14Question #14Considering the myriad of fiscal and systemic problems facing the University ofCalifornia, the student Regent must have significant leadershipexperiencesand a profoundunderstandingof California's social, educational,economic, and political climate. Mostimportantly, the student Regent should have an unfettered belief that the UC must trulyrepresentthe great diversity of the state. If selectedas the 2005-2006studentRegent,I willbring the aforementionedqualitiesto the Boardof Regents. My ability to representthe studentvoice to the Regentsis grounded in my experiences,education,and strong commitmenttoeducational equity.As an undergraduateleaderat UCLA, I worked to mitigate many of the problemsmyfellow undergraduatesencountered.During my first year,I was electedto serveasone of threeGeneralRepresentativesto the UndergraduateStudentsAssociation Council (USAC). As amemberof USAC I worked with a diverse cross-sectionof studentgroups on issuesrangingfrom defending affinnative action and supporting holistic review of applicants, to easingcampuscongestion. While at UCLA, I also foundedthe UndergraduateHistory Societyandthe university's first Arab-Jewishdialoguegroup, The Coalition/or Coexistencein the MiddleEast. Basedon my experiencesas an undergraduate,I am confident that I have the ability toeffectively advocateon behalf of the UC's undergraduatestudents.As I mentionedin my responseto Question#13, after graduatingfrom UCLA I beganteachingin an under resourcedpublic schoolin Oakland,CA. The experiencesI had and theskills that I acquiredas a teacherwill profoundly shapemy agendaas studentRegent. As acredentialedteacherand current student,I am in a uniqueposition to discussthe complexitiesof our state's educationalsystemwith my fellow students,regents,legislators,and educators.Of the many topics that concernme, I am particularly troubledby the relationshipbetweenthe
Adam RosenthalQuestion #14UC and the K-14 system, especially in terms of teacher education and under-representedminority n.I believe having a student Regent with an "insider" perspective of the dramaticinequalitiesin our state's public K-12 systemis invaluable. There is no question that thedisparitiesin our state's poorest communitiesare inextricably linked to the lack of greaterdiversity on our campuses.If I am fortunateenoughto be interviewedfor this position, I hopeto sharewith you many of the goals and objectivesthat I would pursue if appointedstudentRegent. As you will see, am completely committedto convincing the Regents,legislatorsand governorof the necessityto reinstatefunds for UC outreachprogramsto underrepresentedcommunities,andto significantly reduceand caphighereducationfees.As a former teacher,I can attestto the impactthat outreachprogramshaveon studentswho would otherwisenot be exposedto the value of a UC education. For example,the fieldtrips to UC Berkeleythat I organizedfor my studentsshowedthem that if they work hard andplan accordingly,a UC educationis attainable. It pains me to know that under the proposedbudgetcuts, 750,000current K-12 students(and countlessmore in the future) that have cometo rely directly on UC's successfuloutreachprogramswill be deprived of these necessaryresources. Moreover,I worry aboutthe immeasurablenumberof studentswho will forgo theirright to higher educationbecauseit is prohibitively expensive.Along with my experiencesas a UC undergraduateand as a teacher,I will also bring tothe Regentsa strong voice on behalf of UC's graduateand professionalstudents. Due to thecomplexitiesinvolved in the managementof the UC system(from graduatestudentlabor issuesto the intricacies of the legislative process),the studentRegentmust be able to navigatethecomplicatedpolitical and legal landscape. As a law studentand educator,I am preparedtoface these challenges. If appointedstudentRegent, will work assiduouslyto advocateonbehalfof the university's diverseand distinguishedstudentbody.2
Adam RosenthalQuestion 15aQuestion 15aUnfortunately, the prevailing mood widely found throughout the university is that if theState and the UC continue on its current trajectory. it will be impossible for the university tomaintain its commitmentsto access,diversity, quality, and research However, despitethe manygloomy predictionsregardingthe effects of the budgetcuts over the past two years,it is imperativefor thoseof us who feel passionateabout public higher educationto remain optimistic. We mustpursue a course which will sustain the UC's excellence during this time of great uncertainty Thereare two general paths that the UC must take to mitigate the current situationThe first path is on amacro level, where supporters of the university must endeavor to make several systemic paradigmshifts, The secondpath is one of pragmatismand planning where the UC must work to secureadditional funds, and to implement effective cost-saving initiativesParadigm shifts can either be gradual changes in public perceptions or rapid transformationsthat quickly changesociety's values and beliefs. It is thereforeessentialto be mindful that somechangesthat speak of may take longer than others. One of the most needed paradigm shifts is theway in which society allocates resourcesto public education- from Head Start programs to advancedgraduate-level researchFor too long, we have misallocatedfunds to expandinstitutions such asprisons, while ignoring the clear evidence that crime rates drop as educational opportunities rise.Related to this, there needs to be a paradigm shift that transfomlS the rhetoric of "equal accessandopportunity" into a realityIt is unacceptablethat the zip code a child is born into is often anaccurate predictor of whether that child will graduate from collegeThis is an indicationthat asademocracy,we arenot making the necessarystridestoward equalityOn an issue closer to home, we must extinguishthe myth that higher studentfees are notcorrelatedwith lack of diversity and quality on campus Aside from the damagesthat will result ifsuccessfuloutreachprograms are eliminated, as studentfees increaseand financial aid decreases,many qualified students will forgo their right to a UC education becauseit is prohibitivelyexpensive In the long run, this will havethe most dramaticeffect on thoseCalifornianswho aren'tfortunateto have amassedthe 'cultural capital' to recognizethe long-term benefits of a collegeeducation. It is the responsibility of all who have a vestedinterestin the UC to help implementtheparadigmshifts I havementioned.1
Adam RosenthalQuestion 158The secondapproachto weatherthe currentstonn involves a reevaluationof funding sourcesand savingmechanisms. First and foremost,studentshave the responsibility of drawing attentionto the fact that many electedofficials in this Stateare adamantabout not raising taxes,yet have noqualmssupportingoutragerousincreasesin studentfees. This effectively resultsin a substantialtaxon the poor andmiddle-class. This hypocrisymust be exposed,and studentsmust leadthe chargeonbehalfof the entire system. The bestway for the UC to reestablishits funding basein the nearfutureis to convincethe decision-makersand the citizenry of the symbiotic relationshipbetweenthe stateandits world-renowneduniversity.Likewise, electedofficials representingthe stateneedto do a betterjob securingfunds fromthe federal government. As the engine of our nation's economy, California does not receive itsequal share of funds, and as a result, state institutions such as the UC suffer. The UC also needstocontinue building stronger and more equitable relationships with corporate partners. It is essentialthat those amlS of the university that can generate funding from private sources work harder to doso.Their successwill place less pressureon those arms which don't have the meansto generatefunding, such as K-14 outreach programs,Internally, the UC needs to use this time as an opportunity to examine and scnrtinize its ownoperations. As an institution, the UC must encourage and support more effective collaboration inteaching and research within each campus and throughout the entire system. Another area where theUC can look to cut costs while maintaining quality is through the use of technologyto enhanceteaching, research, and administrative functions. The UC must make a stronger effort to streamlinethose parts of its operation which would be improved by emerging communications technologies.Along with working toward increasedfunding for the university, the UC must also use itstremendous influence within academia to make significant improvements in the lives of all collegestudents. Just as the UC demonstrated its power in leading the movement to modify the
Received two California Dear Teaching Credentials (highest level teaching credentials in CA): Multiple Subject Credential K-8 and Single Subject History jSocial Sciences 9-12. University of California, Los Angeles, B.A. 2001, Cum Laude in History & Minor in Judaic Studies. Pnsident, UCLA Hillel, 2000 -
