Five GE Classes I Took and Recommend

I started taking my General Education classes a little late, since in the first two years of college I was trying to finish the required STEM classes for the MCAT exam. Reflecting on those two years, I wish that I hadn’t followed my premed plans so carefully and took more non-science classes instead. Although I picked Genetics and Genomics as my major, I always knew that I have interests in arts and humanities. I was just too focused on my path to consider the option of getting a minor or double major, and while I realized at the end of my third year that I’d love to minor in Art History, I was unable to fit the classes in my schedule.

Anyways, taking GE classes is a great experience to continue your interest or to try something new. When students ask “What GE classes do you recommend?”, the answer is, there are SO MANY different classes that can fulfill the requirements, and it all depends on what sparks your interest. In this blog, I selected five UC Davis GE classes I enjoyed, and I would like to share with you my experiences. All five of them are lower division classes without prerequisites.

AHI 1C – Baroque to Modern Art

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The Kiss, Gustav Klimt. (picture from Wikipedia)

GE requirements: WC, AH, VL
Units: 4 units
Instructor: Diana Strazdes
I took this class because of a friend’s recommendation. I didn’t have much knowledge about art history, but Professor Strazdes did such a great job teaching the material from the basics. In class, Professor Strazdes showed power point slides with art works from different times and told stories. In addition to introductions of the artist and the technique, the professor explained why specific styles were popular at a certain period due to social movements and political background. The two midterms and one final were in short answer format with vocabulary definition, work identification, and some comparisons. This class required some memorization, but it was fun, and making flashcards really helped. Also, many works introduced in class are actually exhibited at the San Francisco Museum of Modern Arts, and if you plan a trip to SF, you get to see them in person!
Similar Classes: AHI1A – Ancient Mediterranean Art, AHI1B – Medieval and Renaissance Art, AHI1D – Arts of Asia, AHI1E – Islamic Art and Architecture

CHI 10 – Intro Chicana/o Studies
GE requirements: DD, ACGH, OL, AH, SS, WE
Units: 4 units
Instructor: Lorena Marquez
CHI10, along with HIS17AB and other classes, satisfies the American History and Institutions Requirement. For students who completed the requirement by taking American History in high school, CHI10 is a good introductory class to learn about the history and culture of the Chicana/o group. Professor Marquez was very passionate about the topic, and I really appreciated that she took time in lectures to answer questions and explained every point clearly. We started from learning the ancient civilizations in Central and South America (Aztec, Mayan, etc.), the European colonization, Mexican Civil War, and we ended at WWII and recent Chicana/o movements. Other than the exams (short answer format) and a term project, there were plenty of extra credits option, such as watching a Chicana/o related movie. I watched a documentary film, the Zoot Soot Riot, and wrote a report for that.
Similar Class: CHI50 – Chicana and Chicano Culture

PHI 7Y – Philosophy Perspective on Sexuality
GE requirements: DD, AH
Units: 3 units
Instructor: Adam Sennet
PHI7Y was an online course with a discussion session held once a week for an hour. This course combined philosophy and sexual studies. Topics that were covered included pornography, sexual relationships, sexual consent, and more. We didn’t have to do much work for this class, and I personally think it was the easiest GE I took at UC Davis. The only homework was a two to three page term paper, and the exam and quiz questions were straightforward multiple choices. I enjoyed PHI7Y because unlike the STEM classes, there was no “right or wrong answers” as long as I can logically prove my standpoint. Besides, while the topics can stir up much debated, they are important and relevant to college students.
Similar Classes: PHI31 – Scientific Reasoning, ANT30 – Sexualities, HDE12 – Human Sexuality.

SOC 3 – Social Problems
GE requirements: DD, ACGH, SS
Units: 4 units
Instructor: Ryan Finnigan
SOC3 was one of the pre-health classes recommended by the HPA (Health Professional Advising) office. I took this class and General Psychology (PSC1) during my freshman year, thinking that they might be helpful for the MCAT psychology and sociology section. Professor Finnigan explained important social issues related to poverty, education, and immigration. One memorable discussion was about the Food Desert, a residential area where people with low income consume more fast food due to fresh food not being accessible. From a personal viewpoint, although SOC3 did not cover all topics on MCAT, the class gave me a good idea on current social issues in the United States. The readings of SOC3 were brief and informative. Moreover, Professor Finnigan was very open to discuss about essays ideas and course materials during office hours.
Similar Classes: SOC1 – Introduction to Sociology, SOC4 – Immigration and Opportunity

RST 68 – Hinduism

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Diwali, the festival of lights, is one of the most popular festivals in Hinduism. (Picture from Wikipedia)

GE requirements: WC, AH, VL, WE
Units: 4 units
Instructor: Layne Little
The lectures were taught based on Hinduism traditions, epics and stories of various Hindu deities. In the first lecture, Professor Little talked about Ganesha, the male Hindu deity with an elephant head and a pet mouse, and stories of how Ganesha turned into his elephant-head form. RST68 was novel and fascinating, but it was at times difficult for me because I had never been exposed to the religion before. I almost dropped the class, but decided to change the class to P/NP because I wanted to learn more. Professor Little was absolutely the nicest person. He gave us doughnuts (enough doughnuts for everyone to get a second one) at exams, and he was very knowledgeable and enthusiastic. I recommend this class to students with Hinduism background or students interested in studying other religions/cultures.
Similar Classes: RST1 – Survey of Religion, RST30 – Religions of South Asia

These five classes are the ones that I personally enjoyed. The courses offered and the instructors can vary each quarter/year. If you want to learn more about choosing GE classes at UC Davis, check out this blog: Which GE’s Should I take?

Linya Hu
Fourth Year, Genetics and Genomics Major, Class of 2019
BASC Peer Advisor

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Why UC Davis?

First and foremost, I would like to say congratulations on being accepted to UC Davis! I am sure you may have some anxiousness about the road ahead, but remember that you have earned these opportunities for yourself through hard work and dedication. In honor of Decision Day, I will share with you all my story of how I ended up at UC Davis.

In being asked to consider why I chose Davis, I had to really take myself back to my senior year of high school, which was a strange time all around. With college just on the horizon, I dealt with a lot of complex feelings about the path before me. Choosing where in the world you want to go to grow academically and develop yourself as a person is truly not an easy task and I vividly remember how this weighed on me. I remember feeling it was such an impossible decision to make, yet so many people take this step and move away for school. How is it normal to leave all that you have known for the first 18 years of your life, just like that? While it might sound a bit dramatic, these were my authentic feelings at the time.

Another aspect that made it such a difficult predicament is how I felt so many options were available to me. I worked especially hard in high school in order to receive better grades and thus better scholarship offers, as I did not want to limit myself due to finances. Additionally, as an L.A. native, I applied to mostly schools within California and a handful of out-of-state universities. In the end, I felt deeply split between two UCs: Santa Barbara and Davis.

The Varsity Theater at night in Downtown Davis

I know, this story might seem rather anticlimactic in hindsight, as we know where I ended up in the end, but at the time I was unbelievably torn. I had visited Davis in years prior when seeing a family friend who was an alumnus and employee of the university. I remember how quickly the town and the campus grew on me. The deep greens that Southern California largely lacks and the overall feel of the town resonated with me deeply. We went on a campus tour, saw a movie at the Varsity Theater downtown, and walked next door for some gelato and people watching. It’s a small yet crystal clear memory that was very impactful to me. However, I still had my doubts and the distance was also quite daunting, as Davis was 400 miles from my family, friends, and home.

Now on the other hand, there was UC Santa Barbara. UCSB seemed like a pretty perfect location — far enough from home where I could establish myself and have enough distance to do so, but close enough where I could take weekend trips home when needed. Also, I had received a great scholarship offer from them which, to a lot of people in my life, seemed like a telltale sign that I would commit to UCSB. This new feeling of expectation only worked to further complicate my feelings.

I remembered talking to my sister, who seemed like one of the only people who could see that Davis held a special place in my heart. I told her how one of the hardest parts of this decision was that I felt I could really build a place for myself at either school. I knew that I was quite adaptable, and I could envision these two different lives for myself. These talks with my sister gave way to a new perspective that explained why I felt so torn — this decision bottled down to whether I would be true to myself or go along with what was expected of me. This crossroad marked a pivotal moment that would affect me more than anyone in the long run, so why was I so concerned with other people’s feelings? I knew then that, if I were to choose UCSB, I would likely feel some sort of guilt for not listening to my gut.

While moving north and settling in took some time, Davis quickly began to seem like home. I remember feeling myself becoming part of Davis and starting to establish 

The Davis Arboretum in fall

friendships with people from all over the world. Every time I had a gap between classes during my first fall quarter, I would bike through downtown Davis and allow myself to get lost so that I could learn the layout, see what’s there, and eventually know Davis like the back of my hand. Even in difficult times, as I stressed about choosing a major for instance, I felt grounded and supported by the campus community.

For me, choosing to go to Davis came down to a matter of principle and heart, and it was one of the best decisions I ever made. As my own college experience comes to a close, I would like to offer a word of advice to all incoming students, from one human to another. As you take this leap into higher education, I hope that you remember to take chances, ask for help when needed, and always lead with your heart.

PETRA SILVERMAN
BASC PEER ADVISOR
4TH YEAR – EVOLUTION, ECOLOGY, AND BIODIVERSITY + SPANISH MAJOR

Why UC Davis?

Community.To me, that is the word that best encompasses my choice of coming to UC Davis. To be completely honest, when I was completing the UC applications, I selected Davis as an option before I even knew where Davis was! However, when I got my acceptance offer, I did lots of research and became extremely interested in its programs and recognized status and knew that I wanted to learn more about Davis.

 

When notifications came out with information on Decision UC Davis, I had narrowed my options down to two schools. My family and I decided that traveling from Southern California to Northern California would be a lovely little trip, so we RSVP’d our way into Decision Day 2016.

 

Apart from the realization that UC Davis was a giant university, Decision Day provided me with an overwhelming feeling of calm. It was a beautiful April day, there were constant tours with enthusiastic guides, tents for the different colleges, presentations, and a multitude of welcoming individuals that I am sure you are all anxious to meet!

 

Being able to have direct contact with my peers, administrators, and other current students, I was able to have so many important questions answered, and it just put me (and my mom) at ease. I learned about student housing, downtown Davis, campus traditions, as well as the different programs available to students in my major and college. By the end of all the tours, events, and visiting time, I was ready to sign the SIR!

 

The distance of the school to my hometown was perfect, everybody seemed so nice, and I knew that there would be an endless amount of resources available to help me succeed. I hope all you prospective students reading this feel the same way!

 

Today

After three years of being in the College of Biological Sciences, I am so happy with my decision to come to Davis. I made so many friends Freshman year and learned so much about myself. I continue to be challenged every quarter but through campus organizations, faculty support, and different resources on campus like Biology Academic Success Center, I have felt at home here. I hope you all get to share the same experience at Davis and come visit Decision Day to see Davis in all its glory.

 

Sandra McAteer
BASC Peer Advisor
Third Year, Neurobiology, Physiology, and Behavior major

 

 

Founding Your Path: An Interview with Dr. Graham Coop

Welcome back, Aggies! Winter quarter is now in full swing, bringing tons of rain along with it. As we tend to spend a bit more time indoors in winter, it is often a great time for planning ahead and reflecting on the opportunities and paths before us. In our reflecting, it is likely that many of us will experience some frustration and uncertainty in  choosing career and life paths; whether it be about our academics, research, internships, or other long-term plans. While the internet might help in building a pros and cons list (the logical side of decision making), ultimately we have to choose our paths from our heart (what FEELS right). In order to shed some light on the prospect of choosing our own paths, I decided to interview Dr. Graham Coop, a Professor from the Center for Population Biology here at Davis. I chose to interview Dr. Coop in an attempt to capture the journey that led him to a career that he is clearly passionate about (If you have the opportunity to take one of his evolution/genetics classes, you’ll see what I mean).


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Dr. Graham Coop
https://biology.ucdavis.edu/people/graham-coop

I asked Dr. Coop to start with his high school years, inquiring about what interests he had back then. To my surprise, Dr. Coop replied, “I didn’t particularly like what we’d call ‘secondary school’ in the UK. I wasn’t particularly good at it… and I wasn’t even totally sure I was going to go to university. I didn’t get particularly good grades and I barely made it into my safety school.” In the end however, he attended the University of Reading and decided to study physics.

 

In reflecting upon his undergraduate years and transition to college, Dr. Coop continued, “I think it was nice for me to be somewhere different … there are points in your life where you get to change the sort of groups of people you’re hanging out with, and you sort of move to a group of people who don’t know you and don’t have expectations of you … that was really important for me.” While the overall undergraduate experience seemed positive, Dr. Coop distinctly remembered struggling during his first year of his undergraduate experience.  At this point, he and I shared experiences regarding the difficulties that come along with the first year adjustment period. Around the end of his first year, he met with a faculty mentor, where he resolved to try working harder in his academics. In describing this first major turning point, Dr. Coop exclaimed,  “I don’t know what happened, but something clicked and I started to do better.” By graduation, he had one of the highest marks in his class.

During his undergraduate years, he had initially wanted to become a Physicist, though in hindsight, Coop admits to not fully realizing what all a career as a Physicist would entail. While doing some soul searching, he had a conversation about career paths with one of his physics professors. Coop expressed having interest in mathematics and computers, but he was not certain in which career path he could apply these skills to. It was in talking to his professor that Coop slightly changed course as he began considering the realm of biology. As a result of his aptitudes, the professor recommended that he look into mathematical biology, as there are so many complex problems within biology that require mathematical analysis in order to solve them.

That discussion with his physics professor had one of the most profound impacts on his career.  As Dr. Coop recalled, “That was just really wonderful advice and something which really changed the direction I was going in when I’d never really thought about it before.”  Having already been intrigued by biological concepts, such as evolution, Coop became excited to continue developing new skills and apply the knowledge he gained in his undergraduate studies. He went on to receive his PhD in Statistical Genetics at the University of Oxford; then he continued as a postdoctoral researcher at the University of Chicago in Human Genetics. From there, he was accepted as a professor here at UC Davis.

In reflecting upon his story, it was clear to see how some of the most important moments of growth occurred with the help of university faculty and professors. Coop expressed how important it was for him to talk with people who helped him see where he could apply his skills and interests. When I asked Dr. Coop what advice he had for students after reflecting back on his own experiences, he wanted to encourage students to “think broadly” about what they want to do, be open to different paths that come their way, and to take advantage of diverse or unexpected opportunities. People often get caught up with having a linear academic plan leading to a precise career, not wanting to stray from their intended path or explore other routes. Coop explained that there are numerous ways for people to create fulfilling journeys and exciting career opportunities to apply their diverse skills. Undoubtedly, having  an open mind was an integral component in each step of the way along his life journey.

When I asked for any final words of wisdom he had for Davis undergraduates, he paused for a moment and stated the following:

“Try to be brave about trying new things when you’re at university … It’s a good time to learn to push yourself and figure out where your limits are. You have the room to actually explore what you want to do … It’s a really valuable time to do that. You’ll probably find that your comfort zone is a lot broader than you think it is when you actually start stepping outside of it.”

One of the fundamental messages I took from my interview with Dr. Coop was about how nonlinear and nonconventional our paths truly are. I hope that this interview offers you a unique perspective, helps you to embrace some of the change and uncertainty of your college years, and inspires you to take chances as you establish your own path.

Petra Silverman
BASC Peer Advisor
4th Year – Evolution, Ecology, and Biodiversity + Spanish major

 

My Core Class Experience in the College of Biological Sciences (First and Second Year)

For all majors in the College of Biological Science, there are some common preparatory major core classes that all students in CBS are required to take in the first two years of college. Regardless of your major, you will have to take calculus, chemistry, biology, physics, and statistics. These classes are important because they provide fundamental knowledge in the field of biological sciences. Before you start in-depth major classes, mastery in core classes gives you the essential tool kit.

I am currently a third year Genetics and Genomics major. In this blog post, I will talk about some core classes I took and my experiences in them.

MAT21AB: Calculus

Usually students in College of Biological Sciences take MAT17ABC to fulfill the math requirement. MAT17 is a year-long calculus class designed for biology students, featuring calculus applications in biology topics. MAT21AB, the first two classes of the MAT21 series, is an alternative option. Honestly, I chose to take MAT21A and MAT21B in my first year because I wanted to finish calculus in two quarters instead of three (which might not work for everyone). The two classes focused more on principles and theories, including solving proof questions and calculus equations. I took a light workload along with MAT21A and MAT21B, since I did not have much background in calculus.

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The Calculus Room is a great place to get academic help besides the Student Academic Success Center and the Residence Hall tutoring hours.

BIS2ABC: Introduction to Biology

I really enjoyed the BIS2 series because the series includes everything from micro to macro. BIS2A is about cell organelles, photosynthesis, chemical bonds, and properties of bio-molecules. BIS2B is an introduction to ecology, evolution, and biodiversity. BIS2C focuses on phylogenies, the five kingdoms, and life cycles of fungus/plants/animals. Note that BIS2A and BIS2B can be taken in either sequence, but BIS2C has to be taken after BIS2B. In addition, it is recommended for students without a strong chemistry background to start with BIS2B.

Capture(My BIS2C study notes for the final)

CHE2ABC: General Chemistry

CHE2 lectures are always in big lecture halls with hundreds of people. It is one of the most commonly taken classes for first year students, since many majors have chemistry as a requirement. CHE2 series provided me a solid background in chemistry, which helped a lot in my upper division biochemistry classes. I also learned to use the titration apparatus, the pH meter, and other cool equipment in the labs. An alternative option for general chemistry is the CHE3 series (“Integrated General and Organic Chemistry intended for majors in the life sciences”), which incorporates water-based reactions and some organic chemistry. CHE3 is a relative new course, and only certain biology related majors accept it for major requirement. If you plan to switch majors, take CHE2 series for more flexibility!

Image result for titration memesGet ready for General Chemistry with your lab coat, goggles, and carbon notebook:)

CHE118ABC: Organic Chemistry for Health and Life Sciences

Students in the college can choose to take either CHE118 (a three quarter series) or CHE8 (a two quarter series). I took CHE118, since a year of organic chemistry is required for many medical schools. I personally think that organic chemistry (especially CHE118B) is one of the most difficult classes I have taken in UC Davis. The class is all about understanding how electrons transfer between molecules and memorizing different reaction mechanisms. It is like putting together pieces of a puzzle to get a full picture of chemistry – this class will definitely change your view of the subject on a molecular level. After all, organic chemistry is very different from general chemistry, since no calculation skills are required for the class. You might enjoy the class even if you are not a fan of gen chem!

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PHY7ABC: General Physics 

In PHY7 series, students spend 5 hours in Discussion Labs (DLs) and 1 hour in lecture every week. Most of the learning will happen in the discussion labs with your small group of classmates and TA. In the DLs, we did short experiments and discussed about the results with our small group. In PHY7A, I was tired with having two 2.5 hour labs every week, but as I moved towards 7B, and then 7C, I felt that the DLs gave me a better understanding on the lecture topics. I learned the best by solving questions, so the DLs matched with my learning style after I got used to it. Topics in PHY7 include: chemical bond energies and thermodynamics (7A), Newton’s Laws and circuits (7B), mirror/optical lenses and electromagnetic forces (7C).

STA100: Applied Statistics for Biological Sciences

STA100 is a very informative class, in which students are taught to analyze biology data with the statistics program R studio. In the first two weeks of class, the professor went over basic statistics including calculating the mean, medium, and standard deviation. Later, we learned more advanced concepts such as p values and the ANOVA table. There were two group projects in the quarter. We had to process a given data set (in my class it was about diabetes population) with methods learned in class and wrote two four-page reports. A few quarters after STA100, I joined a fish ecomorphology research, and our project was heavily based on data analysis. Thus, I really appreciated learning about R Studio in the class.

sta100

Linya Hu
BASC Peer Advisor
Third Year, Genetics and Genomics Major

Campus Food

Boasting the largest of the UC campuses, one would think that UCD would be hard-pressed to provide adequate dining opportunities for its ever-expanding population and across its sprawling campus. Yet, as I will highlight in this article, UCD has many excellent dining choices, whether you are looking for a full meal, a quick snack between lectures, or a cup of coffee before your morning lab.

Residence Hall Dining Commons

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This is the most familiar dining option for students who lived in the residence halls. The dining commons are all-you-can-eat cafeteria style buildings located in each of the three residents halls.  Each DC includes eight mini-restaurants, which each offer a couple of choices on any given day. Vegetarian and vegan options are always available. The menus change daily, and you can see the menus from each DC on the housing website. In addition to hot meals, the DC (almost) always stocks ice cream, cereal, and fruit. It has been a couple years since I have been there, but late night (~9PM-12AM) was always the most happening time at the DC, when fresh-baked cookies are available in addition to pizza and other late-night munchies.

For students without a meal plan or AggieCash: fear not! The DC accepts cash and card too.

Residential Markets

Nearby each DC is a market that offers typical convenience store snacks and drinks, in addition to smoothies, caffeinated shakes, and grab-and-go sandwiches, salads, and more. The markets also stock basic first aid, personal care, and hygiene products if you are in need of something and on campus. The residential markets’ hours vary slightly depending on the residential area, and all hours can be found on the student housing website.

The Gunrock

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Once named the Gunrock Pub, and the only place on campus to crack a cold one, “The Gunrock” is now a dry establishment, but it still has a mouth-watering menu. The Gunrock offers a sit-down restaurant environment with the convenience of being located centrally on campus in the Silo. The Gunrock accepts reservations, which is helpful for planning lunch with friends or making sure you make it to class on time.

The Silo

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In addition to The Gunrock, the Silo is home to several other restaurants. Spokes Grill offers burgers, fries, and shakes. La Crepe offers authentic French crepes, and is run by the same owner of the Crepe Bistro, a very popular restaurant downtown that closed after suffering damages in a fire. Once famous for its french onion soup as well as crepes, Davis localwiki describes La Crepe as a “small rendition of what the Crepe Bistro used to be, minus the soup”. The Silo also houses a Peet’s coffee, and a selection of grab-n-go meals.

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As all UCD students know, the construction and renovations on campus seem never-ending, but sometimes they result in new eateries that open under the radar of most of us. Most recently, the Silo Market opened, featuring a new made-to-order pizza place and a sandwich deli. The Silo Market otherwise is similar to the residential markets, offering soft drinks, candy, and snacks, although with more variety.

ASUCD Coffee House

Located on the North quad, the Coffee House is one of the most popular eating spaces on campus. It has a selection of student-staffed restaurants, including pizza, TexMex, bagels, sandwiches, and more. Of course coffee and baked goods are available.

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In addition to the eponymous Coffee House, there are places to get coffee all over campus. There are Peet’s in the Silo, the ARC, and outside King Hall. My favorite coffee stop on campus, however, is Bio Brew. Bio Brew is located on the 1st floor in the Science Laboratory Building, just inside on the North side. Just next door, you will find BASC! Stop by and say hello to a peer advisor!

Scrubs cafe

If you find yourself hungry but you are all the way in the Health Sciences district, there is no need to walk 40 miles to the Silo for a sandwich. The Scrubs cafe is conveniently located on Garrod drive next to Vet Med Student Services, and serves coffee, breakfast, and lunch items.

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Food Trucks

UC Davis is visited daily by a caravan of food trucks of different styles, which take up residence at various spots around campus. The most food trucks can be found lined up outside the Silo next to the Bike Barn. Other locations are between Science Lab Building and Storer Hall, outside the Mondavi center, and by Medical Sciences in the Health Science district. Shah’s Halal is a campus favorite, but I suggest trying them all. My personal favorite are the fish tacos from Azteca Street Tacos. Food truck schedules and locations can be found online.

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Hopefully you are hungry now after reading this. Go out and try some new UCD cuisine!

Justin Waskowiak
BASC Peer Advisor
3rd Year: Evolution, Ecology, & Biodiversity major

Plant Facilities of UC Davis

I am an Evolution, Ecology, and Biodiversity major and a huge biology nerd with a special passion for herpetology, but before going through the BIS 2C labs – tracing plant evolution from bryophytes through monocots, and studying the adaptations of the miraculous plant world – I had never bothered giving plants much thought. My eyes were opened as a 2nd year when I took BIS 2C. I am now a plant enthusiast almost as much as I am a snake enthusiast, and I credit UC Davis and our incredible plant facilities and collections on campus to sparking my interest. Here are a few of the many plant facilities that UC Davis has to offer.

The Arboretum

Probably the most popular plant exhibit on campus – the Arboretum is a long stretch of gardens, plant collections, and paved walkways along the pond where the North fork of Putah Creek historically flowed. Among their plant collections include the Shields Oak Grove on the West side of the Arboretum, with an astounding diversity of large oak species, and the T. Elliot Weier Redwood Grove, a perfect spot for a nicely shaded picnic near the Southeast side of campus. The Arboretum is lined with plant collections from around the world, including South American, Mediterranean, South West U.S.A./Mexican, East Asian, and California foothill collections. The Arboretum is open to the public all day, all week, and all year and seasonally holds plant sales. Last year I bought my first carnivorous plant at the Arboretum plant sales!

Plant Conservatory

Most of us are probably aware of the greenhouse on top of the Science Laboratory Building, but have you been inside? Did you know that the Science Lab greenhouse is just the start of what the UC Davis Plant Conservatory has to offer? The Plant Conservatory runs a lot of the campus’s plant propagation needs, including preparing divisions for the Arboretum plant sales. In addition to the Science Lab Building greenhouse, the Conservatory operates several greenhouses with an astounding collection of tropical and arid plants located behind Storer Hall. The greenhouses operated by the Plant Conservatory are open to the public for drop in hours during the day as well as guided tours – check the Center for Plant Diversity website for more information.

Center for Plant Diversity Herbarium

In addition to the Plant Conservatory greenhouses, the Center for Plant Diversity provides a great resource for researchers, amateur plant biologists, or anyone with a curiosity for plant identification. The Herbarium is a repository of over 300,000 preserved plant samples and lengthy species keys managed by UC Davis resident plant identification experts. You can take samples to the Herbarium for accurate identification, free of charge for the first 5 times each year. The Herbarium is now located in the Science Laboratory Building on the first floor, right next to the Biology Academic Success Center!

Other plant resources

The CAES greenhouses, west of campus by the stadium, are available to rent space through a simple google form.

The Plant Conservatory’s controlled environment facilities serve as an incredibly helpful research tool to plant, agriculture, and environmental sciences among others. These state-of-the-art climate controlled chambers are available to rent monthly.

Hopefully attending a school with such a strong reputation in agriculture and plant biology will instill in you an interest for plants like it did me. It’s a great time to start learn how to garden or pick up some interesting house plants. Here are my indoor plants I’ve collected since taking BIS 2C:

Justin Waskowiak
BASC Peer Advisor
Third Year: Evolution, Ecology, and Biodiversity