SUMMER MENTORING PROGRAM MODULES
JUNE 15th - JULY 10th, 2026
The UCI Ethics Center selects a few promising students for a mentoring program each summer. We plan a full online program again in 2026, open to qualified college, graduate, and high school students worldwide. Applications are now open, and students may apply to our online program by completing the application below. There is no cost for this intense mentoring program. No recommendations are required. You need only to (1) complete the short form at the end of this announcement and (2) pay a small processing fee. Students for whom the fee presents a financial hardship may request a waiver by contacting Andrada Costoiu, Director of the Summer Program, at andradac@uci.edu. Please note that all waiver requests must include documentation demonstrating financial hardship, so that we may ensure the process is fair and equitable for all applicants.
LINK TO APPLICATION:
Good news and updates! Modules 1, 2, 4, and 7 are now full due to high interest. We will continue adding exciting new modules, so check back regularly—and be sure to explore the other great modules currently available.
Teaching Assistant (TA) Applications — Closed for 2026
Thank you very much for your interest in serving as a Teaching Assistant (TA) for the UCI Ethics Center Summer Mentoring Program. At this time, we are no longer accepting TA applications for the 2026 program, as all positions have been filled.
We deeply appreciate the enthusiasm and thoughtful inquiries we received from prospective mentors and past participants. Your interest in contributing to our mentoring community reflects the very spirit of ethical engagement we seek to foster in our students.
Online program. The 2026 summer mentoring program will be exclusively online. Thus, we will accept students worldwide for a virtual mentoring program from June 15th - July 10th, 2026. Students will meet twice a week, in groups of 15-30 students, as part of a mentoring program that will provide hands-on experience in various forms of research. The research activities will teach many different skills, from basic library research that might be used in a literature review to skill sets such as SPSS or other computational programs and introduction to data analysis of various kinds, from archival data, aggregate data, interviews, survey data, and narrative-interpretive analysis. No prior experience with ethics is required. We ask that students be interested in working with a university faculty member or a graduate student mentor.
There is no charge for the program, just a modest processing fee. Please note that this fee is non-refundable. There is no charge for the program itself. To handle the increased demand and to keep the mentoring experience a high-quality one, small enough to retain its personal aspect, we have been forced to ask for a modest processing fee ($246).
Anyone who wishes to contribute further to the Ethics Center to defray costs for other students who may have financial constraints may do so here: Donate Now. We appreciate all your support, which is vital in keeping this program available at no cost.
Modules. Students will be allowed to participate in only one module but may ask to be waitlisted for an over-subscribed module. We will try to assign each student to their preferred module. We will add extra modules if demand requires it to keep the numbers below 30 for each module. (If demand is high for one particular module, then we will try to offer more than one session of that specific module.) We will review applications and send out the first acceptances by January 30th, 2025. Thereafter, admissions will be rolling, with acceptances sent on the 1st and the 15th of each month until May.
TA Applications: We highly value the dedication and expertise of our Teaching Assistants (TAs) and prioritize applicants who have previously completed our course or are highly recommended by their mentors or instructors. Due to the competitive nature of the position and our commitment to maintaining a high-quality learning environment, we accept only a limited number of TAs each summer session. A detailed description of the required application materials can be found at the following link: TA Requirements.
Waiver. Participants in the program who are under 18 on June 15th, 2026, must have a waiver signed by their parents before they can begin the program. Waivers will be sent out by May 20th via email and must be received 2 weeks before the program begins. In the past, we have contacted people who forgot to submit their waivers. The program's size now makes this unfeasible, so the student must make sure their parents submit the waiver before the specified deadline. Students under 18 cannot be admitted to the program until the waiver is signed and submitted.
Application form. The application process is simple and requires no recommendations. Please complete the application (below). Students are allowed to take only one module.
We are delighted to post the following initial modules scheduled for the summer of 2026. If the demand is there, we will post additional modules later. We want to keep all modules below 30 so students can get the personal attention this program is designed to provide. Thank you for your interest in our program.
MODULES
Module 1. The Ethics of AI. David Rosten. UCI Graduate, degree in International and Comparative Law from the University of San Diego, former co-chair of the Dean’s Council at UCI. Monday and Wednesday, 11:00 a.m. –1:00 p.m. PST.
Back by popular demand, one of our most well-liked mentors, lawyer/entrepreneur/UCI
alum David Rosten, will again offer one module. This year, David tackles the ethics
of artificial intelligence (AI). Discussions will focus on a wide range of ethical
issues, from privacy and surveillance to bias and discrimination, accountability and
transparency, job displacement, environmental impact, and the potential for misuse
through deepfakes and misinformation. Rosten adopts a multidisciplinary approach to
help students interested in understanding how best to ensure AI development is fair,
safe, and beneficial to society.
TA’s bio: Charles Gomez is a Junior at Sage Hill School. He plays basketball and is the Co-Founder
of Bridge Forward, a student group that fosters understanding among people with different
viewpoints. Charlie is an active member of the Sage Hill Honor Committee and the Sage
Hill Student Ambassadors. He earned the Presidential Volunteer Service Award for his
work volunteering with Basketball Buddies, the Newport Beach Public Library, and the
Laguna Food Pantry and is a life-long Philadelphia sports fan. Charlie has taken part
in the UCI Ethics Program for the past two summers.
TA’s bio: Suri Yaghmai is a rising senior at Sage Hill School. She is an active member of her
school’s AI Student Taskforce which is working towards helping the school’s administration
develop its policies on AI. Suri is a co-founder of Bridge Forward, a student-led
club that cultivates a deeper understanding of others' perspectives and engages youth
in stimulating community-wide dialogues. She is an editor of Sage Hill’s fashion magazine,
Flare, and is a member of BOLT, Sage Hill’s school newspaper. She enjoys volleyball
and going to the beach. Suri has taken part in the UCI Ethics Program for the past
two summers.
TA’s bio: My name is Ella Dominguez, and I’m a rising senior at the Orange County School of
the Arts. I was first introduced to Mr. Rosten’s work as a student in the Citizen
Peace Building Initiatives program, and last summer I returned as a Teaching Assistant
for both his Citizen Peace Building Initiatives and Innocent Until Proven Guilty modules.
In that role, I supported discussions, engaged participants, and assisted with program
organization. I’m excited to return this year as a Teaching Assistant for the Ethics
of AI module and continue contributing to thoughtful, meaningful conversations. Outside
of this program, I plan to major in nutrition. I look forward to working with everyone
this summer!
TA’s bio: Olivia Chiechi is a rising senior at Corona del Mar High School in Newport Beach.
She is the founder of Learn&Lead, a non-profit tutoring service aimed at serving underprivileged
primary school students. Olivia is a part of her school’s Peer Assistance Leadership
program and enjoys working at a local candy shop. Olivia spends her time volunteering
at Friendship Circle, reading, baking, and hanging out with friends and family. Olivia
is interested in expanding her knowledge in education and communication studies and
is excited to return to the UCI Ethics program this summer as a TA.
Module 2. Digital Justice & Identity—How Technology Shapes Who We Are. Andrada Costoiu, Director, UCI Ethics Center Summer Mentoring Program. Mondays and Wednesdays, 10 a.m. to 12 p.m. (PST).
This module explores how digital technologies—from social media platforms to artificial intelligence—shape identity, belonging, visibility, and inequality in today’s world. Students will examine how online spaces construct and reinforce social categories such as race, gender, class, and disability, and how these categories influence the ways individuals are represented, understood, and treated in digital environments. By analyzing real-world examples, from algorithmic bias to online activism, students will develop a deeper understanding of digital justice and the role of emerging technologies in shaping opportunities, narratives, and communities.
Through a combination of mini lectures, discussions, case studies, films, and collaborative research, students will engage critically with the ethical challenges of modern technology. Throughout the module, they will produce original written work highlighting youth perspectives on technology, identity, and equality.
Week 1: Identity and Belonging in Digital Spaces
Week 2: Algorithms, Bias, Surveillance, and the Digital Divide
Week 3: Film Week — Digital Culture, Power, and Online Activism
Week 4: AI, the Future of Identity, and Ethical Responsibility
Final Project: Students will be divided into groups and will produce collaborative research projects exploring a contemporary digital justice theme.
Instructor’s bio: I’m Andrada Costoiu. My academic background and professional experience have always
centered on human rights, social justice, and the ways societies shape identity. In
recent years, I’ve become increasingly interested in how technology influences these
themes, especially after publishing a journal article on digital communication and
identity formation (The Reading Matrix, 2025). This new branch of my work—digital justice and identity—has grown out of my long-standing passion for understanding how people define themselves
within systems of power, culture, and global change. I’m excited to explore these
emerging questions with students this year as we think together about who we are,
who we are becoming, and how technology is shaping that journey.
Before entering academia, I worked with government agencies and international organizations, co-founded AIESEC Bucharest, and later served at the Romanian Foreign Trade Center, where I helped shape economic strategy and evaluate EU-funded projects. These experiences deepened my understanding of how policy and global systems affect everyday life—perspectives I bring into the classroom.
Outside teaching, I’m a fiction writer; my novel Under the Iron Curtain (2021) explores identity and memory in communist Romania. And when I’m not writing or teaching, you’ll probably find me in the sky—I’m a pilot flying a Cessna 172 and currently training toward my commercial ratings.
TA’s bio: My name is Liam Newton, and I am a rising senior at St. Margaret’s Episcopal School
in San Juan Capistrano. My academic interests focus on technology and digital equity,
and on how access to technology shapes opportunity and social participation. Outside
UCI, I founded SilverTech, a digital literacy program that provides hands on technology
workshops for older adults. The project grew from working directly with seniors who
wanted practical guidance using everyday digital tools and led to the creation of
a published technology workbook for older learners. My related research was published
in the Journal of Academic Inquiry in 2025, and the project was recognized with the
Congressional Award Gold certificate, which was featured in The Capistrano Dispatch.
More recently, my focus has shifted toward expanding technology access for students.
I am currently applying for a grant to support a project refurbishing donated computers
for students at Breakthrough San Juan Capistrano, with the goal of improving access
to reliable technology for learning. Last summer, I participated in the module focused
on wealth inequality. This year, I am excited to return as a teaching assistant because
the module’s emphasis on digital justice aligns closely with my interest in how technology
shapes identity, visibility, and access.
TA’s bio: Emily Chi is an upcoming high school junior with interests in legal and forensic
psychology, digital justice, and ethics in psychological research. She has previously
conducted research examining the #MeToo movement and youth moral decision-making through
the program. In addition to her academic work, Emily is an award-winning poet whose
creative writing explores identity, tradition, and moral responsibility, and she is
interested in interdisciplinary approaches that connect psychology with the humanities.
TA’s bio: Annabelle Jin is a rising senior with a strong interest in social media literacy
and environmental advocacy. She founded SMILE (Social Media, Inclusion, Literacy,
and Education), a club that promotes responsible social media use among younger generations
and offers programs at senior centers to help residents learn new phone features.
Annabelle is also an advocate for sustainability and was a semifinalist in the Climate
Leaders Fellowship for her recycling project. She is also an intern at the Environmental
Nature Center, where she contributes to environmental sustainability by helping to
lead children's camps and caring for animals. Last summer, she participated in the
Social Justice module at the UCI Ethics Center and completed an environmental justice
research paper under the guidance of Ms. Costoiu. She is excited to continue her studies
in digital justice and environmental sustainability.
TA’s bio: Hello! My name is Maddyn Baziak, and I am currently a junior at JSerra Catholic High
School. I enjoy staying active and balanced, whether that’s through playing soccer,
skiing, or finding new ways to challenge myself physically and mentally. I value teamwork,
dedication, and personal growth, and I am very excited to continue developing these
skills in an academic setting. I cannot wait to meet all of the students and support
them throughout the course. Last year, I served as a teaching assistant for a module
focused on dealing with uncertainty, an experience that strengthened my communication
skills and reinforced my passion for helping others learn. Working closely with students
allowed me to see the importance of patience, adaptability, and encouragement in education.
I am eager to bring this experience into this role and to help create a positive,
supportive learning environment where students feel confident and engaged.
TA’s bio: Hi everyone! My name is Zenna Gupta, and I am a rising senior at the Orange County
School of the Arts. I am so excited to take on a position as a TA for Digital Justice & Identity—How Technology Shapes Who We Are alongside Ms. Costiou! I have participated in the UCI Ethics program for the past
two summers. These experiences have been incredibly meaningful and have deepened my
understanding of ethical inquiry and interdisciplinary discussion. In my free time,
I love photography and traveling!
TA’s bio: Aiden is a rising senior at the Orange County School of the Arts in the Instrumental
Music Conservatory, where he studies cello. He serves as Principal Cellist of the
OCSA Symphony Orchestra and as a section member in the Pacific Symphony Youth Orchestra.
Beyond music, Aiden is deeply involved in community engagement and youth leadership.
He is a co-founder and Outreach Coordinator of OCSA SHARE, a student-led initiative
partnering with Olive Crest to support children in foster care, and he also serves
as a Support Coordinator for Love in Music. At school, Aiden is a Board Member of
the Asian Pacific Islander Student Union (APISU), where he helps organize cultural
and community events. In his free time, he enjoys playing basketball and spending
time with family and friends.
TA’s bio: Zachary is a rising senior at the Orange County School of the Arts studying the cello.
He is deeply interested in research and public policy, with a particular focus on
how these fields intersect with healthcare and social issues. Zachary is a co-founder
of SHARE (Stories Heard and Retold Everywhere), a student-led non-profit organization
that fundraises and volunteers in local senior centers. At school and beyond, he is
involved in music, research, and community-based initiatives. Zachary has participated
in the UCI Ethics Center program since last summer under Professor Costoiu. In his
free time, he enjoys spending time with his two brothers.
TA’s bio: Hi everyone! My name is Shriya Gandhi, and I’m a rising junior at the Orange County
School of the Arts in the acting conservatory. I have been working with Ms. Costiou
for the past two years, analyzing Social Constructs that Unnecessarily Divide Us,
and this past summer in the Social Justice and Social Categories” module. I even got
the opportunity to go into the deeper roots of the Me Too Movement and students' perspectives
showcased in the book “Listening Upwards”. I am excited to work with her again this
summer on technological impacts on society today. I am a part of the OCSA’s mock trial
team, an event coordinator of the South Asian Student Union, a indian classical dancer,
and co-president of Girl Up OCSA. I aspire to be an attorney who wants to work in
social justice, advocacy, and equality. I'm excited to work with all of you this summer!
TA’s bio: Marvin Shim is a rising senior who is interested in climate resilience and digital
advocacy. He works as an editor at his school newspaper, where he oversees news reporting
and investigative work while supporting staff writers throughout the writing process.
The previous summer, he participated in the “Political Resilience, Political Trauma
and the Death of Democracy” module at the UCI Center of Ethics and conducted research
for a paper under Dr. Kristen Monroe. He is excited to return as a teaching assistant
to explore how technology and digital justice shape modern identity.
Module 3. The Ethics of Hope. Paul Nesbitt-Larking. Emeritus, Political Science at Huron University College in London, Ontario, Canada. Mondays and Wednesdays, 10 a.m. -12 p.m. (PST).
Two powerful emotions compete for ascendancy in times of political turbulence, fear and hope. Fear drives the need for security, for building walls, rejecting those perceived to be different, and attaching oneself to strongmen who promise to ward off danger. Fear conditions black-and-white thinking, attracting one to absolute truths and dogmas. Hope builds on faith in others, a sense of security that they will act with basic morality. Hope anticipates that most people, while fallible, can grow into just and competent participants in political society. Hope conditions an openness toward the other and the outsider. Hope is critical but slow to judgment. It is an egalitarian emotion that regards leadership and followership as basic human practices, each of which is evident across a broad range of citizens. Thus, leadership is a civic obligation rather than a charismatic power resting with a single individual. Curiosity toward others, a willingness to listen and respond, and openness to change mean that hope is nuanced and multifaceted. The hopeful agent is not afraid to say, “I had not thought of that” or “We do not know.” This module is an opportunity to learn and apply thematic analysis to the political talk and texts of political figures who advocate and express an ethic of hope. The module begins with an orientation to the project and an introductory explanation of the methodology of thematic analysis. Module participants are then invited to conduct thematic analyses on four pre-selected texts. Following this, they seek out and analyse their own chosen text. Participants then put together a brief statement of self-reflection on what they have learned about the ethics of hope. Finally, participants collaborate to produce a ten-minute video based on their learning regarding the ethics and politics of hope.
Bio. Paul Nesbitt-Larking is interested in how people make sense of their political lives and how they develop their political identities. Paul is Professor Emeritus at Huron University, Canada, and Adjunct Professor at Queen’s University, Canada. Director’s note: Paul is far too modest in his bio. He is past president of the International Society of Political Psychology and an expert on political discourses and narratives, beliefs, values and emotions, political communication, and political agency. His recent work has focused on migration and multiculturalism, citizenship, and the political lives of ethno-religious minorities. He is also one of the world’s gentlest people.
TA’s bio: Ella Nami is a Sophomore at Sage Hill School. She has a background in competitive
dance and is a member of her school’s honors dance program. She is also an active
Student Ambassador at Sage. Ella is the founder of Rhythm to Reach, a student-led
organization that provides dance and singing lessons to underserved communities. She
has a special interest in the mechanics of sibling dynamics and has conducted research
regarding the topic with Stanford Professor Gabriella Safran. Ella is excited to return
to the UCI Ethics Program this summer as a TA!
Modules 4A and 4B. Oral Histories, Moral Choice, and Finding Solace in Times of Trouble. Kristen Renwick Monroe, Chancellor’s Distinguished Professor of Political Science and UCI Ethics Center Director, and Laila Gharazi, Yale University. Tuesday and Thursday from 2 p.m. to 4 p.m. (PST).
This module continues work begun last year on how to talk with elders and friends about their lives and the moral choices they confronted. What was their life story and what moral choices did they confront? How did they decide what to do? Do they have regrets? What did they learn about moral choice that can help you, the young person interviewing them? Special focus on what people turn to for solace in times of trouble and on the role hope plays in their lives and choices that require moral courage. Students will interview at least two people and will be encouraged to conduct interviews with one person they know well and respect, and one with a public figure they admire and would like to learn more about.
Maximum 20-25 students. Students must have two people who have agreed to be interviewed to apply for this module.
Instructor’s bio. Kristen Monroe is a political scientist interested in politics, ethics, and political
psychology. She has published 22 books and is best known for her award-winning books
on moral choice and moral courage: The Heart of Altruism (1996), The Hand of Compassion (2004), Ethics in an Age of Terror and Genocide (2012), and A Darkling Plain: Stories of Conflict and Humanity during War (2016). She loves working with students and hope some of them will be able to pull
together this project into another exciting book.
TA’s bio: My name is Cameron Mostofi, and I am a rising senior at Laguna Beach High School,
where I am the first chair tenor saxophone player in the marching band and wind ensemble.
I also represent my school's student body as a Student Representative for the City
of Laguna Beach Recreation Committee, and I provide tutoring services for a national
non-profit organization. I had the privilege of being a TA for Professor Monroe through
the UCI Ethics Center Mentoring Program last summer, as well. I look forward to collaborating
with you this summer.
TA’s bio: Suri Charlu is a rising sophomore at The Orange County School of the Arts with interests
in engineering and research-driven innovation to address societal challenges, while
advancing ethical public policy through civic leadership and legislation. His engagement
reflects a mission to pair technical problem-solving with discourse and community
impact. As a board member for the California Association of Student Councils, Suri
helps build partnerships with local organizations to expand civic education initiatives.
Suri is also the founder of E-World, a nonprofit that provides hands-on STEM education
for autistic students, fostering engineering skills and communication development.
Committed to service, Suri serves as Patrol leader of his Boy Scouts troop, working
closely with the underserved in his community. As a nationally competitive debater
and award-winning writer, Suri believes in promoting civil discourse and moral courage
while engaging respectfully with opposing viewpoints and is excited to be a TA for
this module. In his free time, Suri enjoys digital artistic design and playing tennis.
TA’s bio: My name is Ava Mostofi and I am a rising sophomore at Laguna Beach High School. I
am a member of my school's MUN program and serve on the social media team. I tutor
for a national nonprofit organization. I have also been acting since the first grade
and am part of my school's dance program. I was a student in Professor Monroe's module
last summer and am looking forward to working with you this summer!
TA’s bio: My name is Luke Meggers, and I’m a rising senior at St. Margaret’s Episcopal School.
My academic interests include economics, finance, and public policy. I co-founded
Financial Futures, a nonprofit that teaches financial literacy to younger students,
and I also work with the Institute for Youth in Policy, where I do research and economic
policy writing. This will be my third summer working with the UCI Ethics Center. Last
year, I served as a TA for Crafting Constructive Dialogue Across Deeply Held Political Divides with Professor Monroe, and I’m excited to be returning this summer to support Module
4. I’m looking forward to working with you all.
TA’s bio: Kavya Thakrar is delighted to serve as a TA for Professor Monroe this summer. Last
summer, she served as a TA for Andrada Costoiu, helping develop an academic paper
on the #MeToo movement that was later published in a book. She has also previously
assisted Professor Monroe in interviewing Princess Konstanza of Lowenstein for a research
project on ethics and exile. Through her work with the UCI Ethics Center, she received
the Lampros Award. Kavya is also the author of Bows and Ties, a book featuring interviews with 19 women, which has been featured on ABC-affiliate
news channels and in various online publications. She is excited to continue her journey
with the Ethics Center this summer.
TA’s bio: Sailee Charlu is a student at Orange County School of the Arts with a deep interest
in socio-cultural divides and bilingual education equity. She founded the nonprofits
Habla Arte and The Lit League, bilingual Spanish–English initiatives that bridge language
barriers through visual arts, public speaking, and spoken poetry. These programs have
expanded across Orange County Title I schools through the Speak Art digital platform,
a bilingual children’s book funded by national grants, and poetry slams held across
Southern California. Her advocacy has grown into the Habla Futures Initiative, through
which she has passed a resolution and drafted legislation to expand bilingual education
access for students. She is also the lead prosecutor on her Mock Trial national team,
a Carnegie Hall awardee for her solo piano performance, the California Senator of
Civic Leaders of America, and a professional spoken word poet with the CA GetLit Poetry
Troupe. Sailee hopes to pursue a future in government and policy. She is very excited
to work with everyone this summer!
TA’s bio: My name is Eunhyeok Lee, and I am a rising senior at Orange County School of the
Arts, where I study in the Wind Studies Conservatory and perform as a flutist in the
Symphonic Band. I have been involved with the UCI Ethics Center program since 9th
grade and am excited to return this year as a TA, where I explore questions of ethics,
political history, and moral decision-making. Outside of the program, I enjoy writing,
journalism, and documentary filmmaking, including work with Blue Marble Review, the
LA Times High School Insider, and a National History Day project on Asian American
art and activism.
TA’s bio: My name is Anson Albertson, and I’m a rising senior at JSerra Catholic High School.
I was part of this module last summer, and I’m really glad to be coming back this
year as a TA. I’m especially interested in the psychology behind decision-making and
how people’s life experiences influence the choices they make. Outside of school,
I enjoy going to the gym, golfing, and playing pickleball. I’m excited to meet everyone
and be part of the program again this summer.
TA’s bio: Jaxx Friedman is a rising junior at Choate Rosemary Hall with academic interests
in science, research, and ethics. He has participated in the UCI Summer Ethics Center’s
Mentoring Program for the past two years and conducted research through the UCI BEAM
program, focusing on addiction and drug self‐administration in rodent models under
the guidance of Professor Lotfipour and graduate researchers. This past winter, Jaxx
coached youth lacrosse players in Israel through the Israel Lacrosse Foundation, promoting
fundamental skills, teamwork, and cross‐cultural engagement. He aims to continue integrating
his passions for teaching and lacrosse to support community development. Jaxx is also
a varsity lacrosse player at Choate and is interested in how leadership, collaboration,
and research can positively impact communities.
TAS for Module 4B
TA’s bio: My name is Katie Tseo, and I am a rising junior at Portola High School. I have a
deep interest in both ethics and sustainability, and a passion for integrating those
principles or practices in engineering. My competing passions include competitive
golf and robotics. I was a student in the UCI Ethics and Morality program last summer
with Professor Monroe and gained many valuable experiences from it, and I am so excited
to return as a TA!
TA’s bio: My name is Amy Jia, and I am a rising senior at Sage Hill School. Two summers ago,
I studied political resilience and American democracy in Module 1 with Professor Monroe,
then returned as her TA the following summer for Module 15 on social constructs. I
have learned so much from these experiences, and I am so excited to return again as
a TA! I am passionate about public policy and enjoy researching different perspectives
on global societal issues. In my free time, I like spending time with my friends,
going shopping, and traveling to new places.
Module 5. The Ethics of Nuclear Risk and Responsibility. Gabriella Colello, Ph.D. Candidate in Political Science (IR/Political Theory). Tuesdays/Thursdays from 2 p.m. - 4 p. m. PST.
At the center of this module is a core ethical question that also guides my dissertation research: What do states owe to those who bear the greatest risks from nuclear weapons, and who gets to decide what counts as “acceptable” harm? The debate surrounding the Treaty on the The Prohibition of Nuclear Weapons (TPNW) makes this dilemma vivid. Many Global South states supported the treaty because they viewed nuclear policies as producing both severe material harm and significant ethical failures, especially environmental destruction and gendered and intergenerational health effects. These harms were never consented to and received little recognition from nuclear-armed states. In contrast, states relying on nuclear deterrence reject the TPNW by appealing to a different ethical claim that maintaining nuclear arsenals protects their own populations and upholds international stability. Students will explore how each side justifies its position ethically: What counts as legitimate security? Whose lives are prioritized? How do concepts like consent, responsibility, reparative justice, global equality, and moral injury shape the arguments for and against the treaty? The aim is to help students understand not only what states argue, but the deeper ethical commitments and tradeoffs embedded in those positions and how those commitments shape real decisions with long-term human consequences.
Research Focus. Students will examine short public materials (e.g., testimony, statements, reports) to see how different groups explain nuclear harm and who they think should bear responsibility. We will work together to uncover the ethical ideas behind these arguments and relate them to concepts like justice, care, and fairness. The goal is to help students practice forming strong questions, evaluating evidence, and applying ethical reasoning to real-world problems.
Student Involvement. Students will participate in identifying and collecting relevant documents; synthesizing material into short research memos; discussing ethical frameworks and their application to real cases; preparing a brief collaborative presentation for the program’s final session (optional but encouraged). The goal is to model how ethical inquiry and empirical research can be done together through shared investigation and guided hands-on practice.
Instructor’s bio: Gabriella Colello is a Ph.D. candidate in Political Science (International Relations)
at UC Irvine studying how institutions respond to catastrophic and unevenly distributed
risks. Her dissertation, Securing Precarious Worlds, examines the ethical foundations of nuclear governance, AI-enabled decision making,
and environmental harm, with a focus on gendered and intergenerational vulnerability.
Using archival research, interviews, and interpretive methods, she analyzes how states
and communities justify protection and responsibility in moments of crisis. She is
committed to mentoring students in rigorous, ethically grounded research.
TA’s bio: My name is Zoey Smith, and I am a rising senior at JSerra Catholic High School.
I have a strong interest in history, politics, and ethics, and a passion for advocating
for low-income and undereducated communities. Last summer, I had the opportunity to
study income and wealth inequality with UC Irvine’s Center for the Scientific Study
of Ethics and Morality, where I learned how ethical frameworks and public policy shape
economic opportunity. I currently intern with the Orange County Social Services Agency,
where I work with programs serving homeless and low-income individuals, gaining firsthand
experience of how systemic inequality affects people’s lives. As a teacher’s assistant
in the UCI Ethics program, I hope to bring a thoughtful, student-centered perspective
to discussions and help connect ethical ideas to real-world social and political issues.
TA’s bio: Arya Seth is a rising sophomore at Fairmont Preparatory Academy with a strong track
record in political analysis, international relations, and security studies. As one
of the top Public Forum debaters in the nation, he is recognized for his command of
complex policy issues, strategic reasoning, and ability to shape arguments under pressure.
Arya supplements competitive success with genuine scholarly engagement. As a member
of the Gilder Lehrman Student Advisory Council, he contributes to national conversations
on historical education and public understanding of civic affairs. He has also authored
published research, including multiple analyses of global security architecture and
international relations. With a blend of rigorous research experience, national-level
debate success, and a sustained interest in geopolitical strategy, Arya brings a thoughtful,
informed, and mature perspective to contemporary political and international issues.
Module 6. Activist Imagination in the City that Never Sleeps: Radical Asian American Movements in New York City. Christina Ong, PhD. Asian and Asian American Studies at the University of Nevada, Las Vegas. Tuesdays and Thursdays, 10:30-12:30 pm PST.
This module will explore the history of Asian America’s political organizing from the perspective of Asian American activists in New York City. Students will learn about how historical Asian American movements in NYC from the 1960s to the 1980s continue to impact the present-day. Through readings, guest speakers, and workshops with the instructor, students will develop a better understanding of how Asian Americans came to be, how activists are influenced by their geographic surroundings, and how coalitional politics has influenced Asian American history. Through the module, students will learn how to (1) evaluate academic sources and compile reading lists, (2) conduct background historical research, and (3) familiarize themselves with two types of qualitative data: narrative interviews and archival data. The research done over the course of this module will help in the production of a documentary film about the organization, the Basement Workshop. For more about the organization, please visit: https://thebasementworkshop.reclaim.hosting/
Instructor’s bio: Dr. Christina Ong (she/her) is a postdoctoral scholar in Asian and Asian American Studies at the University of Nevada, Las Vegas. She obtained her PhD in Sociology from the University of Pittsburgh in 2024 and her BA in Political Science from UCI in 2014. Her research uncovers how diasporas create community through place-based activism and art production. Her current work chronicles the impact of the Basement Workshop (1969-1986), the first pan-Asian political and arts organization active in Manhattan’s Chinatown. In her spare time, she writes novels and watches a ton of romantic comedies & reality TV.
TA’s bio: Riley Tsai is a Teaching Assistant with the UCI Ethics Center and a junior at JSerra
Catholic High School. Her academic focus is business and social justice, and she is
excited to return to the summer program.
TA’s bio: Sydney Wang is a sophomore at Arnold O. Beckman High School and an alum of the UCI
Interdisciplinary Center for the Scientific Study of Ethics and Morality program.
With strong interests in ethics and community engagement, Sydney enjoys pursuing research,
leadership, and service opportunities both in and outside of school.
Module 7. The Moral Market: Ethics and Economics in Advertising. Sofia Franco, Assistant Teaching Professor, Department of Economics, UCI. Time TBD.
The success of a product depends not only on its price but critically on a firm's ability to communicate its value through advertising and marketing. An ethical strategy goes beyond just a catchy commercial or following the law. Since the line for morally right and wrong decisions is often undefined, not all unethical advertising strategies are fraudulent or illegal. Producers strive to use ethical practices to earn profits without deceiving consumers or damaging public welfare. This module introduces students to the fundamental economic principles that motivate firms to advertise, engage in marketing, and develop powerful brands, followed by an examination of the ethical and legal aspects of these strategies. This will be accomplished using graphical analyses (e.g., shifts in demand curves), videos, contemporary case studies, and critical discussions. Topics covered include the economics of branding and brand loyalty, the impact of advertising on market competition, and examining case studies of deceptive practices (e.g., false health claims, exploiting vulnerabilities, and manipulative marketing).
Instructor’s bio: My name is Sofia Franco, and I am an assistant professor of teaching in the Economics
Department at UCI. My field of expertise is Urban Economics, and I do research involving
both theory and applied empirical work. I have taught courses related to managerial
economics and strategy and econometrics for both economic and business students for
several years. While I think economic theory is important to lay down the foundation
for good economic analyses, I also think that going from theory to real world applications
is key for students gaining the insights of economic theory and build on their problem-solving
skills. As such, all my courses have an important component of economic applications
with data and data analysis. I have also taught students ranging from high school
(in summer research projects) to undergraduates to master and PhD levels.
Module 8: Women in Mass Crime and Genocide. Alexis Kim, Security Studies Graduate Student, Georgetown University, Mondays/Wednesdays from 5 PM to 7 PM PST.
This module will examine instances of mass crime and genocide from women’s perspectives. Students can expect to examine the origins of genocide, prosecuting genocide in international law, and case studies, including the Khmer Rouge in Cambodia, the Rwandan genocide, and the Holocaust. The module will begin with brief background discussions on the history of genocide and its role in international law. In subsequent weeks, students will examine the role of women as perpetrators and victims through case studies. By the end of the module, students can expect to conduct literature reviews on one of the case studies and collectively write a paper comparing women’s roles across instances of mass crime.
Instructor’s bio: Alexis Kim is a graduate student in the Security Studies Program at the Walsh School
of Foreign Service at Georgetown University. She has four years of experience with
the UCI Ethics Center and previously led a module on the ethics of foreign assistance.
Her research focuses on the intersection of national security, gender, and economics.
Module 9: Solidaristic Representation: Positionality and the Politics of Advocacy in U.S. Legislatures. Savannah Plaskon, Graduate Student, Political Science at the University of California, Irvine. Tuesday/Thursday from 10 am-12 pm PST.
In this module, students will learn how to 1) check over and validate datasets on Congressional bills and 2) how to evaluate and code speeches given in Congress. By doing so, students will uncover how a member of Congress’ identity impacts the kinds of bills that they sponsor and the rhetoric that they engage in when they frame issues on the House floor. While efforts have been made to classify pieces of legislation, my work specifically involves identifying bills that pertain to LGBTQ+ issues and immigration. Students will then prepare brief descriptive results of their findings. This will allow them to investigate what factors (mainly race and gender) may influence the legislative activities that members of Congress engage in. Not only will students develop a better understanding of the research process and the scientific method, but they will also gain a deeper understanding of the inner workings of our legislative institutions.
Instructor’s bio: Savannah Plaskon is a PhD Candidate in Political Science at the University of California,
Irvine. Her work studies American Politics, Congress, race, gender, and intersectionality.
Her work has been funded by UCI’s Jack W. Peltason Center for the Study of Democracy,
and in 2025,she served as the lab manager for UCI’s Citizenship Lab. In her free time,
Savannah enjoys hanging out at the beach, visiting Disneyland, and competing at US
Masters swim meets.
TA’s bio: Hi! My name is Nandika Bansal, and I am a rising senior at Sage Hill School. At Sage
I’m involved in the ACEing Autism, DECA, and varsity tennis. In my free time, I like
listening to music and going to the mall with friends. Last summer, I participated
in the UCI Ethics Center Solace in Times of Trouble module, where I explored how people navigate moral choice and meaning during difficult
moments. That experience deepened my interest in how identity and perspective shape
the way we understand and advocate for others. I’m excited to return this year as
a Teaching Assistant for the Solidaristic Representation module and to support thoughtful
conversations about positionally, representation, and ethical engagement in political
life.
Module 10: “Social Class and Human Cognition”. Jacky Beck, PhD. Student, UCI’s Cognitive Sciences Department. Mondays and Wednesdays 3:30 PM - 5:30 PM PST.
This module examines the social cognitive aspects of economic inequality, exploring how individuals perceive and interpret socioeconomic disparities. Students will engage with academic research findings from scholarly articles, media, and talks. Through collaborative group work, students will explore and present current literature at the intersection of the human mind and social inequality. The learning objectives are to familiarize students with current research in this field, equip them with effective search strategies for addressing research questions, develop their ability to critically analyze sources, and hone their science communication skills.
Instructor’s bio: My name is Jacky Beck (she/her) and I am a 5th year student at UCI’s Cognitive Sciences Department. My research focuses on how people learn and make sense of social information, particularly around social inequalities. I use a developmental approach, which means I'm interested in how these ideas emerge and change during childhood. Before moving to California for graduate school, I took a few gap years to explore different interests. I worked in consulting in Korea and later served as a lab manager in Chicago. These experiences helped me discover my passion for research and shaped the way I think about teaching. I love supporting students as they explore their own interests and figure out what research means to them. I’m excited to be back for my second year as a mentor at the Ethics Center!
Module 11: Ethics and Equity: Schools as Engines of Social Justice. Amy Gong Liu, PhD Candidate in Sociology at UC Irvine. Mondays and Wednesdays, 1:00 PM - 3:00 PM PST.
Module description: This module introduces students to how schools function as social, civic, and moral institutions, paying particular attention to contemporary debates around social and racial justice in classrooms. Drawing on principles from Youth Participatory Action Research (YPAR), students will engage directly in guided inquiry through discussion, hands-on analysis of real-world materials (e.g. curricular documents, school board meeting minutes), and guided reflections. Students will also identify ethical and value conflicts present in their own educational settings, and, at the conclusion of the module, complete a short project that connects their own research to a school, community, or policy context.
Instructor’s Bio: Amy Gong Liu is a PhD candidate in the Department of Sociology at the University
of California, Irvine and a former public school teacher. Working in collaboration
with educators, school districts, and institutional partners, her research examines
the role of schools in cultivating public life, including how educational policies,
curricula, and everyday classroom practices shape students' understandings of social
justice and civic participation. Amy is passionate about helping students bring together
the "why" of inquiry with the "how" of meaningful engagement in their schools and
communities.
TA’s bio: Hello, my name is Austin Daryabegi, and I am a rising junior at Corona del Mar High
School. I am interested in how AI will be used in the future and how it will continue
to shape society. At school, I do Speech and Debate and Model United Nations, where
I debate on foreign policies and issues relating to international relations. In my
free time, I like to play tennis and hang out with my friends at the beach. I enjoy
learning new things and expanding my perspective on the world. Last summer, I participated
in a module on the ethics of education, which showed me how education and the actions
people take shape society. I am excited to work as a teaching assistant for this module
and engage in thoughtful discussions.
TA’s bio: Hubert Kang is a rising senior with interests in business and sociology. He is involved
in the All Earth Citizens’s Youth STEM Learning & Leadership team and has volunteered
for the City of Irvine Leaders In Training program. Outside of academics, Hubert participates
in piano competitions and enjoys playing basketball. He is excited to be a TA for
the UCI Ethics program this summer and looks forward to contributing to engaging discussions
and supporting fellow students.
Module 12: American Dream or American Decay? Dr. Paa-Kwesi Heto serves as a Research Associate at the UCI Ethics Center and a Visiting. Professor at the Soka University of America, Graduate School. Tuesdays and Thursdays, 10 am - 12 pm PST.
Module description: Is the American Dream now only a dream? When James Truslow Adams coined the term American Dream in 1931, he was giving expression to one of the enduring ideals and appeals of the United States. Early migrants to the Americas saw it as a land of opportunity. The new world, America, was a place where ordinary people, regardless of background, could attain prosperity, upward mobility, and happiness through hard work and determination without sacrificing their inalienable rights. For many, it meant homeownership, quality education, and entrepreneurship. In recent years, many people have questioned the attainability of the American Dream. Mainstream and social media talk endlessly about the United States’ decay and imminent collapse. What are the facts and fictions? This module will focus on this issue.
Key Task
Interns will formulate and test hypotheses about the American Dream, collect relevant socioeconomic data, and record oral histories through interviews. The core task is the Socioeconomic Interview, which involves interviewing someone who has lived in the United States for at least 2 decades, preferably an elder. Interns will collect personal stories about the socioeconomic crises the interviewee experienced, the impact of those crises on their pursuit or understanding of the American Dream, and their advice for the next generation. These findings will help interns reflect on what the American Dream means today and how it shapes individual life choices.
Instructor’s Bio: Dr. Paa-Kwesi Heto serves as a Research Associate at the UCI Ethics Center and a Visiting Professor at the Soka University of America, Graduate School. Dr. Heto is a transdisciplinary scholar with five master’s degrees in behavioral mathematics, demography and social analysis, political science, education, and international affairs. He is a recipient of the 2023 Easton Family Mentors of Distinction, the 2020 Etel Solingen Outstanding Paper in International Relations Award, the 2020 UCI Inclusive Excellence Ambassador Award, and the 2018 Global Citizens Awards. Dr. Heto was part of a team that advised the African Union and the Common Market of Eastern and Southern Africa (COMESA) on their trade and investment policy. He also worked on a World Bank project that evaluated: one, the efficiency of trade gateways in the countries where Trade Facilitation Facilities operated, and two, COMESA countries’ ability to implement the 2013 World Trade Organization Bali Trade Facilitation Agreement.
Module 13: Be Excellent to Each Other: On the Importance of Civility for Democracy and the Importance of Democracy for World Peace. Martina Klicperova, Ph. D., Senior research scholar at the Institute of Psychology, the Czech Academy of Sciences, also affiliated with San Diego State University, USA. Tuesdays and Thursdays, 6:00 pm–8:00 pm, PST.
This is an invitation to a journey starting with words popularized by Keanu Reeves and continuing into the psychology of democracy. We shall review and discuss key moral concepts and useful psychological theories, including the theory of moral development (we shall try to assign moral levels to various behaviors). We shall also become acquainted with the most important moral philosopher ever, Immanuel Kant. Our path will progress from individual psychology to group psychology (representative mentalities) and finally to political psychology. We shall compare cultures as well as the state of democracy around the world. Where are democracy and freedom the safest? Finally, we shall discuss Kant’s vision, in which he predicted that when all countries become democratic republics, the world will achieve eternal peace.
Instructor’s Bio: Martina Klicperova (Klicperova-Baker) is a political psychologist based in Prague,
Europe, and San Diego, U.S.A. She speaks several languages and has published numerous
academic works, including book chapters, journal articles, and books. Her expertise
lies in political psychology and the psychology of democracy, and she values the concept
of civility and those who personify it. She has first-hand experience of life under
a totalitarian regime as well as in flawed and fully democratic societies. She appreciates
humor and creativity, the arts, film, books, and research, and looks forward to sharing
perspectives with students as part of the course.
Module 14: Colonial Echoes: University Surveillance and the Politics of Repression in 2024. Isobel Dye, Graduate Student, Political Science at the University of California, Irvine. Monday and Wednesday, 10 a.m-12 p.m. (PST).
Students will be mentored in textual analysis and qualitative inductive coding as part of my ongoing interview project on student community building and protest. My research question centres on how students maintain forms of resistance, friendship and community as a student group despite ongoing campus surveillance, repression and monitoring, both online and offline. The study explores the dynamics of protest and the ethical issues arising from power imbalances between students and university institutions; the politics surrounding safety and free expression; and how students, especially students of colour, manage these conflicts. For the summer, the student would be involved in an inductive coding process, examining de- identified transcripts of interviews with former and current British and American students discussing their experiences in the 2024 pro-Palestinian movement. Students’ involvement: Students will be involved in close textual reading of interview transcripts, inductive coding, generating preliminary codes, and memo writing. They will receive hands-on training in qualitative analysis. They will be working with novel comparative research data that has not been analysed before and will be exposed to the ‘behind-the-scenes’ ethical decision-making in research, as we explore confidentiality, political risk, and researcher positionality. Ultimately, the student will leave with a clearer understanding of the research process, especially for qualitative work, and will gain hands-on coding experience with novel data.
Instructor’s Bio: Isobel Dye is a PhD student in Political Science (American Politics) at UC Irvine,
studying political violence, public opinion and protest politics. Her work has been
funded by UCI’s Jack W. Peltason Centre for the Study of Democracy, and in her spare
time, she is a member of the UCI Varsity Women’s Rowing team.
Module 15: Financial Literacy, Economic Decision-Making, & Real-World Applications & Implications. Hannah Dastgheib, University of Pennsylvania (C’26). Sundays, 2:00 PM – 4:00 PM PST.
Module Description: This financial literacy module is designed to equip high school students with the foundational skills needed to make informed financial decisions. The module introduces key concepts such as budgeting, saving and investing, credit and debt management, and the fundamentals of personal financial planning, while also encouraging students to examine current financial issues—such as wealth inequality—and explore core wealth-building concepts through these lenses. Through real-world examples and interactive activities, students learn how to set financial goals, evaluate trade-offs, and develop habits that support long-term financial well-being. The goal of the module is to build both confidence and practical knowledge, empowering students to navigate everyday financial choices and prepare for future independence.
Instructor’s Bio: Hannah Dastgheib is a recent college graduate from Newport Beach, CA who studied
Philosophy, Politics, and Economics with a minor in English at Penn. She was involved
in the Wharton Women community throughout her time at Penn and completed internships
in finance during her college experience. She is currently working in finance following
graduation. In her free time, she enjoys creative writing, playing squash and tennis,
and spending time at the beach. She is looking forward to teaching high school students
about financial literacy and real-world economic decision-making.