Course Victimology Æ Criminology 6308.005/Sociology 6308.

005
Professor Dr. Karen L. Hayslett-McCall
Term Spring 2007
Meetings Wednesday 5:30-8:15, Room CBW 1.105

Professor’s Contact Information

Office Phone (972) 883-4767
Other Phone N/A
Office Location GR 3.210
Email Address klh024000@utdallas.edu or Karen.Hayslett-McCall@utdallas.edu
Office Hours W 1-2pm, or by appointment (i.e., after class)
All e-mail contact that is meant to come directly to me must be sent to my utdallas
Other Information
account (see above).

General Course Information

Pre-requisites, Co- This is a graduate course. Students should be enrolled in a graduate program or have
requisites, & other appropriate permissions.
restrictions
In this course, students will analyze the major perspectives on victimization. The
emphasis is on patterns of victimization, the role of victims in the generation of crime,
and the experience of victims in the criminal justice system. Special attention will be
devoted to: sources of data – particularly the National Crime Victimization Survey,
trends, variations by demography and offense type and ways in which those variations
may affect how criminal justice officials respond to particular types of offenses.

This course will focus on the causes and consequences of criminal victimization. We
Course Description
will begin with a discussion of the major theories of criminal victimization and look at
the relationship between victimization and offending and between criminal victimization
and other types of victimizaton. We will also consider how victims cope with
victimization -- attitudinally, cognitively, and behaviorally. We will also examine the
role of victims in the criminal justice system, including reporting to the police, testifying
in court, seeking compensation, and giving victim impact statements at sentencing and
parole hearings. Finally, we will be discussing the policy implications of research
findings on several different topics.
1) Students will be able to describe and examine the role of victims in the criminal
justice system, including reporting to the police, testifying in court, seeking
compensation, and giving victim impact statements at sentencing and parole hearings;
including discussions of the role of policy implications.
2) Students will be able to describe and identify the important theoretical components of
Learning Outcomes
criminal victimization.
3) Students will be able to critically examine the relationship between victimization and
offending and between criminal victimization and other types of victimization, as well
as will examine and compare how victims cope with victimization -- attitudinally,
cognitively, and behaviorally.
There will be 1 text used in this class (Victims of Crime, Edited by Robert Davis,
Required Texts &
Arthur Lurigio, and Wesley Skogan), supplemented with articles posted to WebCT.
Materials
Suggested Texts, Students will be required to pull several academic research sources from the library
Readings, & during the course of the class for the projects. Information will be provided on the exact
Materials procedures and requirements during class.

Assignments & Academic Calendar

[Topics, Reading Assignments, Due Dates, Exam Dates]
Topics and assignemnts have been inserted below. These are tentative -- all accurate
dates, and any changes in dates, are announced in class and/or posted on the WebCT
Orientation
calendar. Assignments are a little more based on how the material flows, thus accurate
records of assignment deadlines are reflected on the calendar on WebCT.
Theories of Criminal Topics: Relationship between victimization and offending
Victimization Meier, R. F., & Miethe, T. D. (1993). Understanding theories of criminal victimization.
 In M. Tonry (Ed.), Crime and justice: A review of research (vol. 17, pp. 459-
499). Chicago: University of Chicago Press.
Mayhew, P., & Elliott, D. (1990). Self-reported offending, victimization, and the British
Crime Survey. Violence and Victims, 5, 83-96.
Finkelhor, D., & Asdigian, N. L. (1996). Risk factors for youth victimization: Beyond a
lifestyles/routine activities theory approach. Violence and Victims, 11, 3-19.
Sparks, R. F. (1982). Research on victims of crime: Accomplishments, issues, and new
directions (Chapter 2, pp. 19-39). Rockville, MD: National Institute of Mental
Health.
Shaffer, J. N., & Ruback, R. B. (2002). Violent victimization as a risk factor for violent
offending among juveniles. Juvenile Justice Bulletin, NCJ 195737.
Washington, DC: Office of Juvenile Justice and Delinquency Prevention.
Zechmeister, J. S., & Romero, C. (2002). Victim and offender accounts of interpersonal
conflict: Autobiographical narratives of forgiveness and unforgiveness.
Journal of Personality and Social Psychology, 82, 675-686.
Davis, R. C., Taylor, B. G., & Titus, R. M. (1997). Victims as agents: Implications for
victim services and crime prevention. In R. C. Davis, A. J. Lurigio, & W. G.
Skogan (Eds.), Victims of Crime (2nd ed., pp. 167-179). Thousand Oaks, CA:
Sage.
Topics: Relationship between victimization and offending
Laub, J. H. (1997). Patterns of criminal victimization in the United States. In R. C.
Davis, A. J. Lurigio, & W. G. Skogan (Eds.), Victims of Crime (2nd ed., pp. 9-
26). Thousand Oaks, CA: Sage.
Jensen, G. F., & Karpos, M. (1993). Managing rape: Exploratory research on the
behavior of rape statistics. Criminology, 31, 363-385.
Koss, M. P. (1996). The measurement of rape victimization in crime surveys. Criminal
Justice and Behavior, 23, 55-69.
Measuring
Kindermann, C., Lynch, J., & Cantor, D. (1997). Effects of the redesign on
Victimization
victimization estimates. Washington, DC: Bureau of Justice Statistics.
Sparks, R. F. (1982). Research on victims of crime: Accomplishments, issues, and new
directions (Chapters 3 & 4, pp. 41-93). Rockville, MD: National Institute of
Mental Health.
Waller, I. (1984). Victimization surveys and public policy. In R. Block (Ed.),
Victimization and fear of crime: World perspectives (pp. 93-102).
Strom, K. J. (2000). Using hospital emergency room data to assess intimate violence-
related injuries. Justice Research and Policy, 2, 1-20.
Topics: PTSD, Anxiety, Depression
Norris, F. H., Kaniasty, K., & Thompson, M. P. (1997). The psychological
consequences of crime: Findings from a longitudinal population-based study.
In R. C. Davis, A. J. Lurigio, & W. G. Skogan (Eds.), Victims of Crime (2nd
ed., pp. 146-166). Thousand Oaks, CA: Sage.
Janoff-Bulman, R., & Frieze, I. H. (1983). A theoretical perspective for understanding
reactions to victimization. Journal of Social Issues, 39, 1-17.
Davis, R. C., Taylor, B., & Lurigio, A. J. (1996). Adjusting to criminal victimization:
The correlates of postcrime distress. Violence and Victims, 11, 21-38.
Impact of Miller, T. R., Cohen, M. A., & Wiersma, B. (1996). Victim costs and consequences: A
Victimization new look. Washington, DC: National Institute of Justice.
Bonanno, G. A. (2004). Loss, trauma, and human resilience: Have we underestimated
the human capacity to thrive after extremely aversive events? American
Psychologist, 59, 20-28.
Tamres, L. K., Janicki, D., & Helgeson, V. S. (2002). Sex differences in coping
behavior: A meta-analytic review and an examination of relative coping.
Personality and Social Psychology Review, 6, 2-30.
Wilson, W. C., & Rosenthal, B. S. (2003). The relationship between exposure to
community violence and psychological distress among adolescents: A meta-
analysis. Violence and Victims, 18, 335-352.
Topics: Perceived Invulnerability; Preventing Future Crime
Fear, Precautions, Friedman, L. N., & Tucker, S. B. (1997). Violence prevention through victim
and Repeat assistance: Helping people escape the web of violence. In R. C. Davis, A. J.
Victimization Lurigio, & W. G. Skogan (Eds.), Victims of Crime (2nd ed., pp. 183-193).
Thousand Oaks, CA: Sage.
 Farrell, G. (1995). Preventing repeat victimization. In M. Tonry & D. P. Farrington
(Eds.), Building a safer society: Strategic approaches to crime prevention .
Vol. 19 (pp. 469-534) of Crime and justice: A review of justice. Chicago:
University of Chicago Press.
Wilcox, P., Quisenberry, N., & Jones, S. (2003). The built environment and community
crime risk interpretation. Journal of Research in Crime and Delinquency, 40,
322-345.
Gabriel, U. & Greve, W. (2003). The psychology of fear of crime. British Journal of
Criminology, 43, 600-614.
Warr, M., & Ellison, C. G. (2000). Rethinking social reactions to crime: Personal and
altruistic fear in family households. American Journal of Sociology, 106, 551-
578.
Weinstein, N. D. (1989). Effects of personal experience on self-protective behavior.
Psychological Bulletin, 105, 31-50.
Marshall, C. E., & Webb, V. J. (1994). A portrait of crime victims who fight back.
Journal of Interpersonal Violence, 9, 45-74.
Topics: Calling the Police; Social Support; Victims and Witnesses
Friedman, L. N., & Tucker, S. B. (1997). Violence prevention through victim
assistance: Helping people escape the web of violence. In R. C. Davis, A. J.
Lurigio, & W. G. Skogan (Eds.), Victims of Crime (2nd ed., pp. 183-193).
Thousand Oaks, CA: Sage.
Farrell, G. (1995). Preventing repeat victimization. In M. Tonry & D. P. Farrington
(Eds.), Building a safer society: Strategic approaches to crime prevention .
Vol. 19 (pp. 469-534) of Crime and justice: A review of justice. Chicago:
University of Chicago Press.
Interactions with Wilcox, P., Quisenberry, N., & Jones, S. (2003). The built environment and community
Police and crime risk interpretation. Journal of Research in Crime and Delinquency, 40,
Prosecution 322-345.
Gabriel, U. & Greve, W. (2003). The psychology of fear of crime. British Journal of
Criminology, 43, 600-614.
Warr, M., & Ellison, C. G. (2000). Rethinking social reactions to crime: Personal and
altruistic fear in family households. American Journal of Sociology, 106, 551-
578.
Weinstein, N. D. (1989). Effects of personal experience on self-protective behavior.
Psychological Bulletin, 105, 31-50.
Marshall, C. E., & Webb, V. J. (1994). A portrait of crime victims who fight back.
Journal of Interpersonal Violence, 9, 45-74.
Topics: Burglary, Theft, Consumer Fraud
Cornish, D., & Clarke, R. (1986). Introduction. In D. B. Cornish & R. V. Clarke (Eds.),
The reasoning criminal: Rational choice perspectives on offending (pp. 1-16).
New York: Springer-Verlag.
Carroll, J., & Weaver, F. (1986). Shoplifters’ perceptions of crime opportunities: A
process-tracing study. In D. B. Cornish & R. V. Clarke (Eds.), The reasoning
criminal: Rational choice perspectives on offending (pp. 19-38). New York:
Springer-Verlag.
Walsh, D. (1986). Victim selection procedures among economic criminals: The rational
choice perspective. In D. B. Cornish & R. V. Clarke (Eds.), The reasoning
criminal: Rational choice perspectives on offending (pp. 39-52). New York:
Property Crimes
Springer-Verlag.
Tseloni, A., Wittebrood, K., Farrell, G., & Pease, K. (2004). Burglary victimization in
England and Wales, the United States, and the Netherlands. British Journal of
Criminology, 44, 66-91.
Payne, B. K., & Gainey, R. R. (2003). Ancillary consequences of employee theft.
Journal of Criminal Justice, 32, 63-73.
Van Wyk, J., & Mason, K. A. (2001). Investigating vulnerability and reporting behavior
for consumer fraud victimization. Journal of Contemporary Criminal Justice,
17, 328-345.
Mason, K. A., & Benson, M. L. (1996). The effect of social support on fraud victims’
reporting behavior: A research note. Justice Quarterly, 13, 511-523.
Topics: Resistance, injury, and avoidance; Rape trauma syndrome
Rape
Resick, P. A., & Nishith, P. (1997). Sexual assault. In R. C. Davis, A. J. Lurigio, & W.
 G. Skogan (Eds.), Victims of Crime (2nd ed., pp. 27-52). Thousand Oaks, CA:
Sage.
Ruback, R. B., & Menard, K. S. (2001). Rural-urban differences in sexual victimization
and reporting: Analyses using UCR and crisis center data. Criminal Justice
and Behavior, 28, 131-155.
Ullman, S. E. (1997). Review and critique of empirical studies of rape avoidance.
Criminal Justice and Behavior, 24, 177-204.
Frazier, P. A., & Borgida, E. (1992). Rape trauma syndrome: A review of case law and
psychological research. Law and Human Behavior, 16, 293-311.
Goldberg-Ambrose, C. Unfinished business in rape law reform. Journal of Social
Issues, 48, 173-185.
Horney, J., & Spohn, C. (1996). The influence of blame and believability factors on the
processing of simple versus aggravated rape cases. Criminology, 34, 135-162.
Stermack, L., Del Bove, G., & Addison, M. (2004). Stranger and acquaintance sexual
assault of adult males. Journal of Interpersonal Violence, 19, 901-915.
Topics: Domestic Violence experiments; Battered woman syndrome
Garner, J., & Fagan, J. (1997). Victims of domestic violence. In R. C. Davis, A. J.
Lurigio, & W. G. Skogan (Eds.), Victims of Crime (2nd ed., pp. 53-85).
Thousand Oaks, CA: Sage.
Lauritsen, J. L., & Schaum, R. J. (2004). The social ecology of violence against women.
Criminology, 42, 323-357.
Dutton, D. G. (1994). Patriarchy and wife assault: The ecological fallacy. Violence and
Victims, 9, 167-182.
Domestic Violence Johnson, M. P. (1995). Patriarchal terrorism and common couple violence: Two forms
of violence against women. Journal of Marriage and the Family, 57, 283-294.
Graham, N., & Archer, J. (2003). Intimate terrorism and common couple violence: A
test of Johnson’s predictions in four British samples. Journal of Interpersonal
Violence, 18, 1247-1270.
Kingsnorth, R. F., & Macintosh, R. C. (2004). Domestic violence: Predictors of victim
support for official action. Justice Quarterly, 21, 301-328.
Schuller, R. A., & Vidmar, N. (1992). Battered woman syndrome evidence in the
courtroom. Law and Human Behavior, 16, 273-291.
Topics: Children as witnesses; Effects of childhood victimization
Finkelhor, D. (1997). The victimization of children and youth. In R. C. Davis, A. J.
Lurigio, & W. G. Skogan (Eds.), Victims of Crime (2nd ed., pp. 86-107).
Thousand Oaks, CA: Sage.
McCurley, C., & Snyder, H. N. (2004). Victims of violent crime. Juvenile Justice
Bulletin NCJ 201628. Washington, DC: Office of Juvenile Justice and
Delinquency Prevention.
Menard, S. (2000). The “normality” of repeat victimization from adolescence through
early adulthood. Justice Quarterly, 17, 543-574.
Bernstein, J., & Watson, M. W. (1997). Children who are targets of bullying.
Journal of Interpersonal Violence, 12, 483-498.
Child Victims Bruck, M., Ceci, S. J., & Hembrooke, H. (1998). Reliability and credibility of young
children’s reports: From research to policy and practice. American
Psychologist, 53, 136-151.
Emery, R. E., & Laumann-Billings, L. (1998). An overview of the nature, causes, and
consequences of abusive family relationships: Toward differentiating
maltreatment and violence. American Psychologist, 53, 121-135.
Weeks, R., & Widom, C. S. (1998). Self-reports of early childhood victimization
among incarcerated adult male felons. Journal of Interpersonal Violence, 13,
346-361.
Finkelhor, D., Wolak, J., & Berliner, L. (2001). Police reporting and professional help
seeking for child crime victims: A review. Child Maltreatment, 6, 17-30.

Topics: Correlates of hate crime: Legal and policy decisions

Garofalo, J. (1997). Hate crime victimization in the United States. In R. C. Davis, A. J.
Lurigio, & W. G. Skogan (Eds.), Victims of Crime (2nd ed., pp. 134-145).
Hate Crimes
Thousand Oaks, CA: Sage.
Steen, S., & Cohen, M. A. (2004). Assessing the public’s demand for hate crime
penalties. Justice Quarterly, 21, 91-124.
 Sullaway, M. (2004). Psychological perspectives on hate crime laws. Psychology,
Public Policy, and Law, 10, 250-292.
Green, D. P., Glaser, J., & Rich, A. (1998). From lynching to gay bashing: The elusive
connection between economic conditions and hate crime. Journal of
Personality and Social Psychology, 75, 82-92.
Martin, S. E. (1996). Investigating hate crimes: Case characteristics and law
enforcement response. Justice Quarterly, 13, 455-480.
Wilson, M. S., & Ruback, R. B. (2003). Hate crimes in Pennsylvania, 1984-1999: Case
characteristics and police responses. Justice Quarterly, 20, 373-398.
Topics: Broken Windows; Crime prevention through environmental design
Skogan, W. (1986). Fear of crime and neighborhood change. In A. J. Reiss, Jr., & M.
Tonry (Ed.), Crime and justice: A review of research (vol. 8, pp. 203-229).
Chicago: University of Chicago Press.
Taylor, R. B. (1998). Crime and small-scale places: What we know, what we can
Impact of prevent, and what else we need to know. In Crime and place: Plenary papers
Victimization on of the 1997 conference on criminal justice research and evaluation (pp. 1-22).
Communities Washington, DC: National Institute of Justice.
Spelman, W. (2004). Optimal targeting of incivility-reduction strategies. Journal of
Quantitative Criminology, 20, 63-88.
Bowers, K. J., & Johnson, S. D. (2003). Measuring the geographical displacement and
diffusion of benefit effects of crime prevention activity. Journal of
Quantitative Criminology, 19, 275-301.
Topics: Case and statutory law; Victim impact statements; Restitution; Victim
Assistance Programs
Kelly, D. P., & Erez, E. (1997). Victim participation in the criminal justice system. In
R. C. Davis, A. J. Lurigio, & W. G. Skogan (Eds.), Victims of Crime (2nd ed.,
pp. 231-244). Thousand Oaks, CA: Sage.
Smith, B. E., & Hillenbrand, S. W. (1997). Making victims whole again: Restitution,
victim-offender reconciliation programs, and compensation. In R. C. Davis, A.
Policy Implications J. Lurigio, & W. G. Skogan (Eds.), Victims of Crime (2nd ed., pp. 245-256).
Thousand Oaks, CA: Sage.
Young, M. A. (1997). Victim rights and services: A modern saga. In R. C. Davis, A. J.
Lurigio, & W. G. Skogan (Eds.), Victims of Crime (2nd ed., pp. 194-210).
Thousand Oaks, CA: Sage.
Kilpatrick, D. G., Beatty, D., & Howley, S. S. (1998). The rights of crime victims–Does
legal protection make a difference? Research in Brief, NCJ173839.
Washington, DC: National Institute of Justice.

Course Policies
Participation: This course requires student participation through class discussion.
Students are expected to have read the appropriate materials before class. Students must
attend all classes or complete make-up work on time to receive a passing grade in the
course. (5%)

Short Papers: Students will write four essays (3-5 pages) that compare and contrast an
important concept in at least two of the readings due for that week. These are not
summaries. They are due at 10am on the day of class. (25%)

Discussion Questions: Each student will provide discussion questions for four classes.
Grading (credit) The group of students writing questions will meet before class to organize a strategy for
Criteria directing discussion in class. Discussion leaders are to provide a copy of discussion
questions for each student in class. Each question should reference concepts or themes
across multiple articles. (30%)

Final Paper: Students will write a research paper that is about 20-25 pages. There are
several points during the course when we will discuss paper topics and research design.
Students will receive a handout with paper requirements, grading structure, due date, and
instructions for turning in the paper. (30%)

Paper Presentation: Students will present a preliminary version of their paper to the
class. Instruction for presentation will be provided in a separate handout. (10%)
 Failure to complete any of the assignments above will result in a failing course grade.

I do not accept late work. Work can be submitted via WebCT, in class, or to my e-mail
account as an attachment (klh024000@utdallas.edu), unless otherwise specified (i.e.,
Late Work must be done in class). Sign-in sheets will be done at the beginning of class. I award
those points for the sign-in sheets only for those that are present on-time. There will be
no exceptions to this policy.
The rhythm of taking graduate collegiate level course work can be very demanding. I
like to remind everyone that regular effort is important on your part to keep up with the
assigned reading. If you expect to get information out of class, you must come to class
having read the required materials for the assigned day.

Students are expected to be diligent in the pursuit of their studies and regular in their
class attendance. Students have the responsibility of making arrangements satisfactory to
the instructor regarding absences. Such arrangement MUST be made prior to the absence
if possible. THERE WILL BE NO MAKE-UP ASSIGNMENTS UNLESS
ARRANGEMENTS ARE MADE PRIOR TO THE ABSENCE AND THE
INSTRUCTOR GIVES PERMISSION FOR THE MAKE-UP ASSIGNMENT TO BE
COMPLETED.
Class Attendance
Attendance is mandatory.

I will conduct sign-in sheets every week.

Under no circumstances will I provide notes for students missing class. I suggest that you
find 2 or 3 people in the class that you can contact about notes in case of emergency. I
will not post information from in-class discussion on WebCT.

This syllabus is TENTATIVE. The scheduled readings, videos, speakers, etc. can change
at any time. Changes will be posted on WebCT and announced in class. YOU are
responsible for regularly checking when assignments are due.

As we meet for only once a week, 1 missed class is like missing 1/15th of your course.
Electronic Devices can be used in the classroom, only if you have asked permission from
the instructor. Surfing the web, participating in an on-line chat, etc. are inappropriate
behaviors in a classroom setting. If you must do these activities, you will be asked to
leave the class. I will occassionally walk the classroom to check and see what windows
are open on computers. If I see more than something to take notes, you will be asked to
Classroom leave.
Citizenship
Cell phones are to be turned off or to be put on silent ring. If you are expecting an
emergency call, please tell the professor before class and sit near the door so that you can
excuse yourself without disrupting the entire class. If a cell phone goes off in class, let it
ring and I will come and answer it for you. I will ask the party on the other end to call
you when you are not in my class, and when it will not disrupt your fellow classmates.
Due to the difficult nature of the material addressed in class, students may experience a
need or desire to process some of their own personal experiences with victimization.
Students should know ahead of time that this is a completely normal and reasonable
response given the subject matter. While the classroom is not the appropriate venue for
this processing to take place, there are several resources that are available to you on
UTD’s Campus:
Special Note about
the Materials in this
The Galerstein Women’s Center http://www.utdallas.edu/student/womensctr/
Class
The Student Counseling Center http://www.utdallas.edu/counseling/index.html
The Student Health Center http://www.utdallas.edu/healthcenter/

If you wish to do alternative assignments to watching the videos, you must come and see
the instructor PRIOR to viewing the video and arrangements will be made.

Student Conduct and

 Discipline The University of Texas System and The University of Texas at Dallas have rules and
regulations for the orderly and efficient conduct of their business. It is the responsibility
of each student and each student organization to be knowledgeable about the rules and
regulations which govern student conduct and activities. General information on student
conduct and discipline is contained in the UTD publication, A to Z Guide, which is
provided to all registered students each academic year.

The University of Texas at Dallas administers student discipline within the procedures of
recognized and established due process. Procedures are defined and described in the
Rules and Regulations, Board of Regents, The University of Texas System, Part 1,
Chapter VI, Section 3, and in Title V, Rules on Student Services and Activities of the
university’s Handbook of Operating Procedures. Copies of these rules and regulations
are available to students in the Office of the Dean of Students, where staff members are
available to assist students in interpreting the rules and regulations (SU 1.602, 972/883-
6391).

A student at the university neither loses the rights nor escapes the responsibilities of
citizenship. He or she is expected to obey federal, state, and local laws as well as the
Regents’ Rules, university regulations, and administrative rules. Students are subject to
discipline for violating the standards of conduct whether such conduct takes place on or
off campus, or whether civil or criminal penalties are also imposed for such conduct.

The faculty expects from its students a high level of responsibility and academic honesty.
Because the value of an academic degree depends upon the absolute integrity of the work
done by the student for that degree, it is imperative that a student demonstrate a high
standard of individual honor in his or her scholastic work.

Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related
to applications for enrollment or the award of a degree, and/or the submission as one’s
Academic Integrity own work or material that is not one’s own. As a general rule, scholastic dishonesty
involves one of the following acts: cheating, plagiarism, collusion and/or falsifying
academic records. Students suspected of academic dishonesty are subject to disciplinary
proceedings.

Plagiarism, especially from the web, from portions of papers for other classes, and from
any other source is unacceptable and will be dealt with under the university’s policy on
plagiarism (see general catalog for details). This course will use the resources of
turnitin.com, which searches the web for possible plagiarism and is over 90% effective.

The University of Texas at Dallas recognizes the value and efficiency of communication
between faculty/staff and students through electronic mail. At the same time, email raises
some issues concerning security and the identity of each individual in an email exchange.
The university encourages all official student email correspondence be sent only to a
student’s U.T. Dallas email address and that faculty and staff consider email from
students official only if it originates from a UTD student account. This allows the
Email Use university to maintain a high degree of confidence in the identity of all individual
corresponding and the security of the transmitted information. UTD furnishes each
student with a free email account that is to be used in all communication with university
personnel. The Department of Information Resources at U.T. Dallas provides a method
for students to have their U.T. Dallas mail forwarded to other accounts.

As the University’s policy is designed to protect all students’ privacy, I do not discuss
grades with students via e-mail (or telephone).

The administration of this institution has set deadlines for withdrawal of any college-
level courses. These dates and times are published in that semester's course catalog.
Withdrawal from
Administration procedures must be followed. It is the student's responsibility to handle
Class
withdrawal requirements from any class. In other words, I cannot drop or withdraw any
student. You must do the proper paperwork to ensure that you will not receive a final
grade of "F" in a course if you choose not to attend the class once you are enrolled.
 Procedures for student grievances are found in Title V, Rules on Student Services and
Activities, of the university’s Handbook of Operating Procedures.

In attempting to resolve any student grievance regarding grades, evaluations, or other

fulfillments of academic responsibility, it is the obligation of the student first to make a
serious effort to resolve the matter with the instructor, supervisor, administrator, or
committee with whom the grievance originates (hereafter called “the respondent”).
Student Grievance Individual faculty members retain primary responsibility for assigning grades and
Procedures evaluations. If the matter cannot be resolved at that level, the grievance must be
submitted in writing to the respondent with a copy of the respondent’s School Dean. If
the matter is not resolved by the written response provided by the respondent, the student
may submit a written appeal to the School Dean. If the grievance is not resolved by the
School Dean’s decision, the student may make a written appeal to the Dean of Graduate
or Undergraduate Education, and the deal will appoint and convene an Academic
Appeals Panel. The decision of the Academic Appeals Panel is final. The results of the
academic appeals process will be distributed to all involved parties.

Copies of these rules and regulations are available to students in the Office of the Dean
of Students, where staff members are available to assist students in interpreting the rules
and regulations.
As per university policy, incomplete grades will be granted only for work unavoidably
missed at the semester’s end and only if 70% of the course work has been completed.
An incomplete grade must be resolved within eight (8) weeks from the first day of the
Incomplete Grades
subsequent long semester. If the required work to complete the course and to remove the
incomplete grade is not submitted by the specified deadline, the incomplete grade is
changed automatically to a grade of F.

The goal of Disability Services is to provide students with disabilities educational

opportunities equal to those of their non-disabled peers. Disability Services is located in
room 1.610 in the Student Union. Office hours are Monday and Thursday, 8:30 a.m. to
6:30 p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30
p.m.

The contact information for the Office of Disability Services is:

The University of Texas at Dallas, SU 22
PO Box 830688
Richardson, Texas 75083-0688
(972) 883-2098 (voice or TTY)

Essentially, the law requires that colleges and universities make those reasonable
Disability Services
adjustments necessary to eliminate discrimination on the basis of disability. For
example, it may be necessary to remove classroom prohibitions against tape recorders or
animals (in the case of dog guides) for students who are blind. Occasionally an
assignment requirement may be substituted (for example, a research paper versus an oral
presentation for a student who is hearing impaired). Classes enrolled students with
mobility impairments may have to be rescheduled in accessible facilities. The college or
university may need to provide special services such as registration, note-taking, or
mobility assistance.

It is the student’s responsibility to notify his or her professors of the need for such an
accommodation. Disability Services provides students with letters to present to faculty
members to verify that the student has a disability and needs accommodations.
Individuals requiring special accommodation should contact the professor after class or
during office hours.
The University of Texas at Dallas will excuse a student from class or other required
activities for the travel to and observance of a religious holy day for a religion whose
places of worship are exempt from property tax under Section 11.20, Tax Code, Texas
Religious Holy Days Code Annotated.

The student is encouraged to notify the instructor or activity sponsor as soon as possible
regarding the absence, preferably in advance of the assignment. The student, so excused,
 will be allowed to take the exam or complete the assignment within a reasonable time
after the absence: a period equal to the length of the absence, up to a maximum of one
week. A student who notifies the instructor and completes any missed exam or
assignment may not be penalized for the absence. A student who fails to complete the
exam or assignment within the prescribed period may receive a failing grade for that
exam or assignment.

If a student or an instructor disagrees about the nature of the absence [i.e., for the
purpose of observing a religious holy day] or if there is similar disagreement about
whether the student has been given a reasonable time to complete any missed
assignments or examinations, either the student or the instructor may request a ruling
from the chief executive officer of the institution, or his or her designee. The chief
executive officer or designee must take into account the legislative intent of TEC
51.911(b), and the student and instructor will abide by the decision of the chief executive
officer or designee.
Off-campus, out-of-state, and foreign instruction and activities are subject to state law
Off-Campus and University policies and procedures regarding travel and risk-related activities.
Instruction and Information regarding these rules and regulations may be found at
Course Activities http://www.utdallas.edu/BusinessAffairs/Travel_Risk_Activities.htm. Additional
information is available from the office of the school dean.

These descriptions and timelines are subject to change at the discretion of the Professor.