Course Information Course Number/Section Course Title Term Days & Times Classroom
PSY 4v90/501 Conflict Resolution SP07 TR 7PM- 9:45PM (Callier North ) CR 1.202
Professor Contact Information Professor John Q. Stilwell, J.D., Ph.D. Office Phone 214 521 9550 Other Phone 214 202 9642 (Cell) Email Addresses [email protected]
; [email protected]
Office Location None assigned on campus Office Hours By appointment at a mutually convenient time and place Other Information See Professor’s web site at www.PowersOfTen.org
Course Pre-requisites, Co-requisites, and/or Other Restrictions NONE
Conflict Resolution in A Conflict-Ridden Society
Course PSY 4V90 SEC 501
John Q. Stilwell, J.D., Ph.D., Instructor
Thursdays 7PM – 9:45PM CR (Callier Richardson) 1.202 Course Description
1. This course will be conducted in seminar fashion: that is, much of the work will be accomplished independently by students working on research papers and a group project (depending on the size of enrollment) which will account for most of the final evaluation. The group work will teach skills of mediation, one of the many methods that will be examined as means of peaceful conflict resolution. Students will have reading assignments to be responsible for in connection with class discussions and case studies on conflict resolution from the community level to global confrontations. The dynamics of mediation in its various forms, and the analysis of roles played by parties, their advisors and neutrals, will be the subject of about one-third of the classes, with the balance devoted to studies of strategies adopted by groups competing for limited resources, demands of those seeking vindication and redemption of rights believed to be denied by government or other authorities, regional and global conflicts including armed hostilities. Historical foundations and context will be provided, using examples from eras selected from times beginning with that of the “Melian dialogue” described by Thucydides and extending through modern conflicts in the Middle East, ethnic struggles in the Balkan states, various struggles for independence such as the Irish and American
revolutions, and non-independence seeking struggles for power among domestic groups committed to government overthrow. Selections on the force of Aristotelian Rhetoric from Dr. Stilwell’s work Just Conversation: the Rhetoric of Justice in Post World War II America, which is available in the Library, are posted on the web site for study. Portions of this work, along with other materials, will be distributed to students for study from time to time as class progresses. Among the few texts required for purchase are Fisher, Ury and Patton, Getting to Yes: Negotiating Agreement Without Giving Up (Harvard Negotiating Project, Penguin Press, 1988); William Ury, et al., Getting Disputes Resolved: Designing Systems to Cut the Cost of Conflict (San Francisco, Jossey-Bass Publishers, pa. 1993); references for required reading will be provided in the Class Schedule Table, which is a major part of the Syllabus and posted on the web site. This document also provides students with an advance precis of the activities and associated readings of each class.. I will also have a reserve list of books from which brief assignments will be made, primarily, but not exclusively, from John Rawls’ works on the theory of justice, especially his Justice as Fairness - A Restatement and The Law of Peoples. Students will be given the opportunity to choose from several topic areas to concentrate their work in the course and to prepare a term paper for final evaluation in the course. The paper will be not more than about 15-20 pages, including notes and bibliography. , and will be in the nature of a research paper on the chosen topic. Students may also be given shorter written exercises in class on specific topics in the course which will form a part of the evaluation. A Midterm exam (if required) will account for about 25% of evaluation, class (and group) work will account for about 25% and the final term paper for about 50% of evaluation weight. This allocation of evaluative work may change depending upon several factors, chief among them the expressed interest of students in topical matters for class presentation. Attendance is mandatory and will be monitored. Failure to attend and participate will result in deductions from the amount of points allocated to classwork. General Sherman was neither the first nor the last to observe that war is hell on earth. Only those whose lives have been put at risk in warfare can really know its horrible consequences. And von Clausewitz might be dismayed that his work is only remembered for the partial quotation from his treatise *...”war is politics continued by other means” ...or words to that effect. His point was larger. He acknowledged the horror of it and spoke of the many alternatives to it if only the dialectical thinking necessary to propose alternatives were pursued by the belligerents. The psychological metaphor of “war” is often applied in non-violent contexts (such as litigation and political rhetoric to generate fiscal support for legislative agendas) in order to convey the intensity of emotions that are often evoked in the course of dealing with the issues involved. 2. This course, however, is devoted mostly to the study of more modest conflicts, and emphasizes civil conflict resolution cases, from the schoolhouse to the workplace and occasionally to the political realm. Texas is one of the many states that mandate court-annexed mediation prior to trial and motion practice, and the Texas model will provide many case studies. We will examine armed conflict at several levels to suggest how mediation techniques in civil litigation might be applied to alternative resolutions of such conflicts and to illustrate the futility of hegemonic nations such as USA acting as a so-called “honest broker.” Strict impartiality is considered a sine qua non of mediated dispute resolution. Can this principle universally apply? Family disputes, including violence between spouses and parents and children, will be analyzed to determine whether alternative resolution fits within the scheme of other statutory schemes for domestic relations.
Our course work deals fundamentally with the psychology and practical application of negotiation techniques to reach peaceful settlement of disputes. Obviously, we cannot ignore that our work takes place at a time when U.S. military forces are engaged in hostilities, and U.S. economic, political and military dominance throughout the world, complicated by global communication networks of all forms of electronic media, render the country vulnerable to terrorism. Various responses of the U.S. since September 11, 2001, including the Patriot Act, the Military Tribunal Order and Justice Department and Immigration Department treatment of suspected enemy combatants and detainees for various other reasons asserted to be in connection with the war on terror, will be examined to permit students to consider all issues of dispute and conflict resolution in the context of what the nation's social contract requires of government in the way of safety and security apparatus. Does an ongoing “War on Terror” foreclose the possibilities inherent in negotiation and methods of dispute resolution? Selected readings from applicable U.S. Supreme Court opinions will be assigned, as will a number of readings and the instructor's lectures, designed to familiarize the student with the importance of law and rhetoric in our society in the development of extra-judicial means of handling legal disputes. 3. Other assigned readings will serve as critical thinking viewpoints to aid in the evaluation of the conclusions and arguments made in the text material, and in class work. Students will be given basic instruction in the historical context and philosophical underpinnings of the areas of subject matter covered in the course, and will also be given basic instruction in legal method, in order better to equip them to understand the reading of legal materials such as statues and judicial decisions. In addition, students will be asked to study and understand some basic materials on the history and use of rhetoric as a fundamental human communication art, indispensable to non-hostile conflict resolution. Prospective students and those already registered should visit the Instructor’s web site to view the course materials from prior renderings of the course and to read the Introductory Lecture on Rhetoric. Professor Stilwell’s web site is http://www.PowersOfTen.org which contains the entire syllabus for the course, along with other resources. Navigation of the web site via laptop presentation will be conducted during the first class of the semester.
Student Learning Objectives/Outcomes 1. At the end of the Course, students will have greater insight into the sources of human conflict in all “communities of life” beginning with the “community of self” and extending outward to world-wide conflicts (including, but not limited to, armed hostilities). 2. A primary Goal of the course is to understand the range of conflict resolution techniques and facilities available to disputants and professionals in dispute resolution: Mediation, voluntary and judicially annexed; bench trials, jury trials, military tribunals, internationally constituted tribunals, neighborhood convocations and arbitration, either by a sole arbitrator or a panel of arbitrators independently selected or chosen by the parties to the dispute or a combination thereof.
3. To augment understanding of the foregoing, students will participate in various roles of those participating in disputes and their resolution. Required Textbooks and Materials Required Texts See Paragraph 1 of the Course Description above. Required Materials Other required materials are reading assignments posted and updated on the Class Table Schedule below Suggested Course Materials Suggested Readings/Texts See Class Table Schedule, below Suggested Materials See Course Description above and Class Table Schedule, below.
Assignments & Academic Calendar
CONFLICT RESOLUTION - DISPUTE RESOLUTION IN A CONFLICT-RIDDEN SOCIETY CLASS SCHEDULE TABLE - CLASSROOM CR 1.202 (IN CALLIER CENTER NORTH) TENTATIVE AND SUBJECT TO REVISION – CHANGES WILL BE EMAILED TO STUDENTS AND SHOWN IN RED ON THIS PAGE ON PROF. STILWELL’S WEBSITE
Dates Sp 2007
Class Topic Details
Jan 11 Class I
Admin. Introduction; Student Profiles, Introductory lecture on some ancient and modern examples of conflict and techniques of resolution and negotiation Setting the Frame: Why Humans Engage in Conflicts; "Universal" Traits; Grounding in psychology and neurobiology. Each class will have an element of the issues presented by human development, personality as expressed in disorders of the brain. "Emotional
Reading Assignment and Precis of Class Discussion . Please consult Professor Stilwell's Web Site at www.PowersOfTen.org for Additional Materials On the Origins of Human Conflict and the Neurobiological Bases for Aggressive Behavior. Navigation of Web Site will be demonstrated in Class via laptop presentation. Read Supplemental Lecture – Class I, posted on web site. Read carefully the Guide to Successful Completion of the Course, posted on the web site. Modernists would credit Chief Justice Burger in 1976 with the revival of interest in alternative dispute resolution to conflicts generating mountains of backlogged cases in the judicial system. "Isn't there a better way?" asked the Chief, the highest judicial officer in the land. This class will probe the origins of
Intelligence"and its role in conflict creation and resolution
human conflict as well as the development of institutions, primarily legal, to deal with their resolution. We will of course be intensely involved in consideration of armed hostilities recognizing that so far, international systems of justice, and forums for the resolution of disputes among nations, such as the UN, have been unsuccessful in preventing civil wars, regional wars or wars of terminal vagueness such as "The War on Drugs" or "The War on Terror." Negotiation is very ancient. Thucydides gives an account of an extended dialogue between the territory hungry Athenians and the leaders of the residents of Melos, a small island principality. The text of the dialogue is published on the Instructor's web site. Read this piece as one of the centers of tonight's discussion. [Instructor will demonstrate from laptop internet connection the navigation of the web site, to familiarize students with contents and resources and how to find them] READING ASSIGNMENT : READ ALL OF GETTING TO YES; YOU SHOULD BE ABLE TO COMPLETE THE BOOK IN A WEEK (about 20 pages a day), but you will be using it and selected parts of the companion text GETTING TOGETHER, throughout the Course. All work in the Course is "Open Book" and you may use these texts and materials and references from the Instructor's web site as resources for absorbing what the Course offers.
Read selections from David Churchman, Why We Fight:Theories of Human Agression and
Conflict [Selected Passages from Library Reserve TBA]
Jan 18 Class II Commemoration of Martin Luther King day [first half of class; Why They Fought - An Evaluation of the progress of civil rights since the Act of 1965; Did the movement get ahead of itself judicially and legislatively? Read the two Stilwell essays on Justice and Rhetoric which are posted on the web site. View video episode from "Eyes on the Prize" series of 1968. Also view interview with Taylor Branch, author of three volume biography of King and history of the Civil Rights movement. Discuss King's non-violence philosophy for which he won Nobel Prize in 1964; King's role models are Jesus of Nazareth and Mahatma Gandhi, both of whom also died for their principles. What opportunities were there for King, his followers and his opponents to strengthen their overall quest for racial justice by negotiating among themselves and then pursuing a political strategy, rather than court and other adversarial confrontations? How many of the primary goals of the movement were susceptible of resolution by negotiation or other forms of peaceful resolution. Could a mediator have defused Pettys Bridge in Selma? Is assassination ever preventable without government intervention and intelligence? Could Mediation have been effective with David Koresh and the Branch Dravidians? Was there anything to mediate with Timothy McVeigh? Does ADR apply to a terrorist making no demands? What of the Weather Underground (view video of David Gilbert, now serving 75 year sentence)? Where does a Ted Kuczinsky fit in this scheme (read portions of his Manifesto from NY Times)?
[Students will receive Handouts of Cases to serve
as laboratory work in practice of techniques of negotiation and identification of conflicts and the best route of resolution. Cases will be published on web site.]
Jan 25 Class III
Resume Background and Origins of Alternative Dispute Resolution; Outlines of Each Major Category of ADR methods.
In the Term "Alternative Dispute Resolution" in this class we focus on "alternative to what?" as the central issue. In the case of civil disputes in the U.S., is it always preferable to litigation? Why does Stilwell say that as a rule, "your worst settlement will be better than your best lawsuit?"
Discussion of Legal Methods, Court System of Justice Equilibrium; Legislative solutions View excerpts from "The Trial" and "Twelve Angry Men"
Feb 1 Class IV
Rhetoric and Justice: Discuss these concepts as they apply to Negotiation and ADR; questions on jury function; Consider Economic Issues Raised by War and Fiscal Policy,^ and other examples
Continue discussion of specific methods of dispute resolution: Negotiation - Can it be taught? Consider negotiation as a skill that has basis in human psychology and can be enhanced by studies in rational decisionmaking, learning how to listen, and understanding and dealing with emotional responses as they arise. [Students to begin consideration of choices of term paper topic from those posted on web site and prepare to submit outline asap.]
Mediation: When Negotiation discloses key elements of conflict, often the "discipline" of a Mediator and the Mediation Process is Required - Negotiation Process -
Using one or more of the cases previously distributed and posted on the Instructor's web site, we begin our discussion of the principles of Mediation.
Adversarial Model - Legal Outcomes - Lawyers and nonprofessionals -
Feb 15 Class VI
Essentials of Mediation Step-by-step analysisThe Role of Ethics and Rhetoric - Mediator Qualification and Certification [Massacre on St. Valentine's Day Commemorated]
Tonight the focus will be on qualities of the Mediator (cf Robert Musil's great 20th century novel The Man Without Qualities - Do you think there is such a creature? Why would a writer devote a thousand pages to describing such a character? Is there a key here to successful negotiation and mediation? Consider neutrality, trustworthiness, compassion, listening skills, ability to keep a secret. These suggest the attributes of Musil's qualityless man, but we're dealing with other humans and the issues they believe most passionately about.. To cultivate these skills, if not qualities, is the goal of the successful mediator. The Midterm exam will emphasize the materials of this and the next class. One Definition: Short-term (half-day to full day), structured (Mediator sets rules of procedure); participatory (everyone works, directed by Mediator); intervention process. The intervention is by a neutral, third party selected by parties (the Mediator); If no written agreement reached, process dissolves, no written record, even of the existence of Mediation except to certify to a judge that it has occurred if necessary under local law. View 60 Minutes segment on Colbert Report "Truthiness" vs. "Truthfulness". What does "truth" have to
Feb 22 Class VII
Mock Mediation -3 Groups (dependent upon class size) approx one hour each. Midterm Exam devoted to Critiques by each student of other Mock Mediators and Results; Preparation for Midterm Exam [The test will be given only if Midterm grade required by Department Rules ]
do with "peaceful" or "mediated" settlements? Cases for Study will be posted as such on the Instructor's Web Site. Students will be assigned to groups to which a case will be also be assigned. Time and class size permitting, more than one case may be assigned for a Mock Arbitration or mini-trial. The Schedule will be flexible during the first six classes to include instruction in and class discussion of the methodology of mediation at a variety of levels. Negotiation skills, which are covered in depth in the two assigned texts for purchase, will also be the subject of handouts prepared by the instructor to act as topical guides for each principal category of dispute, ranging from street gang dispute settlement, to court annexed mediation, to international resolution of hostilities, including armed conflicts. Cases may be illustrated, depending upon the availability of materials, though video taped interviews, segments of motion pictures and news broadcasts. The Instructor will draw upon his own experience in the practice of law, involvement as principal in several business ventures (see the Instructor's Vita on his Web Site), and alternative dispute resolution acting as Mediator and Arbitrator, to provide substantive and procedural examples of negotiation and dispute
resolution in a wide variety of settings. Again time and availability permitting, associates, former clients and other professional acquaintances, may be invited for a particular class session to provide shared experience from different perspectives.
Mar 1 Class VIII EVALUATION AND CRITIQUES OF MOCK MEDIATION ONE Students will be furnished with guides for critiques by Instructor. Examination Of Criteria set out in Instructor Handouts (Posted on Web Site) of Methodology of Negotiation: Determine Interests, not Positions; SPRING BREAK [Week of Mar 3 - 10]
Mar 15 Class IX
Term Paper Proposals Due [Proposal to be accompanied by detailed outline and sources - Proposal package separately evaluated as part of final grade]
Discussion of Proposal requirements and how to proceed with papers [Collaborative Project between Student and Instructor] Return to Mediator as focus SECOND ROUND OF MOCK of qualities required in any MEDIATIONS mediation. Introduction to other forms of dispute resolution, as annexed to court litigation in U.S. Arbitration, mini-trial; evaluative mini-trial; International Arbitration under ICDR [International Centre for Dispute Resolution] and ACR [Association for Conflict Resolution] and The American Arbitration Association [AAA] and similar organizations. [STUDENTS WILL EXCHANGE ROLES FROM FIRST MOCK MEDIATION IN ACCORDANCE WITH
Mar 22 Class X
Dispute Resolution and Unresolvable Issue; Terrorism The Sound of One Hand Clapping; With no Other Side, With whom does one Negotiate? Short of Forceful Intervention is there no other Alternative? Cooperation at Come Level Seems Necessary to Peaceful Resolution of disputes [EVALUATION CRITIQUES OF TWO OF MEDIATIONS] AND ROUND MOCK
CASE HANDOUT Handouts of Readings from "Preventing Deadly Conflict, the Final Report of Carnegie Endowment. Can Mediation be effective in resolving conflicts of national interest? What of War Crimes Tribunals and Truth and Reconciliation Commissions? Compare with the ICJ. Should Serbia and the states of the former Yugoslavia be treated differently from South Africa? Are George Mitchell and Jimmy Carter good Mediators? Why or why not? Is the United States in a position to claim "honest broker" status in its efforts to build a "new middle east?" What is an "Honest Broker" anyway? What does a "broker" do? Does launching "Shock and Awe" attacks with the most destructive weapons short of nuclear warheads, followed by "regime change" constitute the lawful conduct of war? Do any of the concepts we have discussed under alternative dispute resolution apply? If you were an alien from Pluto (Mars is now a suburb of Houston) would you understand what the United Nations is or be able to comprehend its Charter?
[ALL STUDENTS SHOULD HAVE PROPOSALS AND OUTLINES READY TO SUBMIT TO INSTRUCTOR, IF NOT PREVIOUSLY SUBMITTED AND APPROVED]
Claims and Counterclaims;
Consider U.S. role in near
Offers and Shuttle Diplomacy From the Schoolyard to any form of demand and standoff
and middle east, its close ties to Israel, its strong desire to democratize the middle east, if not the world, and the conflicts generated thereby. What relationship does the U.S. have with the UN? How could it be defined in terms of the UN's role as peacekeeper? What "peace" is there to be kept.? See Postings on Web Site as directed by emails from Instructor
Apr 5 Class XII
Review and Discuss Student Paper Topics ROUND THREE OF MOCK MEDIATIONS
Deadline for Draft Term Paper Reviews (See selections from Lasswell"s Who Gets What and Why? on Instructor's Web Site [STUDENTS WILL AGAIN ROTATE ROLES IN ACCORDANCE WITH HANDOUTS ON CASE FOR MEDIATION]
Handouts of Expanded Outlines of Getting To Yes and Getting Together; Lecture and Discussion of formal types of dispute resolution when mediation fails; arbitration; mini-trials; shadow jury proceedings. Family negotiations; contracts among family members with consequences for breach; similar arrangements for school discipline problems; the role of peace officers. Summation lecture. Students come prepared to discuss their topics and conclusions with classmates. Depending on
EVALUATION AND CRITIQUES OF ROUND THREE OF MOCK MEDIATION
Apr 22 Class XIV
Complete Review of Student paper Topics
class size and time constraints, this will form a part of overall class participation evaluation. [CONDUCT STUDENT COURSE EVALUATIONS]
Apr 26 Class XV FINAL TERM PAPERS DUE; Continue Seminar on Student Papers and Conclusions* IF YOU WISH YOUR GRADE BY EMAIL YOU MUST REQUEST IN WRITING WITH YOUR PAPER SUBMISSION – BE SURE TO INCLUDE THE EMAIL ADDRESS YOU WISH TO USE FOR THIS PURPOSE
* Note that depending on class size, this portion of classwork may be finished in the 14th session. If so, Class XV will be devoted to a concluding presentation by the Instructor, which in any event will be posted on the web site as a PowerPoint Slide presentation. .
Grading Policy All graded work in the course is “open book,” and a general “honor system” will apply. Students may take an exam and submit responses on line by a date TBA in class and on the published Class Schedule Table on the Instructor’s web site. Two hours and forty-five minutes will be allowed for each exam. At any time prior to the deadline for submission, students may take the exam and submit responses provided (1) the entire exam is taken at one time, not exceeding the total time limit; (2) the materials used are only those related to the course (including library and online resources); and (3) the test is taken without the presence of or consultation with any other person. By submitting the test for grading, the student represents and warrants to the Instructor that these three requirements have been complied with. Discovery of failure to comply with the three requirements will result in a grade of F. Scoring of work product and assignment of grades will be in accordance with the following scheme, which may also be found on the Instructor’s web site.
UNDERGRADUATE GRADE SCALE 98 – 100 92 – 98 88 – 92 84 – 88 80 – 94 76 – 80 72 -76 68 – 72 64 – 68 60 – 64 60 60< 0 – 60 A+ A AB+ B BC+ C CD+ D DF 4.0 (4.33 for LSAC Scale) 4/0 3.75 3.5 3.25 3.0 2.75 2.50 2.25 2.0 2.0 1.0 0
Course Policies Make-up exams Students who miss an exam for reasons otherwise acceptable for an excused absence may make up the test promptly. Extra Credit None anticipated; if volunteered by student, additional grade credit may be negotiated. Late Work Accepted on a basis comparable to attendance policies Special Assignments None anticipated Class Attendance Attendance is required. Excused absences may be granted if requested in advance of class time for Illness of student, child or elder care responsibilities, student employment responsibilities, family deaths and related ceremonies. Unexcused absences may result in a final grade penalty of up to 10% of total grade. Classroom Citizenship The nature of the “Doctor and Student” relationship is professional. Students are expected to maintain decorum and to address the Instructor as Professor, Doctor or Mister Stilwell, as they choose. The Instructor makes it a practice to address students by Mrs., Ms., or Mr., followed by last name, as appropriate. Field Trip Policies / Off-Campus Instruction and Course Activities No field trips will be required. From time to time professional visitors may be invited to meet class and engage the class in colloquies concerning various aspects of dispute resolution.
Student Conduct & 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, Series 50000, Board of Regents, The University of Texas System, 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 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 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.
Withdrawal from Class
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. Administration procedures must be followed. It is the student's responsibility to handle 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.
Student Grievance Procedures
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”). Individual faculty members retain primary responsibility for assigning grades and 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.
Incomplete Grade Policy
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 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 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.
Religious Holy Days
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 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 Instruction and Course Activities
Off-campus, out-of-state, and foreign instruction and activities are subject to state law and University policies and procedures regarding travel and risk-related activities. Information regarding these rules and regulations may be found at the website address given below. Additional information is available from the office of the school dean. (http://www.utdallas.edu/BusinessAffairs/Travel_Risk_Activities.htm)
These descriptions and timelines are subject to change at the discretion of the Professor.