2006-2008 Undergraduate Catalog (2007 Supplement)
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Degree Programs

Core Curriculum

The University of Texas at Dallas (UTD) requires that all students complete a general education Core Curriculum of 42 semester credit hours that serves as a broad the foundation offor the undergraduate degreeeducation program of the university. These requirements must be met by every student pursuing a baccalaureate degree at The University of Texas at Dallas, regardless of his or her major. A sSpecific approved courses maymust be used to satisfy only one each core requirement (see the Schedule of Classes). Individual academic programs may require courses contained in parts of The University Core Curriculum to satisfy particular degree requirements. Students may be required to take extra courses if they fail to select these courses. In accordance with Texas Education Code Chapter 61, Subchapter S, a student who successfully completes the entirety of a recognized Ccore Ccurriculum at another Texas public institution of higher education may transfer that block of courses to U.T. Dallas where it will be substituted for the U.T. Dallas core curriculum. Students are expected to master the techniques of English composition and rhetoric and complete a requirement in advanced writing. Students will be offered an exposure to the foundations of mathematical reasoning, an orientation to the natural sciences, an exploration of the methods of inquiry and the ways of knowing and expression in the arts and humanities, and an introduction to the history, government, and politics of the United States and Texas. The core curriculum also provides students the opportunity to choose an elective from a range of courses offered by the School of Behavioral and Brain Sciences.

A. Communication (Chart 010) (6 hours)

English Rhetoric and Composition (6 hours): At least one course that requires students to learn to communicate effectively in clear and correct prose and to master several modes of writing, including descriptive, expository, narrative and self-expressive. Other courses may require students to master more specific forms of writing tailored to the professional standards in their major field of study. Upper-division writing classes have RHET 1302 as a prerequisite. All courses require that students write, received detailed feedback about, and revise at least 15 double-spaced pages. The goal of the communications component of the core curriculum is to develop students' mastery in writing. Students must complete one course that requires them to learn to communicate effectively in clear and correct prose and to master several modes of writing, including descriptive, expository, narrative and self-expressive. Students must also complete a second writing-intensive course that may require them to master specific forms of writing tailored to the professional standards in their major field of study. All courses require that students write, receive detailed feedback about, and revise at least 15 double-spaced pages.

Component Learning Objectives:

  1. Students will be able to write effectively using appropriate organization, mechanics, and style.
  2. Students will be able to construct effective written arguments.
  3. Students will be able to gather, incorporate, and interpret source material in their writing.
  4. Students will be able to write in different ways for different audiences.

B. Mathematics (Chart 020) and Quantitative Methods (6 hours)

College Math (3 hours): Requires students to master the formal principles of algebra or calculus at a level higher than high school algebra II.

Quantitative Methods (3 hours): Requires students to master logical reasoning and inference; the application of mathematical concepts; statistical methods; or formal principles of algebra, calculus, or advanced mathematics beyond the College Math requirement.The goal of the mathematical compnent of the core curriculum is to develop quantitatively literate citizens, capable of applying mathematical tools in the solution of real world problems. Familiarity with mathematical concepts and tools will enable persons to better cope with the complex financial, business, investing, and daily living problems encountered in the modern world. Students must master the formal principles of a college-level math (algebra or calculus at a level higher than high school algebra II) and one advanced field of mathematics beyond college math (logical reasoning and inference; the application of mathematical concepts; statistical methods; or formal principles of calculus or advanced algebra).

Component Learning Objectives:

  1. Students will be able to apply basic mathematical methods to modeling and solving real-world problems.
  2. Students will be able to formulate and interpret basic mathematical information, numerically, graphically, and symbolically.
  3. Students will be able to identify and explain the limits of mathematical models.

C. Natural Science (Chart 030) (9 hours)

Science (9 hours): Introductory or foundations-level treatment of fields of inquiry in the natural sciences.

Laboratory Science: At least one course must have a substantial laboratory component. The goal of the natural science component of the core curriculum is to develop an appreciation of the intricacies of the natural world and to be able to describe and explain some of the basic principles of how the natural world functions. A more scientifically literate population will better cope with understanding and acting on issues of a scientific nature that affect their lives. Each student must complete 9 credit hours of science courses, one of which must have a laboratory component.

Component Learning Objectives:

  1. Students will be able to describe laws, theories or findings basic to the science discipline.
  2. Students will be able to apply scientific laws and principles of the discipline to arrive at problem solutions.
  3. Students will be able to explain how experiments or observations validate or test scientific concepts.

D. Humanities and Fine Arts (Chart 040) (93 hours)

Visual and Performing Arts (3 hours): Introductory or foundations-level treatment of one or more of the visual or performing arts.

Humanities (3 hours): Introductory or foundations-level treatment of literature, philosophy, cultural studies, modern language, or classic language. The goal of the humanities component of the core curriculum is to examine a variety of literary, philosophical, and/or historical works drawn from the humanities and presented in an established context as examples of expressions of individual and human values. Students will develop proficiency in research, critical thinking, and writing through a series of assignments in which they will demonstrate analytical processes of thought as well as intellectual responses to designated materials. Students must complete at least one course that is representative of literature, philosophy, cultural studies, modern language, or classic language.

Component Learning Objectives:

  1. Students will be able to examine and analyze a variety of works from the humanities, particularly those connected to literature and philosophy.
  2. Students will be able to analyze and critically evaluate such works in the context of culture, society, and values as well as be able to compare and contrast the works with each other.
  3. Students will be able to apply considered analysis and respond to works in the humanities as examples of human expression and aesthetic and philosophical principles.

Fine Arts (Chart 050) 3 hours

The goal of the fine arts component of the core curriculum is to expose and illuminate at least one and possibly multiple forms of artistic expression, including but not exclusive to the traditional areas of the performing and visual arts. Through a series of discussions and examinations or reports and/or papers, students will demonstrate their critical awareness of the fine arts, a knowledge of the scope and variety of forms within specific artistic expressions, and an appreciation for the aesthetic principles that guide the creation and evaluation of art on both an individual and cultural level. Students must complete at least one course that is representative of one or more of the visual or performing arts.

Component Learning Objectives:

  1. Students will be able to examine and respond critically to a variety of artistic forms in at least one and possibly multiple forms of expression drawn from either the visual or performing arts or come combination thereof.
  2. Students will be able to demonstrate an appreciation for artistic expression and an ability to analyze specific works of art within a cultural or social context.
  3. Students will be able to develop a critical approach to a given form or forms of art and will be able to articulate a response in an intelligent and informed manner.

American and Texas History (Chart 060) 6 hours

The goal of the American and Texas history component of the core curriculum is to develop students' comprehension of the scope of American and Texas historical development through an examination of social, institutional, political, and cultural evolution over specified periods of time in the history of the United States and the State of Texas. Students must complete two courses that address the history of the United States or the State of Texas.

Component Learning Objectives:

  1. Students will be able to identify, explain, and give examples of significant developments in American and/or Texas history over a defined span of time.
  2. Students will be able to examine and analyze historical development through knowledge of institutional, social, cultural, and political evolution and change over a defined span of time.
  3. Students will be able to interpret and evaluate the acceptability of historical evidence.

Government (Chart 070) 6 hours

The objective is to increase students' comprehension of the history and evolution of political institutions, and the interrelationship between institutions such as executive and legislative; the role that political institutions play in the lives of citizens, and to demonstrate the relationship between citizens and political institutions including activities such as voting and interest group activity that provides awareness for citizen influence. This knowledge is designed to equip students to be better informed citizens capable of making important decisions in various political contexts. Students must complete two courses that include consideration of the Constitution of the United States and the constitutions of the states, with special emphasis on the Texas Constitution.

Component Learning Objectives:

  1. Students will be able to provide examples of and apply important theoretical and scholarly approaches to understanding state and national institutional behavior, citizen involvement and interaction between citizens and institutions of government.
  2. Students will be able to analyze and appreciate historical trends in development of government institutions and their constitutional foundations.
  3. Students will be able to identify, describe, and analyze various mechanisms of citizen political involvement.

E. Social and Behavioral Sciences (Chart 080) (153 hours)

U.S. and Texas History (6 hours): Courses in United States and Texas history that satisfy Texas state law.

U.S. and Texas Government and Politics (6 hours): Courses that satisfy Texas state law requiring 6 semester hours or the equivalent in government or political science that include consideration of the Constitution of the United States and the constitutions of the states, with special emphasis on the Texas Constitution.

Social and Behavioral Science (3 hours): Introductory or foundation-level treatments of any one or combination of topic areas dealing with the scientific inquiry of human behavior and social systems at the level of individuals, groups, societies, political systems, economic systems, management systems, or cultures. Approaches topics from a scientific perspective rather than a historical, philosophical, or applications perspective. The goal of the social and behavioral science component of the core curriculum is to increase students' knowledge of how social and behavioral scientists describe, explain, and critically analyze the behaviors and interactions among individuals, groups, institutions, cultures, events and ideas. Such knowledge will better equip students to understand themselves and the roles they play in addressing the issues facing humanity. Students must complete at least one course that is representative of the following social and behavioral sciences: anthropology, economics, geography, psychology, sociology, or women's studies.

Component Learning Objectives:

  1. Students will be able to describe major theoretical and scholarly approaches, empiraical findings, and historical trends in the social/behavioral science discipline.
  2. Students will be able to describe and apply basic research methods in the social/behavioral science discipline.
  3. Students will be able to apply modes of critical thinking used in the social/behavioral science discipline.

Electives

The degree requirements of every major include the opportunity for elective courses, that is, courses exploring subjects not directly related to thea student’s major. The minimum number of elective hours is 18. Specific exceptions have been granted to Electrical Engineering and Accounting, where the minimum number is 12. Six of the elective hours for all majors are required to be selected from advanced electives, which are defined as upper-leveldivision courses, or lower-leveldivision courses that have prerequisites, and that are outside the major. All students are encouraged to use their electives to explore fields beyond their major.

FERPA

The Family Educational Rights and Privacy Act (FERPA) is a federal law enacted in 1974 to protect the privacy of student education records. The law applies to those institutions that regularly receive federal funding from the Department of Education and is enforced by the Family Policy Compliance Office of the U.S. Department of Education.

FERPA forms for students can be found at http://www.utdallas.edu/student/registrar/forms/ (click on 'FERPA packet').

Complaints of alleged violations may be addressed to:

Family Policy Compliance Office
U.S. Department of Education
400 Maryland Avenue SW
Washington, D.C. 20202-5920

The UTD FERPA violation link is located at http://www.utdallas.edu/legal/ferpa/.

FERPA defines an eligible student as a student who has reached 18 years of age or is attending an institution of postsecondary education.

Students have four primary rights under FERPA:

  • To inspect and review their education records
  • To seek to amend those education records they believe to be inaccurate or misleading
  • To have some control over the disclosure of information from those education records
  • To file a complaint concerning alleged failures by an institution to comply with FERPA regulations within 180 days

More information regarding education records and the procedure for amending records can be found at http://www.utdallas.edu/student/registrar/faq.html#FERPA.

Directory or public information is information that is not generally considered harmful or an invasion of privacy if released. Directory information includes student's full name, address (local and permanent), UTD email, phone numbers, date and place of birth, major field of study, dates of attendance, degrees/awards received, most recent previous school attended, enrollment status (classification, under/grad, part/full time), participation in officially recognized activities and sports, weight/height of members of athletic team, and photograph.

Non-direcotry information is information that is not considered to be directory information, such as enrollment records, grades, schedules.

Students may choose to withhold release of directory information. A student may do so by completing the "Request for Confidentiality of Directory Information" form at http://www.utdallas.edu/student/registrar/forms/ (click on 'FERPA packet').

More information regarding FERPA can be found at http://www.ed.gov/policy/gen/guid/fpco/.

Field of Study

If a student successfully complete a field of study curriculum approved by The Texas Higher Education Coordinating Board, that block of courses may be transferred to The University of Texas at Dallas (UTD) and substituted for appropriate lower division requirements of the appropriate degree. Following receipt of credit for these courses, the students may be required to satisfy further requirements in the field of study curriculum for that degree at U.T. DallasUTD.

Honors Programs

Collegium V

The University offers a 4-year comprehensive program of enrichment and recognition, known as Collegium V, for outstanding students. Collegium V includes special seminar-style classes offered by selected Uuuniversity professors as well as a program of extracurricular activities designed to encourage and reward exceptional academic achievement. Benefits available to participants in Collegium V include registration for Honors seminars, honors advising, 24-hour access to the Collegium V lounge complex, research and internship opportunities with professors, and an agenda of cultural events such as concerts, exhibits, and plays.

Membership in Collegium V is limited. Interested students must apply directly to the program at:

The Office of Undergraduate Education - MP16
ATTN: Collegium V
The University of Texas at Dallas
P. O. Box 830688
Richardson TX 75083-0688
(972) 883-4297

Honors in the Major

Each school offers qualified students the opportunity to participate in an honors program within their discipline. Each program provides two levels of recognition, Honors and Distinction. All students must have completed a minimum of 30 graded semester credit hours to qualify for major honors. The requirements for major honor's recognition vary across schools. Students should review the descriptions within the school section of the catalog.

Major and Related Areas of Study

Courses taken in satisfaction of requirements for the student’s major field of study are major and related courses. Some of these may be outside the courses with the major’s designation; such courses are related to the major and required for its satisfaction. Other requirements may be satisfied by courses from lists of guided electives within the major and related courses. Finally, some requirements may be courses preparatory to the major; they are not considered major-core or major-related courses.

Minors

Some academic units designate a set of classes that constitute a minor in that academic unit. The requirements of the minor are set by the faculty of the academic unit offering the minor, not by the academic unit of the student’s major field of study. When an academic unit offers a minor in a field of study, it is open to all students in the Uuniversity regardless of school of origin. Students who take a minor will be expected to meet the normal prerequisites in courses making up the minor. Minors consist of a minimum of 18 credit hours, of which at least 12 must be upper-division hours, although individual academic units may require more hours at their sole discretion. No cCredit hours may not be used to satisfy both the major and minor requirements; however, free elective hours or major preparatory classes may be used to satisfy the minor. At least one-third of the hours for a minor must be taken at The University of Texas at Dallas (UTD). Students enrolled as of Fall, 1999, who are pursuing majors under prior catalogs may incorporate minors in their degree plans. Students should consult with an advisor in their major field of study as they select and plan minors.

Core Curriculum
Graduate Programs
Other Degree Requirements
Undergraduate Program

     

This catalog is a general information publication only. It is not intended to nor does it contain all regulations that relate to students. The provisions of this catalog do not constitute a contract, express or implied, between any applicant, student or faculty member and The University of Texas at Dallas or The University of Texas System. The University of Texas at Dallas reserves the right to withdraw courses at any time, to change fees or tuition, calendar, curriculum, degree requirements, graduation procedures, and any other requirements affecting students. Changes will become effective whenever the proper authorities so determine and will apply to both prospective students and those already enrolled.

Statement on Equal Educational Opportunity
The University of Texas at Dallas is committed to an educational and working environment that provides equal opportunity to all members of the University community. In accordance with federal and state law, the University prohibits unlawful discrimination on the basis of race, color, religion, national origin, gender, age, disability, and veteran status. Discrimination on the basis of sexual orientation is also prohibited pursuant to University policy.