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Course # GST 3303-001, GOVT 3354-001, SOC 3354-001 (cross-listed) Spring 2010 Credit Hours: 3 Course Meetings: MW 4-5:15 p.m. Classroom: SOM 2.102

Professor Contact Information Instructor: Dr. Jillian M. Duquaine-Watson Office: GR 2.314 Office Phone: (972) 883-2804 Email: (do NOT email me through eLearning) Office Hours: Mondays, 11-12; Wednesdays, 1:30 – 3:45; Thursdays, 5:30 – 6:30; or by appointment

Course Description This course addresses the ways gender—as well as race, class, sexuality, and other social identities— intersects with social, political, and economic institutions. This semester, we will focus specifically on the gendered, social, and political dimensions of the family in a variety of historical and cultural contexts. Doing so will enable us to explore some more traditional notions of rights and citizenship as conceptual underpinnings for contemporary political and legal debates. We will also investigate how families are defined, normalized, coerced, limited, promoted, excluded, embraced, “othered,” controlled, influenced, and manipulated through social interactions, legislation, politics (including both “formal” politics as well as social movements), commerce, and diverse media sources.

Student Learning Objectives/Outcomes Students who successfully complete this course will be able to: 1. Distinguish between individual and institutional concepts of gender; 2. Explain how gender intersects with race, class, sexuality, religion, and other social identities; 3. Detail various ways in which feminists (both activists and academics) have taken up gender; 4. Compare and contrast various historical periods, particularly as they relate to gender, politics, and social identities/roles; 5. Compare and contrast gender in various global contexts; 6. Identify and explain key pieces of legislation as they pertain to gender;

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7. Identify and explain key judicial decisions as they pertain to gender; 8. Explain the gendered dimensions of contemporary political debates such as those pertaining to welfare, reproductive rights, sexual assault, education, and/or employment. Students will also be provided with opportunities to enhance their skills in the following areas: 1. 2. 3. 4. Critical thinking and analysis; Written communication (both formal and informal); Oral communication (both formal and informal); Academic research.

Required Textbooks and Materials The following books are required for this course. They are available for purchase at the UTD bookstore or through Off-Campus books. • • Stephanie Coontz, ed. American Families: A Multicultural Reader. New York: Routledge, 1998. (referred to as AMFR in course calendar) Molly Ladd-Taylor and Lauri Umansky, eds. “Bad” Mothers: The Politics of Blame in Twentieth-Century America. New York: NYU Press, 1998. (referred to as BM in course calendar) Ellen Lewin. Gay Fatherhood: Narratives of Family and Citizenship in America. Chicago: University of Chicago Press, 2009. (referred to as GF in course calendar)

Suggested Course Materials Although not required, it is suggested that you have a USB drive or some other reliable method of saving the work you produce for this course.

Academic Calendar We will make every effort to maintain the following schedule. However, adjustments may need to be made in the event of adverse weather or similar situations. Please check the course eLearning site for any changes to our schedule of activities.

Week 1

Monday, January 11 • Introduction to course, requirements, expectations…and one another • What is gender? What is politics? What is citizenship? What is a family? (And how do they relate to one another?)

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FOUNDATIONS OF AMERICAN CITIZENSHIP: FAITH, FAMILY, and FREEDOM (?) Wednesday, January 13 Readings: • Trattner, “Chapter 2: Colonial America” (pp. 15-29, eLearning) • Mintz and Kellogg, “Chapter 1: The Godly Family in New England and its Transformation” (pp. 1-24, eLearning) Week 2 Monday, January 18 NO CLASS—MLK, Jr. Day Wednesday, January 20 • GROUP #1 DISCUSSION QUESTIONS/RESPONSE DUE Readings: • Trattner, “Chapter 3: The Era of the American Revolution” (pp. 30-46, eLearning) • Kerber, “The Republican Mother: Women and the Enlightenment—An American Perspective” (pp. 187-205, eLearning) • WORK TIME—GROUP PROJECTS (15-20 minutes at end of class)

AMERICAN FAMILIES: DIVERSE AND UNEQUAL Week 3 Monday, January 25 • GROUP #2 DISCUSSION QUESTIONS/RESPONSE DUE Readings: • Thornton Dill, “Chapter 1: Fictive Kin, Paper Sons, and Compadrazgo” (pp. 25-38 in AFMR) • Wallace Adams, “Ch. 2: Education for Extinction” (pp. 39-58 in AFMR) Wednesday, January 27 • GROUP #3 DISCUSSION QUESTIONS/RESPONSE DUE Readings: • Jones, “Ch. 3: Born a Child of Freedom, Yet a Slave” (pp. 59-80 in AFMR) • Mellinger, “Postcards from the Edge of the Color Line: Images of African-American in Popular Culture, 1893-1917” (pp. 413-433, eLearning)

Week 4

Monday, February 1 • GROUP #1 DISCUSSION QUESTIONS/RESPONSE DUE Readings: • Nakano Glenn, “Ch. 4: Split Household, Small Producer, and Dual Wage Earner” (pp. 81-95 in AFMR) • Mintz, “Ch. 5: Huck’s Raft, Laboring Children” (pp. 96-106 in AFMR)

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Wednesday, February 3 • GROUP #2 DISCUSSION QUESTIONS/RESPONSE DUE Readings: • Sanchez, “Ch. 6: Becoming Mexican American” (pp. 107-125 in AFMR) • Moran, “Ch. 7: Interracial Intimacy: The Regulation of Race & Romance” (pp. 126-145 in AFMR) • WORK TIME—GROUP PROJECTS (15-20 minutes at end of class)

POVERTY and WELFARE REFORM Week 5 Monday, February 8 • GROUP #3 DISCUSSION QUESTIONS/RESPONSE DUE Readings: • Raley, “Ch. 23: Avenue to Adulthood” (pp. 338-350 in AFMR) • Roy and Burton, “Ch: 24: Mothering through Recruitment” (pp. 351-365 in AFMR) Wednesday, February 10 Readings: • Duquaine-Watson, “Pretty Darned Cold: Single Mother Students and the Community College Climate in Post-Welfare Reform America” (pp. 229-240, eLearning)

Week 6

Monday, February 15 • GROUP #1 DISCUSSION QUESTIONS/RESPONSE DUE Readings: • Sugrue, “Ch. 22: Poverty in the Era of Welfare Reform” (pp. 325-337 in AFMR) • Williams, “Race, Rat Bites, and Unfit Mothers: How Media Discourse Informs Welfare Legislation Debate” (pp. 1159-, eLearning) Wednesday, February 17 • GROUP #2 DISCUSSION QUESTIONS/RESPONSE DUE Readings: • Sacks, “Chapter 1: Ashlea and Gillian” (pp. 11-36, eLearning) • Sacks, “Chapter 2: Do We Look Intimidating?” (pp. 37-60, eLearning)

“BAD” MOTHERS, PART I: Intro and Race Matters Week 7 Monday, February 22 • GROUP #3 DISCUSSION QUESTIONS/RESPONSE DUE Readings: • Ladd-Taylor and Umansky, “Introduction” (pp. 1-30 in BM) • WORK TIME—GROUP PROJECTS (15-20 minutes at end of class)

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Wednesday, February 24 • GROUP #1 DISCUSSION QUESTIONS/RESPONSE DUE Readings: • Tice, “Mending Rosa’s ‘Working Ways’: A Case Study of an AfricanAmerican Mother and Breadwinner” (pp. 31-40 in BM) • Romano, “Immoral Conduct: White Women, Racial Transgressions, and Custody Disputes” (pp. 230-251 in BM)

“BAD” MOTHERS, PART II: Reproductive Rights Week 8 Monday, March 1 • GROUP #2 DISCUSSION QUESTIONS/RESPONSE DUE Readings: • Noll, “The Sterilization of Willie Mallory” (pp. 41-57 in BM) • Tyler May, “Nonmothers as Bad Mothers: Infertility and the ‘Maternal Instinct’” (pp. 198-219 in BM) Wednesday, March 3 Video Viewing and Discussion: TBA Hand out review/essay questions for Midterm Exam

Week 9

Monday, March 8 • Midterm exam (in-class portion) Wednesday, March 10 • Midterm essay due at beginning of class • WORK DAY—GROUP PROJECTS (entire class session)

(March 15- March 19: NO CLASS, SPRING BREAK)

Week 10

Monday, March 22 • GROUP #3 DISCUSSION QUESTIONS/RESPONSE DUE Readings: • Radin, “What, if anything, is Wrong with Baby Selling?” (pp. 135-145, eLearning) • Hartouni, “Reproducing Public Meanings: In the Matter of Baby M” (pp. 68-84, eLearning) Wednesday, March 24 Readings: • Popular newspaper/magazine clippings re: The Suleman Octuplets (available via eLearning)

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CONTEMPORARY FATHERHOOD Week 11 Monday, March 29 • GROUP #1 DISCUSSION QUESTIONS/RESPONSE DUE Readings: • Lewin, Gay Fatherhood, Prologue and Chapter 1 (pp. 1-13, 14-41 in GF) Wednesday, March 31 • GROUP #2 DISCUSSION QUESTIONS/RESPONSE DUE Readings: • Lewin, Chapters 2-3 (pp. 42-75, 76-97 in GF) Week 12 Monday, April 5 • GROUP #3 DISCUSSION QUESTIONS/RESPONSE DUE Readings: • Lewin, Chapters 4-6 (pp. 98-191 in GF) Wednesday, April 7 • WORK DAY—GROUP PROJECTS (entire class session)

GENDER, SOCIETY, & POLITICS AROUND THE WORLD Week 13 Monday, April 12 Team Project/Presentation Wednesday, April 14 Team Project/Presentation

Week 14

Monday, April 19 Team Project/Presentation Wednesday, April 21 Team Project/Presentation

Week 15

Monday, April 26 Team Project/Presentation Wednesday, April 28 Team Project/Presentation

Monday, May 3 • End-of-semester wrap-up • Final course evaluations • Hand out final exam review

FINAL EXAM PERIOD: Friday, May ,7 2-3:45 p.m.

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Assignments & Grading Policy Your final grade in this course will reflect your performance on the following: Attendance (100 points): Lectures, discussions, small group activities, and the other work we do from day to day are integral to your success in this course. Attendance will be taken every day and you will earn 2 points for each class you attend. You should strive for perfect attendance and miss class only in rare and unavoidable circumstances. Work assigned for this class carries no less priority than work you may have to complete for any other class or your job. Material and information will be presented in the classroom that cannot be replicated outside the classroom or made up at a later date. If you miss a class because of illness, major religious observances, family emergency, or excused university activities, it is your responsibility to notify me in advance and provide official documentation. If you miss a class for any reason, you are responsible for finding out all assignments, content, activities, and changes in due dates covered in class.

Participation (100 points): Class participation involves demonstrating preparedness for class and engagement with readings, videos, or other materials by: • summarizing key points from the assigned material • offering comments and observations • asking and answering questions • making connections between various readings • offering alternative explanations and perspectives • drawing on your experiences (as appropriate) • participating in small group activities • being an attentive listener • respecting the viewpoints and beliefs of others. Although I prefer it when individuals participate voluntarily, I will not hesitate to call on students at random (as a means of augmenting and diversifying our discussion). Students who are called on may offer their ideas or opinions, may expand upon a previous comment, may provide an example (when appropriate), or may choose to pass without penalty. You should be aware, however, that if you repeatedly/regularly opt for the “pass without penalty” option, it may cause me to question your level of preparedness for class and your engagement with the discussion. Class participation is a vital part of your learning process because this class revolves around discussion and group activities. It will be very difficult to do well in this course if you fail to participate actively. Individuals who fail to participate in an active, engaged manner will earn a low participation grades as will those who dominate discussion to the point that other voices and viewpoints are silenced.

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Discussion Questions/Responses (5 x 20 points each = 100 points): In order to help you prepare for class discussions and simultaneously facilitate a more cooperative learning environment, course participants will be divided into 3 groups with each individual asked to prepare 3 discussion questions and a 1-page response to one of their own questions (5 times during the semester, or roughly every other week). Questions and responses will often be used as the basis for our in-class discussions. The questions you create should be composed with the intent of fostering meaningful, interactive exchanges and to help all course participants enhance not only their understanding of course material but also their critical thinking/analytical skills as well as their oral communication skills. For your reading responses, you will choose one of your own discussion questions and compose a 1-page response to that question. You will be asked to share your response (orally, informally) with other course participants. Responses are not a formal type of academic writing. However, when composing your reading responses you should strive to: 1. demonstrate that you’ve completed the assigned readings; 2. provide a thoughtful analysis of/reaction to the assigned readings; and, 3. engage with/attempt to answer the discussion question to which you are responding.

Team Project/Presentation (250 points): Our readings and discussion will focus on gender, society, and politics primarily in an American context. In order to enhance our understanding of differences and similarities between various global contexts, this team project asks you to explore the dimensions of the movements for gender equality (which may often be termed “Women’s Movements” and which may, may not, or may only sometimes explicitly identify as “feminist”) in one of the following societies: • • Argentina India • • Mexico Pakistan • • Sweden Sudan

You may choose your own research teams as long as we all agree to the following: 1. Teams may contain 5-7 members (I am strict about this so do not ask for exceptions); 2. Each participant must be fully and equally integrated into the team of their choosing; 3. Teams will act in a responsible and respectful manner throughout this research project; 4. No team member is “in charge” of the project (in other words, your team IS NOT a dictatorship or a monarchy); 5. No team member is exempt from contributing their “fair share” to the project (in other words, you team IS a participatory democracy—shared rights, shared decision-making, shared workload, shared responsibilities!). Your team research will culminate in a dynamic, engaging presentation that will last for an entire class session (see weeks 13-15 on the course calendar). Teams may volunteer to go

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first; otherwise, presentations will be scheduled based on the tried-and-true (and completely random) “name out of a hat” method. Your grade on this project is determined via a combination of group grade (what your entire team earns for its project/presentation) and an individual grade (how your team members evaluate your contributions to the overall project and presentation). In addition, team members who fail to do their “fair share” are not eligible for the “team points” portion of this project/presentation. Research groups are expected to meet/correspond outside of class, but I will have also allotted several class periods (either in part or their entirety) for group research/discussions and meetings with the instructor. Expect more details regarding group research projects in the weeks ahead.

Exams: You will complete two exams in this course: a midterm exam (in class on Monday, March 8) and a final exam (during final exam week on Friday, May 7, from 2-3:45 p.m.). My pedagogy regarding examinations is fairly simple. I do not believe there is anything to be gained from exams that attempt to “trick” or “confuse” students. Neither do I believe there are any benefits to “curving” exams or designing them in an effort to achieve a “standard grade distribution” wherein the majority of students are assigned the grade of “C” and the remaining students fall fairly evenly on either side of the distribution. Instead, I regard exams as an opportunity for each student to demonstrate his or her understanding of and ability to /apply course materials. If you keep up with course readings and assignments, take appropriate notes, maintain active participation, and devote an appropriate amount of time and effort to preparing, you will likely find course exams an enjoyable experience and expect to do well on them. Midterm Exam (150 points): Your midterm exam will be cumulative and include all material we have covered to that point in the semester. This exam will consist of an in-class portion and a take-home portion. The in-class portion will take place on Monday, March 8, and must be completed without the use of notes, books, or other materials. It is worth 50 points and will include the following sections: fill-in-the-blank, multiple choice, and short answer/explanation. The take-home portion of your midterm exam is an essay worth 50 points. It is due at the beginning of class on Wednesday, March 10 (questions will be handed out in advance). You are expected to use course readings and notes for the takehome portion of your midterm exam. Final Exam (150 points): Your final exam will focus on the 2nd half of the semester and include all material covered from midterm through (and including) week 15. It will be conducted entirely in class and will take place on Friday, May 7, from 2 – 3:45 p.m. Your final exam will consist of the following sections: fill-in-the-blank, multiple choice, short answer/explanation, and one

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essay. The final exam must be completed without the use of notes, books, or other materials.

There are 850 points possible in this course as determined by the following assignments: • • • • • • Attendance (100 points) Participation (100 points) Discussion Questions and Responses (100 points) Team Research Project/Presentation (250 points) Midterm Exam (150 points) Final Exam (150 points)

Final course grades will be assigned according to the following scale: Points 830 - 850 800 - 829 765 - 799 740 - 764 715- 739 680- 714 655 - 679 Grade A+ A AB+ B BC+ Points 630 – 654 595 – 629 570 - 594 545 - 569 510 - 544 509 & below Grade C CD+ D DF

Course & Instructor Policies Assignment Format Your assignments must adhere to the following formatting requirements (unless noted on an individual assignment handout): • The following information must be included (single-spaced) at the top left margin of the first page: your name, the title of the assignment, the course name and number, my name, the date submitted. • All margins must be 1 inch. • Font of your document should be Times New Roman, 12-point type. • The body/content of your document must be double-spaced. • Follow APA (American Psychological Association) guidelines for pagination, headings, citations, and other formatting issues. • Graphics, tables, and illustrations need to be clearly identified and explained (see APA guidelines). • Documents must be free of spelling, punctuation, and grammatical errors. • Sources must be documented and/or quoted appropriately in the text as well as in the References/Bibliography at the end of your document. • Multiple pages MUST be stapled together. NOTE: Failure to adhere to formatting requirements may result in your assignment being considered “incomplete” and, therefore, unacceptable.

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Late Work Deadlines are a serious matter. Missed deadlines cause delays and administrative headaches. In the professional world, they can also compromise professional reputations and careers. For these reasons, late or incomplete work is not acceptable in this course. Technological problems are not valid excuses for late work, so plan accordingly. Moreover, no late or makeup submissions will be accepted without appropriate documentation.

Extra Credit I do not curve individual items, nor do I offer “extra credit” work or “special consideration” to allow students a chance to raise their grade. If a personal situation arises during the semester that may affect your classroom performance, please talk to me sooner rather than later. If you wait until the end of the semester, I won’t be able to help you. However, I can work with you more easily if you speak to me when the situation arises.

Classroom Citizenship All members of our classroom learning community are expected to communicate in a civil and professional manner. Disagreement is acceptable (and even expected in college-level courses); disrespect, however, has no place in this or any classroom.

Technology Requirements The course is taught using eLearning, and you should develop the habit of checking both eLearning and your UTD email often for assignments and announcements. Reliable and frequent internet connectivity is indispensable. It is your responsibility to ensure that you have access to the course through eLearning for the duration of the semester. Failure to check UTD or eLearning email, errors in forwarding email, and email bounced from over-quota mailboxes are not acceptable excuses for missing course-related emails or announcements. Additionally, to protect your privacy rights, I will only send email through your official UTD email address or eLearning email. If you choose, you can redirect both of these addresses to external addresses.

Classroom and Equipment Use Policies • No laptops, cell phones, pagers, or other electronic messaging services may be used in the classroom. I recognize that many of us carry cell phones and other electronic communication devices so we can be contacted in the event of emergencies or other serious situations. During class time, however, I expect all members of our classroom learning community to turn these off or set them to vibrate/silent.

Technical Support If you experience any problems with your UTD account or our course eLearning page, you may send an email to: or call the UTD Computer Helpdesk at 972-883-2911.

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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 printed 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) and online at 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.

Academic Integrity 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, any student who commits an act of scholastic dishonesty is subject to discipline. Scholastic dishonesty includes but is not limited to cheating, plagiarism, collusion, the submission for credit of any work or materials that are attributable in whole or in part to another person, taking an examination for another person, any act designed to give unfair advantage to a student or the attempt to commit such acts. 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, which searches the web for possible plagiarism and is over 90% effective. Copyright Notice The copyright law of the United States (Title 17, United States Code) governs the making of photocopies or other reproductions of copyrighted materials, including music and software. Copying, displaying, reproducing, or distributing copyrighted works may

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infringe the copyright owner’s rights and such infringement is subject to appropriate disciplinary action as well as criminal penalties provided by federal law. Usage of such material is only appropriate when that usage constitutes “fair use” under the Copyright Act. As a UT Dallas student, you are required to follow the institution’s copyright policy (Policy Memorandum 84-I.3-46). For more information about the fair use exemption, see Email Use 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.

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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. Disability Services 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) If you anticipate issues related to the format or requirements of this course, please meet with the Coordinator of Disability Services. The Coordinator is available to discuss ways to ensure your full participation in the course. If you determine that formal, disabilityrelated accommodations are necessary, it is very important that you be registered with Disability Services to notify them of your eligibility for reasonable accommodations. Disability Services can then plan how best to coordinate your accommodations. 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

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

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