University of Texas at DallasSpeaker Secretary Vice‐Speaker AN EQUAL...

*Speaker **Secretary *** Vice‐Speaker

AN EQUAL OPPORTUNITY/AFFIRMATIVE ACTION UNIVERSITY

The University of Texas at Dallas

Academic Governance 800 West Campbell Road, AD 23, Richardson, TX 75080-3021

(972) 883-4791 FAX (972) 883-2276

January 13, 2016 TO: Academic Senate Members FROM: Office of Academic Governance Chris McGowan, Academic Governance Secretary

RE: Academic Senate Meeting

The Academic Senate will meet on Wednesday, January 20, 2015 at 2:00 p.m. in the TI Auditorium, ECS South 2.102.

Please bring the agenda packet with you to this meeting. If you cannot attend, please notify me at x4791.

xc: Hobson Wildenthal John Wiorkowski Abby Kratz Naomi Emmett, SC President Inga Musselman Calvin Jamison Chief Larry Zacharias Caitlynn Fortner, SG President Andrew Blanchard Larry Redlinger Deans Serenity King Gene Fitch

2015-2016 ACADEMIC SENATE Ackerman, Robert Dieckmann, Greg Murthi, B.P.S. Al-Dhahir, Naofal Dragovic, Vladimir Natarajan, Ramachandran Anderson, Frank Evans, Monica Ntafos, Simeon Baynham, Karen Farrar, Eric Prakash, Ravi Bell, Elizabeth Lisa Ganglmair, Bernhard Ramakrishna, Viswanath Beron, Kurt Gans, Nicholas Rebello, Michael Bhatia, Dinesh Gelb, Lev Redman, Timothy * Bradbury, Judd Holmes, Jennifer Ryan, Christopher Brandt, Patrick Honhon, Dorothee Schlobohm, Betsy Breen, Gail Hooshyar, M. Ali Scotch, Richard *** Brown, Matthew Huynhm Dung T Starnaman, Sabrina Burr, John Ishak-Boushaki, Mustapha Thompson, Lucien Chandrasekaran, R. Izen, Joe Tiefelsdorf, Michael Connell, Nadine Lambert, Carie Torlak, Murat Cordell, David ** Leaf, Murray *** Wissinger, Tonja Dabkowski, Mieczyslaw Lockhart, Michele Zentner, Alejandro Dess, Greg Menon, Syam

AN EQUAL OPPORTUNITY/AFFIRMATIVE ACTION UNIVERSITY


Academic Governance 800 West Campbell Road, AD 23, Richardson, TX 75080-3021

(972) 883-4791 FAX (972) 883-2101

AGENDA ACADEMIC SENATE MEETING

January 20, 2015

1. CALL TO ORDER, ANNOUNCEMENTS & QUESTIONS Dr. Wildenthal

2. APPROVAL OF THE AGENDA Dr. Redman

3. APPROVAL OF MINUTES November 18, 2015 Meeting

Dr. Redman

4. SPEAKER’S REPORT Dr. Redman

5. Discussion: Moving Faculty Senate meetings to 1 PM Dr. Redman

6. Campus Carry Update Alex Piquero

7. UT Dallas’ Reaffirmation Project Serenity King

8. TXCFS/ FAC Report Dr. Leaf

9. CEP Recommendations Dr. Peinhardt A. UTDPP 1052-Policy on Procedures for Completing a Graduate B. 2016 Graduate Catalog Course Inventory C. Undergraduate and Graduate Grade Change Policy D. Coutelle Dual Degree Program E. Updated Graduate Admissions Catalog Policy

10. Student Government Report Caitlynn Fortner

11. Amendment to UTDPP 1024- Committee on Effective Teaching Dr. Redman

12. Approval of Committee Replacements Dr. Redman

13. Research Conflict of Interest –UTDPP1029 (Pending approval) Dr. Redman

14. ADJOURNMENT Dr. Wildenthal

Item 3: Previous Meeting Minutes

ACADEMIC SENATE MEETING ITEM #3

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UNAPPROVED AND UNCORRECTED MINUTES

These minutes are disseminated to provide timely information to the Academic Senate. They have not been approved by the body in question, and, therefore, they are not the official minutes.

ACADEMIC SENATE MEETING November 18, 2015

Present: Hobson Wildenthal, Inga Musselman, Robert Ackerman, Frank Anderson, Karen Baynham, Elizabeth Bell, Kurt Beron, Judd Bradbury, Patrick Brandt, Gail Breen, Matthew Brown, John Burr, R. Chandrasekaran, David Cordell, Mieczyslaw Dabkowski, Eric Farrar, Nicholas Gans, Lev Gelb, Jennifer Holmes, Dorthee Honhon, D.T. Huynh, Mustapha Ishak-Boushaki, Carie Lambert, Murray Leaf, Michele Lockhart, Syam Menon, Ramachandran Natarajan, Ravi Prakash, Viswanath Ramakrishna, Michael Rebello, Tim Redman, Christopher Ryan, Betsy Schlobohm, Richard Scotch, Sabrina Starnaman, Tres Thompson, Michael Tiefelsdorf, Murat Torlak, Tonja Wissinger,

Absent: Naofal Al-Dhair, Dinesh Bhatia, Nadine Connell, Gregory Dess, Gregg Dieckmann, Vladimir Dragovic, Monica Evans, Bernard Ganglmair, M. Ali Hooshyar, BPS Murthi, Simeon Ntafos, Jared Pickens, Alejandro Zentner

Visitors: Andrew Blanchard, Carrie Chutes, James Dockery, Naomi Emmett, George Fair, Bob Fishbein, Roy Holiday, Karen Huxtable, Calvin Jamison, Rawn Johnson, Serenity King, Abby Kratz, Jennifer McDowell, Jessica Murphy, Marion Underwood

1. Call to Order, Announcements and Questions Interim President Wildenthal called the meeting to order at 2:02 PM. The University is working on a proposal to increase tuition and fees that is due to system by December 7, 2015. University Leadership and Vice- Presidents are holding meetings with students to discuss the proposal. It was again noted that this increase in tuition and fees would NOT affect current students. As current students would not be paying the increased tuition and fees, only 30% of students next year would be paying the increase. There is a concern that the university may ask for too high an increase, but also too little will not cover the current needs of the university. The University will focus the increased income from the tuition and fees on advising, classroom infrastructure, and increases in compensation for teaching assistants. The university has had a significant increase in student growth, but not a proportionate funding increase. A request for an update on campus carry was made, but there was nothing significant to report. The President opened the floor to questions. There were none.

2. Approval of the Agenda Murray Leaf made the motion to approve the circulated agenda. Viswanath Ramakrishna seconded. The motion carried.

3. Approval of the October 21, 2015 Minutes Dinesh Bhatia was left off the list of attendees. Murray Leaf moved to approve the amended minutes. Murat Torlak seconded. The motion carried.


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4. Speaker’s Report – Richard Scotch

1. Tim Redman notified the Senate that he would not attend the Senate meeting due to illness. Richard Scotch filled in for him.

2. The Legislative Summary was not able to be covered in the October Senate meeting due to the loss of quorum. Vice-Speaker Scotch brought the document to the attention of the senators should they have any questions. Those questions should be directed to Serenity King.

3. Everything was on the agenda.

5. UT Dallas’ Reaffirmation Project – Serenity King and Jessica Murphy The Compliance Certification Report documenting UTD’s compliance with the Principles of Accreditation (96 principles, two of which deal with assessment) is due in September 2017. In 2007 UTD’s submitted report included over 500 pages of narrative, and over 100,000 pages of supporting documentation. That report addressed 87 principles. The Reaffirmation Leadership Team will be made up of: Hobson Wildenthal, Executive Vice President and Provost and President ad interim ; Inga Musselman, Senior Vice Provost and Acting Provost ; Serenity Rose King, Assistant Provost and SACSCOC Liaison (Chair of Leadership Team); Jessica C. Murphy, Associate Professor and QEP Director; Nicole Piquero, Professor and Associate Provost; Clint Peinhardt, Associate Professor and Chair of the Committee on Educational Policy; Joanna Gentsch, Associate Dean for Graduate Studies; Sarah Maxwell, Associate Professor and Associate Dean for Undergraduate Studies; Kimberly Laird, Associate Vice President and Controller; Josh Hammers, Director of Assessment, Student Affairs; Mary Jo Venetis, Director, SACSCOC Accreditation. At that time Serenity King introduced Jessica Murphy, the Quality Enhancement Plan Director. The University is directed to create a Quality Enhancement Plan (QEP) per SACSCOC Core Requirement 2.12. Input and recommendation must come from all areas of the campus, it cannot just come from Administration. The 2008 QEP was GEMS (Gateways to Excellence in Math and Science). This evolved into the Student Success Center. The QEP process begins in Fall 2015 - early Spring 2016 with the idea collection phase. During this time, the QEP group will be gathering suggestions and identifying trends. Input is required of as many interested stakeholders as possible so that a diverse set of proposals can be gathered. In spring 2016 - early Fall 2016, the topic selection phase will begin. The QEP Council will be established and will comprise a broad-based membership from across campus and the community. The QEP Council will choose the QEP topic based on input from each member’s constituency. In Fall 2016 the proposal will be made, followed by the Pilot phase in Spring 2017. Dr. Murphy presented how the university community could submit ideas for the QEP. At that time the floor was returned to Serenity King. She noted the Reaffirmation could be put on hold pending the SACS decision being made in December. A copy of herPowerPoint presentation is in Appendix A.

6. Introduction to Center for Teaching and Learning – Paul Diehl Paul Diehl is the new Director of Teaching-Learning Initiatives. Dr. Diehl, starting in September 2015, established a center for teaching and learning. Its official launch will be the first week of classes in January 2016. The center will be staffed not only by himself, but also an assistant director and


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staff. Each school will have a liaison to the center and be responsible for creating associated programs and events geared toward enhancing undergraduate and graduate instruction within their schools. The Committee on Effective Teaching will be working closely with the center in an advisory capacity. The Committee has already sent a survey out to all faculty of teaching practices on campus. Dr. Diehl reminded the faculty that they had until November 20, 2015 to respond to the survey. The center is targeted toward all teachers, not just the award winners. The center has found that there are three target groups that need attention. The first is junior faculty who have not had much teaching experience. The second is teaching assistants who provide a vital role, and the center will give them training and guidance. Third is lecturers who are part-time and are teaching for the first time. Lecturers have great expertise but may not have taught before. For many, this is their first experience in the academic administrative environment. The center is working on Graduate and Advanced Graduate teaching training certificates. This will give teaching assistants the opportunity to learn now to do their job better in a variety of areas. The Center anticipates a large amount of participation in its programs. The center will also work on assisting faculty with structural improvement grants. These grants allow faculty to apply for more innovative projects. The center hopes to bring in speakers on key topics of teaching and learning. Vice President Murray Leaf made the suggestion that the position of ‘Director of Teaching-Learning Initiatives’ be added as an Ex-Officio member of the Committee on Effective Teaching. An updated committee draft will be placed on the December Council agenda.

7. Textbook Adoption Policy – Bob Fishbein and Rawn Johnson Bob Fishbein, Assistant Vice President of Auxiliary Services, introduced Rawn Johnson, the University Book Store manager, to the Senate. Rawn Johnson started at the university in July 2015. He is currently doing the textbook adoptions for Spring 2016. He is attempting to upgrade the culture of the bookstore. When Rawn joined the book store in July the adoption rate was 40%; he had just come from a school that had a rate of 90%. As of the time of the meeting, the University Bookstore was at 30%. His goal is to reach 65% for Spring 2016. The primary reason for him to increase the adoption rate is to save students money. If he can get the information he needs sooner, he can assist students in getting the best price for textbooks. If the book store get a late adoption request, many times the publisher may be sold out of the book. Johnson requested that faculty get him the book adoptions as early as possible so that he can create packages. This will facilitate the store buying the right books. In the past getting the adoptions to the bookstore was confusing. Adoptions were being sent to five different emails. That has been alleviated by making one email for the adoptions to go to. Rawn is not picky how the adoptions get to him, but simply that they get to him. He currently has plans for three workers to spend the fall break going through all the email in the email box and create packages. At this time he opened the floor to questions. A question of sell through was raised. In most schools sell through is 60-65%, our store is currently getting in the low teens. Rawn is continuing to address price for the students. The book store is matching Amazon, as well as other stores’ prices. This has gotten a great deal of good feedback from students. Rawn encouraged the senators to pass along the information to their colleagues so that everything gets to the bookstore as soon as possible.

8. FAC Report- David Cordell


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David Cordell reported that the Faculty Advisory Council is in the early stages of working with the UT System Office of Strategic Initiatives on a research project relating to dual credit courses—courses that high school students can take to receive university or community college credit. In his Strategic Plan speech to the Board of Regents on November 5, 2015, Chancellor McRaven announced the University of Texas System’s commitment to greater engagement and collaboration with schools and educators from pre-K through high school, including the Texas Prospect Initiative. Hence, a comprehensive study of dual credit in Texas is timely. The project is based on five main research questions: 1. What information do UT System institutions collect on students’ dual credit? 2. Who takes dual credit and what courses are most often taken? 3. Are there short and long term effects associated with students taking dual credit? 4. From student and faculty perspectives, do dual credit programs create an effective access and success pipeline when students transition from high school to college? 5. Based on the study’s findings, what types of policies and programs will help more Texas students get into college and succeed there? The project goal is to obtain a better understanding of the relationship between dual credit and student outcomes the UT System academic institutions. The current chair of the FAC, the chair elect of the FAC, and David Cordell met with Vice Chancellor Leslie on November 10 to discuss the project, and Vice Chancellor Leslie gave preliminary approval. Work on the project will begin immediately, and a meeting with researchers from the Office of Strategic Initiatives is scheduled in early December.

9. CEP Proposals- Clint Peinhardt The Committee representative presented the following committee report.

A. Amendment to Undergraduate Catalog - Minors It was found that in the catalog the main policy regarding minors did not match what was listed within the schools themselves. An amendment was made to the Undergraduate Minors portion of the 2015 Undergraduate Catalog. “Semester credit hours may not be used to satisfy both the major and minor requirements; however, elective semester credit hours or major preparatory classes may be used to satisfy the minor. At least one-third of the semester credit hours for a minor must be taken at The University of Texas at Dallas.” The policy was amended to read. “Semester credit hours may not be used to satisfy both the major and minor requirements; however, free elective semester credit hours or major preparatory classes may be used to satisfy the minor. At least one-third of the semester credit hours for a minor must be taken at The University of Texas at Dallas.”

B. 2016 Undergraduate Catalog Curriculum Changes 302 additions/ changes/ deletions were proposed for the spring 2016 Undergraduate catalog. The courses were already reviewed by Committee on Undergraduate Education, and CEP. At CUE there were a few amendments, and those courses were updated to reflect those amendments. Of the courses listed under repeatable courses, most had changes with course descriptions, specifically the MUSI classes. The MUSI classes were specially highlighted. They went from a 3 credit hour class to a 1 credit hour class. Also all MUSI classes were changed so that “the course can be repeated up to a maximum of 8 credit hours but can only be taken once


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a semester” was added to their description. This is to prevent a student from taking the same musical course in different sections, and getting credit for both sections. BIO 3V15 was a newly added class that is repeatable as topics vary. PSCI 4V65 also may be repeated as topics vary. PSCI 4V67- Moot Court changed its repeatability from 6 hours maximum to 12 semester credit hours maximum. There are two new online courses, COMM 4371, and BMEN 3360. There were several new courses added due to the new Rhetoric minor proposed in Arts and Humanities. New courses were also added to ATEC/ EMAC to reflect refining the courses as they are now their own school. NSC 3361 had its title adjusted due to assessment reports. JSOM had changes due to cross listing. A large group of Chemistry courses were added due to the new honors program in chemistry. Graduate curriculum changes will be coming to CEP in December. One course was removed from consideration by CEP, HIST 3332- History of Communication Media.

CEP chair Peinhardt made a motion for the Senate to approve the Amendment to Undergraduate Catalog - Minors, 2016 Undergraduate Catalog Curriculum Changes as circulated. The motion carried.

10. Student Government Report No representative was present, therefore no report was given.

11. Governance, Administration, and Mission Policy – Serenity King In preparation for the 2018 Reaffirmation, Serenity King’s office reviewed policies that should be in the Handbook of Operating Procedures, but which the university does not have in place. The first missing policy was a Governance, Administration, and Mission Policy. Our University’s policy is significantly different from others as ours includes shared governance. Our campus has a history of shared governance, and there is a wish to continue it. R. Chandrasekaran moved to adopt the policy. Matt Brown seconded. The motion carried.

12. Approval of Fall Graduates – David Cordell David Cordell moved that: These students have applied for graduation and have been reviewed by the Office of Records. The Office of Records has declared that all of these students will be eligible for graduation upon the completion of the current semester’s work at the necessary levels. I request, therefore, that the Faculty Senate certify these students to graduate upon receipt of final grades, and notification of completion of other requirements, provided that the grades are consistent with the standards for graduation prescribed by this University. I also request that the Faculty Senate certify those students designated as eligible to graduate with honors upon completion of coursework and requirements consistent with the standards for honors at the levels offered by this University. R. Chandrasekaran seconded. The motion carried.


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David Cordell moved that: These students have applied for graduate degrees and have been reviewed by the Graduate Dean. The Graduate Dean certifies that all of these students will be eligible for the degrees indicated upon satisfactory completion of the current semester’s work. I request, therefore, that the Academic Senate certify these students to receive the degrees as indicated upon receipt of final grades and notification of completion of other requirements, provided that the grades received are consistent with the standards for credit prescribed by this University. R. Chandrasekaran seconded. The motion carried.

13. Scheduling of December Council and Senate Meetings, and January Council – Richard Scotch A suggestion from the Council was presented to the Senate. The Council would meet on December 2, 2015 to prepare the agenda for the January 20, 2015 Senate meeting. Due to finals week, and winter break there would not be a December Senate meeting, nor a January Council meeting. Tres Thompson moved to also approve moving the March 2016 meeting one week later, as it would fall during spring break. Betsy Schlobohm seconded. The motion carried.

14. Amendments to UTDPP 1062 -General Standards and Procedures for Review of Non tenure-System Faculty – Richard Scotch Revisions from the October Senate meeting were incorporated into the policy and resubmitted to the Senate for approval. Jennifer Holmes moved to approve. Murray Leaf seconded. The motion carried.

15. Revisions to Research of Conflict of Interest – Murray Leaf Dr. Leaf had circulated the updated research conflict of interest policy. Originally separate versions were proposed by the Faculty Senate and the Office of Research, but the Faculty Senate declined to approve it. Recently President Wildenthal was notified that our University had not submitted an approved policy. Dr. Leaf updated the policy to reflect the Senate’s version. R. Chandrasekaran moved to approve the policy. Betsy Schlobohm seconded. The motion carried.

16. Assessment Committee Charge – Serenity King Serenity King requested that the Senate affirm the formation of the committee in principle. After the recent review, her office found that a university wide assessment committee was required. Robert Ackerman moved to affirm the formation of the committee in principle. Jennifer Holmes seconded. The motion carried. The faculty members of the committee will be appointed through the Committee on Committees.

17. Approval of Committee Replacements – David Cordell Committee on Academic Integrity: Tim Christopher replaces Olivia Banner; Erin Smith replaces Liz Salter; Eric Schlereth replaced Liz Salter as Chair. Distance Learning Committee: Dean Mark Spong recommended adding Steve Yurkovich to the committee.


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Committee on Faculty Mentoring; Orlando Richard replaces Dan Bochsler. Committee on Learning Management Systems: Hlaing Minn replaces Kamil Sarac; Susan Minkoff replaces Michael Baron; Jonathan Frome replaces Barbara Ashmore. Committee on Student Scholarships: Carol Lanham replaces Shelly Lane as Chair. Simeon Ntafos replaces Carol Lanham as Vice-chair. Library Committee: Shalini Prasad replaces Xin-Lin Gao; Sean Cotter replaces Mark Rosen; Jennifer Hudson is the replacement for Daniel Wickberg. Academic Program Review Committee: Shayla Holub replaces James Bartlett as both member and CHAIR. Advisory Committee to the University Budget: Larry Overzet replaces Duncan Macfarlane; Bob Glosser (NSM) replaces Robert Kieschnick. Information Resources, Planning & Policy Committee: Edward Harpham replaces Bert Moore. Michael Tiefelsdorf replaces Robert Morris. University Committee for the Support of Diversity and Equity: Jillian Round replaces Michelle Lockhart. ` Institutional Animal Care and Use Committee: Kenneth Hoyt replaces Shalini Prasad. University Safety and Security Committee: Greg Metz replaces John Worrall as CHAIR. University Research Integrity Committee, Christine Dollaghan replaces Anthony Champagne as Vice-Chair. University Sustainability Committee, Carolyn Reichert replaces Dan Bochsler as a member and as Vice-Chair. Tres Thompson moved to approve. Betsy Schlobohm seconded. The motion carried.

18. Amendments to Committee Charges – Richard Scotch UTDPP 1015- Auxiliary Services Advisory Committee: Titles were updated to reflect recent name changes. This was a non-substantive change. UTDPP1017- Campus Wellness Committee: Per a recommendation from the Committee on Committees on July 30, 2015, the Committee Vice-Chair would be appointed by Staff Council. UTD1018- Committee on Committees: The Student Government President was added to the committee to facilitate a smoother appointment of students to committees. UTDPP 1039- References to “The Chancellor’s Council” were removed from the policy as that award is no longer handled by this committee. Matt Brown moved to approve. Kurt Beron seconded. The motion carried.


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19. Regent Rules 31008 – Termination of a Faculty Member Pool – Murray Leaf The university is required to have a pool of available faculty members should it be necessary to terminate a Faculty member. This pool must be updated each year in June. Those members who have left the pool have been replaced. The pool members are: John Fonseka, Murat Kantarcioglou, Mario Rotea, Ovidiu, Daescu, Euel Elliot, May Yuan, Bruce Jacobs, Peter Assmann, Karen Prager, Anne van Kleeck, Greg Dess, Stanley Liebowiz, Vijay Mookerjee, George McMechan, Rod Heelis, Dean Sherry, Roger Malina, Paul Fishwick, Milton Cohen, and Marilyn Waligore. Murray Leaf moved to approved. Betsy Schlobohm seconded. The motion carried.

20. Discussion: Title IX – James Dockery At this time Vice Speaker Scotch opened the floor to allow senators to pose questions, and raise concerns about the Title IX policy and trainings toJames Dockery. Murray Leaf spoke on a major concern of many of the faculty; the reporting of incidents to Mr. Dockery’s office. This included the interpretation in the training that if a faculty member overheard something, a student had a question, or if faculty discovered something in an indirect form such as a paper, the faculty member must report it to the Office of Institutional Equity and Compliance (OIEC). David Cordell requested clarification if it was true that there was a UT System template that system distributed to the University for the Schools to approve. The policy approved by the Senate in September of 2015 was drafted from that template. Mr. Dockery gave a brief history on the development of the policy. Mr. Dockery arrived at UT Dallas in April of 2015. The policy was submitted to all campuses at the end of April/ early May 2015 as a ‘model policy’. The University was to use the template to adopt a policy based on the ‘model policy’. Certain portions of the policy were made to allow it to be ‘localized’ to each specific University. The example given was what resources would be available at each school’s specific location. In 2014 similar policies had already been adopted by several universities. There was a requirement by the Department of Education, Office of Civil Rights that required universities to create policies addressing sexual assault/ harassment. As soon as the policy arrived on campus a committee was created comprised of student affairs, law enforcement, housing, staff council, and faculty. The committee reviewed the policy from every aspect so that the university knew what it was required to do and have available. The committee pulled together all the ‘localization’ aspects of the policy. From there, the Texas Legislature enacted a law that required universities to create a policy addressing these same issues. That law became effective as of July 2015. The policy began its way through the Handbook of Operating Procedures process. The policy was taken through various committees to allow it to be viewed by various stakeholders. The policy was placed on the Senate agenda by the Academic Council for the September Faculty Senate meeting, where it was approved unanimously in the September Faculty Senate meeting. From there the policy was taken to the HOP meeting for final review. There it was approved to be sent to the Office of General Council at UT System. At OGC it was reviewed by the lawyers and approved by system. It was then posted to the UTD Policy Navigator. A concern was raised over the penalties for violating parts of the policies, especially where a student explicitly asks a faculty member not to report. Mr. Dockery responded that were not any penalties involved in not reporting, but there is language in the policy that makes it very specific, “The University


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has an obligation to maintain an environment free of sex discrimination, thus many University employees have mandatory reporting and response obligations and may not be able to honor a complainant’s request for confidentiality. Complainants who want to discuss a complaint in strict confidence may use the resources outlined in Section 3.5.” Section 3.5 notes those who have confidentiality obligations, such as physical and mental health care professionals and pastoral counselors. Mr. Dockery went on to further state from section 4.1 of the policy, “The University has great respect for the privacy of the parties in a complaint. Under federal law, however, Responsible Employees who receive a report of sexual misconduct must share that information with the Title IX Coordinator and/or a Deputy Coordinator. Those individuals may need to act to maintain campus safety…” Mr. Dockery went on to reassure the Senator that his office takes privacy and confidentiality very seriously; however the OIEC office must balance the needs of the overall community as well. It is absolutely critical that they do that in such a way that they can address the needs of complainants, and the accused, as well as addressing the community as a whole. Tonja Wissinger noted that after speaking with Mr. Dockery at the Academic Council she returned to her classes and asked them their understanding of the law. Some of the students had been through the training. She specifically asked her class that deals with childhood sexual abuse because they are more aware of how people disclose sexual incidents. They saw this policy as faculty losing a role where students could come to them, talk and decide what they wanted to report. The faculty members were a sounding board for them. One student even said, “Why should I bother making relationships with faculty if I can’t talk to you, and I have to go to some stranger? Or you have to report to some stranger?” The students are seeing the faculty as losing that role, and without any discretion. A student worker also must discourage students from coming to her and telling her anything private. Mr. Dockery responded that he felt it was a very unfortunate situation. He went on to respond that the confidentiality issue is nationwide. Mr. Dockery had just returned from a conference the previous week where they were discussing this topic. The conference was made up of lawyers that dealt with Title IX issues. They called this situation the ‘Confidentiality Conundrum.’ The Confidentiality Conundrum is where the Department of Education must look at this from a much larger perspective, specifically the needs of the community as a whole. The issues they are pinpointing are issues pertaining to sexual assaults/ sexual harassment. There is no-one stopping the faculty from having confidential discussions with students about as many other issues as they like. The OIEC office fully embraces the issue with regards to confidentially. All of the other UT System schools are also facing these concerns. The bigger issue is, assuming an allegation is true, how can the university balance confidentiality for the complainant against the needs of the potential next victim? How do they balance that against the needs of the parent or family member? Mr. Dockery presented an example: Michigan State had a lawsuit filed in November 2015, by four women. Part of their allegation is that the university took no steps to address issues relating to the perpetrators. Every day the victims had to walk past or see the perpetrators. Even after the university finally conducted an investigation they took no steps to address any of the potential sanctions available to the university such as to remove them from the class. One student said the accused lived in the same dorm, but the university did not remove them from the dorm. According to the allegation, the university took no steps to address the issues raised by those students. Mr. Dockery assured the senators that after working with the student affairs office at UTD these matters are taken very seriously.


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Another question was raised asking how the OIEC will balance the rights of the accused and the needs of complainants. Mr. Dockery responded that the first step will be not to rush to judgment. The first thing will be to conduct a very thorough investigation. Towards that end, the OIEC has hired a lawyer to conduct very thorough investigations. They have great skills and experience. Had the Senators seen any of the investigative reports, they would find they are incredibly lengthy and very detailed. Mr. Dockery’s charge to the investigative lawyer is to leave no stone unturned. Every ‘I’ must be dotted, every “T” crossed. Everyone must have the benefit of the doubt. The next step after investigation would be for the matter to be addressed by the Student Affairs Office. The Dean of Students Office will conduct a hearing, and have the information reviewed again. The OIEC office will be involved in the initial investigation. Why? Because when the report comes to the OIEC office they want to take a fresh perspective from the report. Once Mr. Dockery reviews the incident, he may ask for further investigation. He must give each party an opportunity to rebut, or to make their own additional assertions before he makes a decision. This gives another opportunity for review before it goes on to the Dean of Students’ Office. Mr. Dockery’s background is as a former criminal prosecutor and a former criminal defense attorney, with years of experience in the area of labor and employment law. From that perspective, he knows how to handle accusations right. It is the OIEC’s hope that they will consistently do them right because it is too critical, too important, to not only to the complainant, but also the respondent, and the community. Andrew Blanchard requested clarification on a couple of statements. He felt there was a disconnect between the concerns of Dr. Wissinger and the Michigan State example. He felt they were two different circumstantial events. The assumption in the case of Michigan State was that the four women brought the issue up to the university, and the university did not respond. This was different from Dr. Wissinger’s question, concerning if a student talked to her in confidence. These are two different pathways that should not be confused. Mr. Dockery responded that he disagreed, as he felt they were one and the same. If the initial step to report is not made, the presumption is that because you are a responsible employee, if the information is brought to your attention then the university is on notice. Dean Blanchard commented that he did see the same situation that the university is at risk if Dr. Wissinger was to get a confidential report. However, Mr. Dockery responded that Dr. Wissinger would NOT be able to get a confidential report as she is a responsible employee and must report it. Another faculty member raised the concern that they were responsible for what they could measure, and the Title IX issues are amorphous. Maybe an accusation is the truth, or maybe it is neurosis, a faculty member cannot judge. As a responsible university employee, he is responsible for some things but they do not feel they are responsible for others. They would rather turn that responsibility over to others that are trained in that field. They would like to reserve the right as a faculty member if a student speaks to them confidentially to hold that confidentiality. What the student has been telling them could be true, it could be delusional. He/She may or may not be sympathetic. He/She may or may not offer advice, probably not. He/ She would most likely send them to a counselor or to the student affairs office. He/She doesn’t feel that they should be designated a “Responsible Employee” official. Mr. Dockery reacted to the faculty members concerns from a policy perspective. The expectations found in the policy are what the Department of Education expects, as well as the Office of Civil rights expects from university faculty. From that perspective, fortunately or unfortunately, the decision made by UT System and by others entities requires ‘responsible employees’, which faculty are


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considered, to follow the policy. The policy itself was analyzed, reviewed, and brought before the Faculty Senate in September 2015. It was then voted upon by the Faculty Senate, and approved. Richard Scotch refuted the statement that the Faculty Senate was ‘informed’ that all faculty members would be deemed responsible individuals. That may be a good policy, or may not be a good policy, but in the minutes there was never any discussion of that. When the Senate approves a broad policy it may not in fact equate to endorsement of a specific provision. Whether OCR requires of the university is a separate issue. Dr. Scotch did not feel Mr. Dockery could say that the Faculty Senate ever endorsed the idea that faculty cannot hold student confidentiality. With all due respect Mr. Dockery retorted that he stood before the Faculty Senate in September of 2015 and not one member had a question about the policy. No changes were requested, no adjustments were made, no sleight of hand occurred. It is a fact that the policy was presented before the September 2015 Senate in its entirety, voted upon, and approved by the Senate in which 40 for the 51 members were in attendance. Another faculty member requested clarification on the policy. The faculty member believed that the policy was very inclusive, specifically to report all incidents occurring on university property by students, faculty, staff, or guests to the university. Therefore, if something that happened in early childhood between a child and an uncle who is now dead was reported, should a faculty member still have to report that? If so, the policy is overly inclusive. Mr. Dockery acknowledged the faculty member’s concern, and addressed his office’s role in a situation such as their example. His office would conduct an immediate investigation into matters that impact the community to keep the community safe. The goal of the policy over all is to address issues of immediate concern to the community, and to insure that there is a complete and thorough investigation of the facts. Something that happened five to six years ago does not impact the community’s immediate safety concern. The faculty member rebutted that is not how she felt the policy was written, and therefore the intent needs to be placed into the policy. The wording needs to be very specific so that the intent is very clear so that the faculty who are now being upheld as the responsible parties will know exactly what type of incidents needs to be reported. If it is something that occurred outside the campus, in a relationship that is outside of the campus, it needs to be very clear that it doesn’t need to be reported unless that person is likely to visit this campus and cause a ruckus. She felt it needed to be clearly stated within the intent of the policy, and there needs to be a change. In order to facilitate a more orderly discussion Vice Speaker Scotch began calling upon senators in order to make sure everyone could voice their opinion within the time period allowed. Matt Brown raised a question regarding procedure. If the Senate remained dissatisfied with the policy as interpreted, what are the Senate’s options? Would it be possible to introduce a brief amendment? Is it possible to strike faculty members from those designated as responsible employees? Vice Speaker Scotch reminded the senators that Mr. Dockery noted that the policy has already gone through the process, therefore a change could be initiated in the policy but would not go into effect unless adopted by UT System, and first by the HOP. So the Senate can make whatever proposal they choose but that would not necessarily mean the proposal would go into effect unless it was affirmed through the necessary process.


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Kurt Beron requested a model syllabus item be created so that his students were informed that he would gladly be a resource for sexual violence, but should they disclose anything to him in any way he is required to report it to the OIEC. Mr. Dockery advised the Senate that he had worked with the Provost’s office to develop a statement for the syllabus template for that purpose. It has been vetted already by Student Affairs, and through various faculty. He will be making minor adjustments to the item, but it will then be returned to the Provost’s office. From there it will follow proper procedure for approval as part of the official syllabus template. Tres Thompson raised his concerns that he did not feel that during the presentation of the policy at the September Senate meeting, there was no clear definition of terms of what a ‘Responsible Employee’ was. He noted he had a philosophical problem with the whole issue, because universities are acting in loco parentis [‘in the place of a parent’] by generating a system for dealing with sexual misconduct. In reality, universities have done an abysmally poor job compared to the criminal justice system in dealing with these issues. He asked whether individuals designated under Title IX as responsible individuals were pushing back, and said that this is not an issue on which universities have a good track record. Mr. Dockery responded that from his perspective, the Title IX policy has made the determination what is sexual misconduct, and underneath sexual misconduct is sexual harassment, and other non-criminal types of misconduct as well. From that perspective, not everything goes to the police department. Even with that in mind, there are two aspects of the process: the criminal, which is proof beyond a reasonable doubt. Then there is the civil aspect of the administrative investigations. The Department of Education through the Office of Civil Rights requires universities to conduct their own investigations separate and distinct from criminal investigations. The reason for that is that, typically, the investigation, if it is done well, can be done within a reasonable period of time to address the safety of the community. Which also means then from that perspective, you can very easily take immediate measures to address the community concerns of the safety of the community. For instance, removing people from a dorm, or to require the accused to take an online version of a course because of the fear and concern that the alleged victim or actual victim had for their safety. The criminal side of the house could take years to address an allegation, but the Department of Education Office of Civil Rights has said that universities must conduct these administrative investigations. Dean Blanchard noted he believed the concern the faculty is trying to express was that they do not have a clear understanding of what to do beyond the restricted ability to hold knowledge of an incident in confidence, and they needed to understand what the next step would be other than to report to the OIEC office. Mr. Dockery replied that if a faculty member cannot keep a confidence, the recommended procedure is to tell the individual to go to a counselor who can keep the confidence. That would offer the faculty an opportunity to say, “You realize I cannot keep this in confidence, please go and see the particular counselor who can help you in confidence.” That is a process in which faculty can understand what the next step would be. Currently the faculty view is that they have a duty to report an incident. They don’t want to disagree with the law, but they have to have some sense that they are doing well for that student. Mr. Dockery responded that universities around the country have invested quite heavily in Title IX coordinators, counselors, and in training because they want to do the right thing. Sadly there are times in the law where one cannot be as specific as one would like. Part of what takes the burden off the faculty is that the OIEC office can do the detailed analysis instead of the faculty themselves. If they do not know what to do, they know to call Dockery’s office. This will allow the faculty and Mr.


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Dockery himself to work through the variety of issues, and then work together to come to a resolution that works for the student, respondent, and for the community as a whole. Yes the policy says that faculty must report, but that report is to a team of people who are genuinely interested in making certain that confidentiality is maintained as much as possible, and that issues are addressed aggressively and thoroughly, and completely. At end of the day, the university will have a process the faculty will be proud of. At this time Vice Speaker Scotch noted that he would continue with those whom he had called upon, but once they were done the meeting will close. If there were Senate members who felt that additional actions should be taken by the Senate on Title IX, they should contact those in Academic Council which will meet on December 2, 2015. From there Council can decide if any proposal needs to be referred to a committee, or brought back to the Senate. The Senate will not meet again until January 20, 2016. Mr. Dockery invited any concerned Senators to contact him via email or phone with any questions or concerns. He wanted to make certain that his office is transparent and available to all faculty. If at the end of the day, it is necessary for it to come back to Council or Senate, he would be willing to do that. Michael Tiefelsdorf raised a concern regarding the process of investigation. While the OIEC office does its best to be impartial the office may still have an appearance of not being impartial. He recommended that the office provide separate resources in the investigation to both the accuser and the accused, rather than mingle everything into one report. David Cordell wished to establish a couple things. The law itself does not say faculty are responsible employees? Mr. Dockery responded that in fact the law does state that faculty ARE responsible employees. Vice Speaker Scotch clarified further that Title IX does not say that, but the Office of Civil Rights policy document does, and Mr. Dockery agreed. Vice Speaker Scotch further stated that it was not the law, but their interpretation of the law. Mr. Dockery called back to how the lawyers developed the policy. A group of lawyers at UT System that had outside council engaged as well and taking all the guidance from the Office of Civil Rights that ‘Dear Colleague..’ letters were created. The ‘Dear Colleague’ letter would say it is not the law but we expect you to follow it. In addition to that, there are other types of information used, most recently the University of Virginia and the University of Montana entered into a resolution with the Department of Education. It is from those resolutions that the policy was created. Dr. Cordell refocused his clarification, that the law does not state that faculty are responsible employees, and that no actual regulations make this determination, but only a letter specifies that. Mr. Dockery confirmed the statement, but noted that the letter is very close to the law. Dr. Cordell further questioned if the UT System specified in the template that you must include faculty. Mr. Dockery strongly confirmed that yes, the System did specify in the template that it included faculty. The template was a mandatory policy for the system, and all other UT System universities have had in advance or adopted the system required policy. Richard Scotch recommended that the senators review the documents regarding Title IX from the Council packet [See Appendix] for further clarification. He specifically noted the guidance from the Office of Civil Rights with questions and answers. Section D.1 “Which school employees are obligated to report incidents of possible sexual violence to school officials?” That passage provides the guidance on this issue. Mr. Dockery quoted from Section 3.2 of the UTD Prohibited Discrimination and Sexual Harassment/Sexual Misconduct Policy,


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“Incidents of sexual misconduct (including sexual harassment and sexual violence) and other inappropriate sexual conduct may also be reported to Responsible Employees. A Responsible Employee is a University employee who has the duty to report incidents of sexual misconduct to the Title IX Coordinator or other appropriate designee… Responsible employees include all administrators, faculty, supervisory staff, resident life directors and advisors, and graduate teaching assistants, except any employee with confidentiality obligations as defined in Section 3.5.”

Murray Leaf noted that the policy and the law distinguish between complaint and discussion. Dr. Leaf asked if Mr. Dockery felt that any discussion was a complaint. That assumes that the student cannot distinguish between discussion and complaint. He felt that Mr. Dockery was saying that the faculty were not allowed to distinguish between discussion, and complaint. Mr. Dockery remarked that the definition is, “Incidents of sexual misconduct (including sexual harassment and sexual violence) and other inappropriate sexual conduct may also be reported to Responsible Employees. A Responsible Employee is a University employee who has the duty to report incidents of sexual misconduct …” Mr. Dockery said that if he was asked to give the faculty a bright line list of everything that could be considered an incident of sexual misconduct, it cannot be done. Dr. Leaf replied that everyone knows what the difference between a discussion and a complaint, and he felt that Mr. Dockery was ignoring that fact. Mr. Dockery remarked that he disagreed. Dr. Leaf continued that faculty could ask a student who is a grown up intelligent person, do you wish to make a complaint? Then they have made a complaint. Mr. Dockery attempted to explain his point of view by saying he lives in a world of precedent, from that prospective most recently Butters vs. James Madison University, where a student had been sexually assaulted at a party off campus down in Florida. The Dean of Students asked the question “Do you want to file an official complaint?” The student said, “I don’t know and I don’t think so.” The court said the University was wrong for not immediately investigating that incident. Dr. Leaf countered that this was not the situation he was asking about. Mr. Dockery returned to the Responsible Employees and what their duty is, and that duty is to report incidents of sexual misconduct to include sexual harassment and sexual violence. Vice Speaker Scotch noted that the senators were not arguing the fact that responsible employees must report incidents of sexual misconduct, what many of the senators are saying is that there is always some discretion about whether something is an incident of sexual misconduct or something else. If it is clearly an incident of sexual misconduct, the law may be clear, but that everyone has some amount of discretion about how to interpret things that happen. So if someone says something rude. Vice Speaker Scotch might not consider it an incident of sexual misconduct, but someone else might. A discussion about it might occur. If the faculty lose that discretion, as faculty members they are trained to have to make these judgments, they are not the same as judgments that attorneys and judges make. But for many of the faculty, this is a deep concern. When this concern was raised the response from the OIEC office was simply to state, “You must report sexual misconduct.” The faculty agree with that, but maybe they don’t have to report someone who makes a sexist comment, but that may not be at the level of sexual misconduct. Mr. Dockery assured the Senate that he was not trying to be disrespectful, but he felt that hairs were being split. The group could talk about what is, and he agreed with the faculty that there is always a level of discretion, and he felt that the policy was not asking the faculty to check their common sense at the door. The key component is when in doubt, report. If two people were sitting around a table, and a comment is made does that automatically mean that is sexual harassment? The answer is, No. Sexual harassment is repeated unwelcomed conduct; however the person who overhears it may find it offensive. They may say that they heard the comments and he/she did absolutely nothing about it. That may force the OIEC to address these issues. It is a very


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complex situation. Mr. Dockery assured the Senate that he did not want them to check their common sense at the door. He highly stressed, however, that when in doubt to please report it. Carie Lambert was given the floor for comment on the Title IX training itself. She expressed that she understood the need for the training; however she felt the training was insensitive. It focused on what was going on at other universities. She felt she did not need to know about the crimes on other universities. There was a lot of drama in the training that was unnecessary. Dr. Lambert felt that much of it was insensitive to those who have experienced sexual violence in their past. What she wanted to have seen was what her responsibilities were, and how she could best help her students and university. She stated that she sat next to someone who had to leave the room to be sick, and another who spent the training sobbing. In her opinion it was too traumatic for many faculty. She suggested that the training be cut down to one hour, that any longer time made it unnecessarily drawn out, and also advised that the filmed material be dropped. She contended that the faculty simply need to know what they need to do to help their students and university. Dr. Leaf commented that the training did not speak well to the sensitivity or the OIEC. Matt Brown commented that he felt that the training showed that the office was not trustworthy.

21. Adjournment

Betsy Schlobohm made a motion to adjourn the meeting. Matt Brown seconded the motion. The motion carried. The meeting adjourned at 4:09 PM. APPROVED: ___________________________ DATE: _____________

David Cordell Secretary of the Faculty

Item 6: Campus Carry

Campus Carry Policy Working GroupFinal Report December 2015

© 2015 The University of Texas at Austin Campus Carry Policy Working Group Final Report 2

EXECUTIVE SUMMARY

I. INTRODUCTION

II. THE LAW

A. Summary of Key Points

B. This is Not an Open-Carry Law

C. The Applicable Law

1. The Law Before S.B. 11

2. S.B. 11

III. THE WORKING GROUP’S CONSULTATIVE AND DELIBERATIVE PROCESS

A. Consultation

B. Working Group Process

C. What We Heard and Learned

1. Consultation with Students, Staff, and Faculty

2. Relevant Demographic Information

3. Information from Other States

IV. RECOMMENDATIONS

A. How Handguns Must Be Carried and Stored

B. Where License Holders Must Not Carry Handguns

1. Statutory Gun-Exclusion Zones

2. Gun-Exclusion Zones Established Under Section 411.2031(d-1)

C. Incidental Implementation Measures

D. Proactive Measures

1. Mental Health

2. Safety Training and Communication

3. Academic Research and Data Collection

4. Additional Safety Measure

E. Why We Do Not Recommend Classrooms Should Be Gun-Exclusion Zones

V. CONCLUSION

Appendix A. Membership of Campus Carry Policy Working Group and Subcommittees

Appendix B. Text of Relevant Statutes

Appendix C. Recommendations and Comments

TABLE OF CONTENTS


EXECUTIVE SUMMARY

Background

Senate Bill 11, the “campus carry” law, was passed by the

Texas Legislature and signed into law by Governor Abbott

last spring. It provides that, beginning August 1, 2016, a

person who holds a license to carry may carry a handgun

– concealed – both on the grounds and in the buildings

of an institution of higher education. S.B. 11 authorizes

the president of a public university to enact reasonable

rules and regulations regarding the concealed carry of

handguns on campus. But these rules and regulations

may neither generally prohibit nor have the effect of

generally prohibiting license holders from carrying their

concealed handguns on campus. A second bill passed by

the Legislature – the open-carry law – expressly exempts

institutions of higher education. Thus, the open carry of

handguns on campus is now and will remain a crime.

University of Texas at Austin President Gregory L. Fenves

established the Campus Carry Policy Working Group to

recommend to him implementation policies for S.B. 11.

The Working Group comprises faculty, staff, students,

a distinguished alumnus, a parent and university

administrators.

Consultation and Deliberation

The Working Group consulted extensively with the

University community. Our online survey generated more

than 3,300 comments, and we received and considered

numerous other submissions from scores of departments

and schools, student groups, professional associations

and organizations, individuals, and the Faculty Council.

We conducted two public forums, which were attended

by approximately 400 people. Both events were live-

streamed, and the recordings were then posted on our

website. The second forum alone garnered nearly 32,000

views. We also researched the applicable legal and

regulatory regimes of the seven states where campus

carry has already been mandated and reached out to

representatives of campuses in those states.

A very substantial majority of the comments we received

from the University community expressed opposition to or

serious misgivings about S.B. 11 and the implementation

of campus carry. Many fears were repeatedly expressed:

about handgun carriers going on rampages; about the risk

of accidental discharges, especially in large crowds or labs;

that handgun carriers will make bad decisions when faced

with an active shooter; and that more guns on campus will lead to an increase in campus suicides.

Substantial numbers of faculty strongly conveyed their belief that campus carry will have a significant, adverse effect on classroom discussions and their academic freedom. They expressed a deep-seated fear that the knowledge that one or more students might be carrying a concealed weapon would have a substantial chilling effect on class discussion. These comments were echoed by many students and by numerous national organizations, such as the American Association of University Professors and the Association of American Colleges and Universities.

Many commenters expressed the view that campus carry would impede the University’s ability to recruit and retain students, faculty, and staff.

On the other hand, a substantial number of the comments we received favored campus carry. Many of these commenters said they should be able to carry a concealed handgun as they walked – sometimes a substantial distance, at night – to a parked car or their home. Others asserted that they should be able to have a concealed handgun available should an active shooter situation arise. Many contested claims that campus carry would cause an increase in campus violence, citing Texas Department of Public Safety data indicating that license holders are, as a group, extremely law-abiding. And many cited the Second Amendment of the U.S. Constitution.

Based on Texas DPS and University enrollment data, we estimate that less than one percent of our students will have a license to carry a handgun. We did not perform similar calculations for staff and faculty. According to Texas DPS and census data, however, license holders comprise about 4.5% of the Texas population aged 21 and older.

Our examination of states that already have campus carry revealed little evidence of campus violence that can be directly linked to campus carry, and none that involves an intentional shooting. We learned of four accidental discharge incidents. Two involved a license holder who was openly displaying a handgun to another person; the other two involved license holders who were carrying their handguns unholstered in their pants pocket.

We found that the evidence does not support the claim that a causal link exists between campus carry and an increased rate of sexual assault. We found no evidence that campus carry has caused an increase in suicide rates on campuses in other states.


Recommendations

Our recommendations are the product of substantial

study, deliberation, and debate. The 19 members of the

Working Group brought a wide range of experiences

and expertise to our deliberations. Not surprisingly, our

discussions were intense, and we often disagreed.

In the end, however, we were able to reach consensus

on 25 recommendations. These are grouped in four

categories: how handguns must be carried and stored;

where handguns must not be carried; incidental

implementation measures; and proactive measures. This

summary sets forth – sometimes in somewhat simplified

fashion – what we believe to be the most significant

recommendations.

How Handguns Must Be Carried and Stored.

These recommendations are designed to ensure that

handguns will be carried and stored on campus in the

safest way possible.

• License holders who carry a handgun on campus

must carry it on or about their person at all times or

secure their handgun in a locked, privately-owned or

leased motor vehicle. “About” the person means that

a license holder may carry a handgun in a backpack or

handbag, but the backpack or handbag must be close

enough to the license holder that he or she can grasp

it without materially changing position.

• Handguns – including those carried in backpacks

and handbags – must be carried in a holster that

completely covers the trigger and the entire trigger

guard area. The holster must have sufficient tension

or grip on the handgun to retain it in the holster even

when subjected to unexpected jostling.

• Semiautomatic handguns must be carried without a

chambered round of ammunition.

Where Handguns Must Not Be Carried.

Regardless of S.B. 11, Texas law will continue to prohibit

license holders from carrying handguns in certain on-

campus locations. These include:

• The physical premises of a pre-K through 12 school or

educational institution. This includes, for example, the

UT Elementary School.

• The grounds or building on which an activity

sponsored by a pre-K through 12 school or educational

institution is being conducted. This would include, for

example, the Blanton Museum of Art when a public

school field trip is being conducted there.

• The premises where a high school, collegiate, or

professional sporting event or interscholastic event is

taking place. This would include UT athletic events.

The Working Group recommends the concealed carry of

handguns also be prohibited in the following:

• Areas for which state or federal law, licensing

requirements, or contracts require guns be excluded.

This would include, for example, our Nuclear

Engineering Teaching Laboratory and on-campus

child-care facilities.

• Patient-care areas, including those in which

professional mental health services are provided.

This would include, for example, the University Health

Services and Counseling and Mental Health Center.

• Areas in which formal hearings are being conducted

pursuant to institutional disciplinary and grievance

rules. This would include, for example, formal hearings

conducted by Student Judicial Services.

• Areas where the discharge of a firearm might cause

great harm, such as laboratories with extremely

dangerous chemicals, biologic agents, or explosive

agents, and areas with equipment that is incompatible

with metallic objects, such as magnetic resonance

imaging machines.

The Working Group recommends that counselors, staff,

and volunteers who work in a campus program for minors

and parents of attendees should not be permitted to carry

a concealed handgun on the grounds or in buildings where

the program is conducted.

On-Campus Residence Halls and University Apartments.

The Working Group recommends:

• The concealed carry of handguns should be generally

prohibited in on-campus residence halls.


• Exception: A resident’s parents should be permitted

to carry a concealed handgun on or about their person

while visiting a child in on-campus residence halls.

• Exception: The concealed carry of handguns should be

permitted in common areas of on-campus residence

halls such as lounges, dining areas, and study areas.

• The concealed carry of handguns should be allowed

in University Apartments (widely known as “married

student housing”).

• Residents of University Apartments who have

handguns must store them in gun safes that meet

specified standards and that are physically secured

in a manner that conforms to Division of Housing and

Food Service policy.

Several considerations justify these recommendations.

First, while only about one percent of students who are

at least 21 years old live in on-campus residence halls, a

substantial number of students under the age of 18 live in

them. Second, only two percent of on-campus residence

hall rooms are designated single rooms. This significantly

diminishes the likelihood that handguns can be safely

stored at all times. These specific safety considerations,

however, pertain most strongly to the living areas of the

residence halls. Therefore, we recommend that common

areas such as lounges, dining areas, and study areas

be treated as they are elsewhere on campus, and that

concealed carry be permitted there. Nor are these safety

considerations relevant to a parent’s concealed carry of a

handgun while visiting a child in a residence hall.

University Apartments should be treated differently because

of their physical lay-out – they have private bedrooms – and

because their resident population is considerably older –

virtually all contract holders are at least 21.

Offices. The Working Group recommends:

• The occupant of an office to which he or she has

been solely assigned and that is not generally open

to the public should be permitted, at the occupant’s

discretion, to prohibit the concealed carry of a

handgun in that office.

• An office occupant who chooses to exercise this

discretion must provide oral notice that the concealed

carry of a handgun in the occupant’s office is

prohibited.

• If the occupant’s duties ordinarily entail meeting

people who may be license holders, the occupant

must make reasonable arrangements to meet them in

another location at a convenient time.

The law has traditionally vested the occupant of an office

with substantial control over his or her office space.

The United States Supreme Court has recognized that

government employees have a constitutionally-protected

right of privacy in their offices. UT faculty, staff, and students

who occupy offices to which they are solely assigned and

that are not generally open to the public have traditionally

been vested with the authority to control who may and

may not enter. They have long exercised that discretion

(unrelated to the concealed carry law) and should be able to

continue to do so. We recommend that an office occupant

must give oral rather than written notice to avoid the

proliferation of signage that would otherwise be required.

Proactive Measures.

The Working Group makes recommendations regarding steps

the University could take to improve campus safety, alleviate

fears aroused by S.B. 11, and enhance the University’s role in

the study of gun violence.

Mental Health. The University should examine the level

of resources devoted to mental health services and

better publicize the existence of mental health services

already available to the UT community.

Safety Training and Communication. The University

should both package existing training materials in a

unified and easy-to-find webpage and better publicize

their existence. The University should develop

mandatory training materials for all students, staff, and

faculty on how to respond to an active shooter situation.

It should also develop additional training materials on a

variety of other suggested topics.

Academic Research and Data Collection. The

University should develop an institutionalized means

of systematically gathering and analyzing data on the

effects of campus carry. It should also should consider

ways to encourage and support the study of a panoply

of issues related to gun violence.

Additional Safety Measure. To the extent possible, office

space within gun-exclusion zones should be made


available to faculty and staff who do not have offices to

which they are solely assigned. These may be used for

conferences and meetings on a scheduled basis.

Classrooms

The Working Group is aware of, and sympathetic to, the

overwhelming sentiment on campus that concealed carry

should not be permitted in classrooms. Every member of

the Working Group – including those who are gun owners

and license holders – thinks it would be best if guns were

not allowed in classrooms. Nevertheless, the Working

Group does not recommend that classrooms should be

designated a gun-exclusion zone.

The primary on-campus activity for most of our more than

50,000 students is going to class. Excluding handguns

from classrooms would have the effect of generally

prohibiting license holders from carrying their handguns

and so would violate S.B. 11.

The only possible way to avoid this result would be for

the University to provide gun lockers at strategic points

around campus. We believe that this would be extremely

ill-advised for several reasons. Most significantly, every

knowledgeable source we consulted unequivocally

stressed the danger that accompanies the transfer of

a handgun to a storage unit. A policy that increases the

number of instances in which a handgun must be stored

multiplies the danger of an accidental discharge. We

believe this danger would be especially acute in gun lockers

placed around campus. These are most likely to be used

when a license holder is attempting to store a handgun

while heading to class. It is all-too easy to imagine that

there will be days when a license holder is running a bit late

and thus will be less cautious in storing the handgun.

The Working Group concluded, without hesitation, that

the risks to human life of placing gun lockers around

campus would substantially outweigh any benefits that

would accrue from banning concealed handguns in

classrooms. Our charge from President Fenves was to

make recommendations that would promote safety and

security for all members of the campus in a way that is fully

compliant with the law. Recommending that the University

install and operate gun lockers around campus would be

inconsistent with that charge.

This Executive Summary provides only a brief overview of the

results of our three months of work. We urge all members of

the University community to read the full report.


Earlier this year, the Texas Legislature passed and Governor Abbott signed into law Senate Bill 11. Known as the “campus carry” law, S.B. 11 provides that, as of August 1, 2016, a person who holds a license to carry may carry a handgun – concealed – both on the grounds and in the buildings of an institution of higher education. As fully explained below, S.B. 11 authorizes the president of a public university to enact reasonable rules and regulations regarding the concealed carry of handguns on campus – but not rules or regulations that generally prohibit or have the effect of generally prohibiting license holders from carrying their concealed handguns on campus.1

President Fenves established the Campus Carry Policy Working Group to recommend to him implementation policies for S.B. 11. The Working Group comprises faculty, staff, students, a distinguished alumnus, a parent, and university administrators. In addition, President Fenves created two subcommittees to support the Working Group. One focuses on safety and security issues; the other on communication and training. These subcommittees are chaired by members of the Working Group and staffed by employees from the UT Police Department, Campus Safety and Security, the Office of Legal Affairs, and other campus offices. The full membership of the Working Group and these subcommittees is listed in Appendix A.

Campus carry has proved to be a highly controversial issue. It has provoked intense interest and passion among members of the University community. Campus carry has been widely covered in the press, both locally and nationally, especially after the tragic October 2015 campus shooting in Oregon. The Working Group understands well that many members of the UT community strongly believe that S.B. 11 should never have been enacted. We are also keenly aware that no set of recommendations we make will satisfy everyone. Nonetheless, we have made every effort to remain true to the charge President Fenves gave us: to recommend steps he can take that will promote safety and security for all members of the campus in a way that complies with the law.

1 S.B. 11 allows private universities to completely ban license holders from carrying handguns on campus. Tex. Gov’t Code § 411.2031(e).

Part II of this Report reviews the relevant law. In Part III, we detail the Working Group’s deliberative process, focusing on how and what we learned from our consultations with students, staff, faculty, and other members of the University community as well as our independent research. Part IV sets forth our recommendations, which are divided into four categories: (1) how license holders must carry and store handguns on campus; (2) places and activities that may constitute gun-exclusion zones; (3) incidental implementation issues; and (4) proactive measures to address concerns raised by campus carry. Part IV concludes with our explanation for why we have not recommended that classrooms be designated gun-exclusion zones.

I. INTRODUCTION


Because of the complexity of the law, we begin with a summary of key points.

A. Summary of Key Points

• The open carry of handguns on campus is now and will remain a crime.

• The concealed carry of handguns by license holders on the grounds of campus has been allowed since 1995.

• S.B. 11 authorizes license holders to carry concealed handguns in university buildings.

• S.B. 11 authorizes university presidents to establish rules and regulations “concerning the storage of handguns” in on-campus dormitories or other residential facilities.

• S.B. 11 authorizes university presidents to establish reasonable rules and regulations “regarding the carrying of concealed handguns by license holders on the campus … or on premises located on the campus.” There must first be consultation with students, staff, and faculty regarding “the nature of the student population, specific safety considerations, and the uniqueness of the campus environment.”

• The rules and regulations may not “generally prohibit or have the effect of generally prohibiting license holders from carrying concealed handguns on the campus.”

• Effective notice must be provided with respect to any place where handguns may not be carried.

• Provisions in the Texas Penal Code that criminalize the carrying of handguns in certain areas remain in effect.

B. This is Not an Open-Carry Law

During our consultations with the University community, it became clear that many people are confused about what S.B. 11 does and does not do. The most common misunderstanding is that S.B. 11 is an “open-carry” law that authorizes license holders to openly display their handguns. This is not true, and we wish to make this crystal clear.

S.B. 11 was one of two major handgun laws enacted by the 2015 Legislature. The other was House Bill 910. While H.B. 910 does generally authorize license holders to visibly carry handguns in a belt or shoulder holster, section 47 of H.B. 910 expressly creates an exception for universities. It is now a crime – and it will remain a crime – for a license

holder to openly carry a handgun on university premises as well as on any university driveway, street, sidewalk, walkway, or parking area.

C. The Applicable Law

The legal framework surrounding campus carry consists of a number of interrelated statutes in the Texas Penal and Government Codes. One cannot apprehend the significance of S.B. 11 without understanding the relevant laws.

1. The Law Before S.B. 11

Before S.B. 11 was enacted, the laws governing the carrying of handguns by license holders2 on campus were found primarily in the Texas Penal Code (TPC) §§ 46.02, 46.03, 46.035, and 46.15. Essentially, §§ 46.02 and 46.15 together barred someone who did not have a license from carrying a handgun any place other than his or her own premises and motor vehicle. License holders, however, were permitted to carry their handguns in a concealed manner unless otherwise prohibited by law.

TPC § 46.03(a)(1) made it illegal, even for license holders, to carry a handgun “on the physical premises of a school or educational institution.” Before S.B. 11 was passed, this provision covered institutions of higher education, and so license holders were prohibited from carrying a handgun “on the physical premises” of a university. “Premises” is defined in TPC § 46.035(f) as “a building or portion of a building.” Therefore, before S.B. 11, license holders were permitted to carry their concealed handguns on the grounds of a university, but not in university buildings. This has been the law in Texas since 1995.

2 Eligibility for a Texas license is restricted to those who, among other things: are at least 21 years of age (except for members of the military or veterans); have not been convicted of felony; have not been convicted in the past five years of a Class A or Class B misdemeanor; are not presently charged with Class A or Class B misdemeanor or a felony; are not currently restricted under a court protective order or subject to a restraining order; are not chemically dependent; are not incapable of exercising sound judgment regarding the proper use and storage of a handgun; and are fully qualified under applicable federal and state law to purchase a handgun. Tex. Gov’t Code § 411.172. A license applicant must complete at least four hours of training taught by a certified instructor and pass a proficiency examination. Tex. Gov’t Code § 411.188. For a complete list of the eligibility requirements and other information about obtaining a license in Texas, see http://txdps.state.tx.us/RSD/CHL/index.htm.

II. THE LAW

http://txdps.state.tx.us/RSD/CHL/index.htm

http://txdps.state.tx.us/RSD/CHL/index.htm


Finally, both TPC §§ 46.03(a) and 46.035(b) listed a

number of other places in which even license holders

were barred from carrying a concealed handgun. These

provisions remain largely unchanged by S.B. 11. Relevant

provisions of these laws are detailed in Part IV of this

Report, and their text is reproduced in Appendix B.

2. S.B. 11

S.B. 11 amends both the Texas Government and Penal

Codes in several critical ways.

S.B. 11 adds a new section to the Texas Government

Code (TGC) that authorizes campus carry of concealed

handguns by license holders. TGC § 411.2031(b) states,

“A license holder may carry a concealed handgun on or

about the license holder’s person while the license holder

is on the campus of an institution of higher education …

.” Consistent with this, the bill amended TPC § 46.03.

Before S.B. 11, TPC § 46.03(a) barred license holders

from carrying handguns on the premises of a “school

or educational institution.” S.B. 11 creates an exception

to this provision that allows license holders to carry

concealed handguns “on the premises of an institution of

higher education.” TPC § 46.03(a)(1)(B). Put simply, S.B.

11 extends existing law, which permitted license holders to

carry concealed handguns on the grounds of a university

campus, by authorizing license holders to carry concealed

handguns in university buildings. These changes take

effect on August 1, 2016.

S.B. 11, however, gives university presidents some

discretion to regulate campus carry. First, under TGC §

411.2031(d), the president of a university may establish

rules and regulations “concerning the storage of handguns”

in on-campus dormitories or other residential facilities.

Second, TGC § 411.2031(d-1) provides that the president

shall establish reasonable rules and regulations “regarding

the carrying of concealed handguns by license holders

on the campus … or on premises located on the campus.”

Before establishing these rules and regulations, the

president must consult with students, staff, and faculty

concerning “the nature of the student population, specific

safety considerations, and the uniqueness of the campus

environment.” Id. Finally, S.B. 11 enjoins the president from

enacting rules and regulations that “generally prohibit or

have the effect of generally prohibiting license holders

from carrying concealed handguns on the campus.” Id.

Under S.B. 11, the Board of Regents must review any rules

or regulations that a university president adopts under

TGC § 411.2031(d-1). The Regents may, by a two-thirds

vote, amend those rules or regulations. TGC § 411.2031(d-

2). Moreover, S.B. 11 requires each university to submit

to the legislature and relevant committees a report that

describes the rules and regulations it has adopted and

explains the reasons it has adopted them. This report must

be submitted by September 1, 2016. TGC § 411.2031(d-4).

S.B. 11 also contains two notice requirements. First, the

university must widely distribute its rules and regulations

to students, staff, and faculty, and prominently publish

them on the University’s website. TGC § 411.2031(d-3).

Second, TGC § 411.2031(d-1) requires the university to

give “effective notice under Section 30.06, Penal Code,

with respect to any portion of a premises on which license

holders may not carry.” TPC § 30.06 in turn provides that

notice may be given by oral or written communication.

Written communication may take either of two forms. It

may be given individually on a card or document or more

generally through posted signage. Either way, TPC § 30.06

prescribes the precise language the written notice must

contain:

“Pursuant to Section 30.06, Penal Code

(trespass by license holder with a concealed

handgun), a person licensed under Subchapter H,

Chapter 411, Government Code (handgun licensing

law), may not enter this property with

a concealed handgun.” TPC § 30.06(c)(3)(A).

For posted signs, this language must appear in both

English and Spanish, in block letters at least one inch

high. The Working Group did a mock-up of this statutorily-

mandated signage and determined that these signs will

have to be at least two feet by three feet in dimension.

Finally, S.B. 11 amends TPC § 46.035. Most significantly,

it adds a provision that criminalizes a license holder’s

concealed carry of a handgun on campus premises that

the university’s rules and regulations have declared gun-

exclusion zones, so long as the university gives effective

notice under TPC § 30.06. TPC § 46.035(a-3). S.B. 11 also

adds another section to TPC § 46.035 (as did H.B. 910,

the open carry law) that criminalizes the open carry of

handguns on campus. TPC § 46.035(a-1). To repeat what

we said earlier: The open carry of handguns on campus is

and will continue to be a crime.


A. Consultation

S.B. 11 requires consultation with “students, staff, and

faculty … regarding the nature of the student population,

specific safety considerations, and the uniqueness of

the campus environment.” The Working Group strived to

gather as much input as possible, not only from students,

staff, and faculty, but also from other members of the

University community, including alumni and parents.

We also sought to communicate with the University

community and to proceed in as transparent a manner as

possible. Our efforts included:

• An online survey at our website, campuscarry.utexas.

edu. This generated more than 3,300 comments, all

of which were read carefully.

• Two public forums. These forums were attended by

approximately 400 people, and 75 people spoke.

Both events were live-streamed, and the recordings

were then posted on our website. The second forum

alone garnered nearly 32,000 views.

• A survey of all the deans, directors of off-campus

research programs, and various other program

directors seeking their input about possible gun-

exclusion zones.

• The chair of the Working Group spoke and took

questions at meetings of various constituent groups,

including the Faculty Council; Staff Council; a student

forum hosted by the Student Government, Senate of

College Councils, and Graduate Student Assembly;

the Texas Parents Association Advisory Board; and

the Texas Exes Board.

• Working Group members engaged in frequent

informal communication with members of the

University community.

• The Working Group received and read numerous

other comments, petitions, and resolutions from

scores of departments and schools, student groups,

professional associations and organizations,

individuals, and the Faculty Council.

• The Working Groups heard frequently from groups such

as Gun Free UT and Students for Concealed Carry.

Legislatures in seven other states have already mandated

various forms of campus carry. These are Colorado,

Idaho, Kansas, Mississippi, Utah, Oregon, and Wisconsin.

Therefore, the Working Group attempted to learn as much

as we could about how campuses in these states have

responded to campus-carry mandates. We both researched

the applicable legal and regulatory regimes and reached out

to representatives of campuses in all of these states.

B. Working Group Process

The Working Group met on a weekly basis throughout

the Fall 2015 semester. Beyond the two subcommittees

established by President Fenves, which were composed

primarily of University staff and administration members,

the Working Group created its own subgroups. To deal with

the voluminous number of comments we received (filling

more than 800 pages, printed), we formed a Comments

Subgroup. Its task was to systemically read and digest

these comments, and report its findings to the entire

Working Group.

Second, the feedback we received included numerous

suggestions as to what the University could do to maximize

campus safety, alleviate fears aroused by S.B. 11, and

enhance the University’s role in the study of gun violence.

Therefore, we established a Proactive Measures Subgroup

to review these ideas and put forward a coherent set

of measures for the President’s consideration. In the

limited time we had, we were not able to evaluate the cost,

feasibility, or sometimes even the desirability of many of

these proactive measures. But we believe that many of

them are deserving of serious study and consideration.

Third, the Working Group’s deliberations occurred in

tandem with those of a working group organized by

the University of Texas System. The System’s working

group included a representative from each component

institution – the chair of our Working Group represented

UT Austin – as well as System administrators. The

System working group, which also met on a weekly basis,

sought primarily to develop a set of consensus gun-

exclusion zones; that is, a list of places that members of

all component institutions could agree should and could,

under the law, be gun-exclusion zones on each component

campus. Of course, the consensus gun-exclusion zones

recognized by the System’s working group were merely

advisory and served only as a starting point for our

ultimate recommendations. Throughout the process, UT

System made clear that under S.B. 11 each institution was

free to establish its own rules and regulations, suited to its

own particular circumstances. The System working group

III. THE WORKING GROUP’S CONSULTATIVE AND DELIBERATIVE PROCESS


also provided a means by which we could gain valuable

insight into how other campuses around the state are

addressing the issues raised by campus carry.

C. What We Heard and Learned

1. Consultation with Students, Staff, and Faculty

Our consultations with students, staff, and faculty

were immensely productive. The great majority of

respondents were thoughtful and highly engaged, and

reflected a wide variety of experiences.

Neither our online survey nor our public forums were

designed to generate data ripe for statistical analysis.

We simply asked people to comment and express

their opinions. Many expressed general opposition to

or support for campus carry without commenting on

how it should be implemented. Many others expressed

general opposition to or support for the law and

made suggestions regarding implementation. Some

expressed neither support for nor opposition to the

law, but nonetheless made suggestions regarding

implementation. Many expressed views – whether in

favor of, opposed to, or neutral about campus carry –

that revealed a great deal of confusion about what S.B.

11 does and does not do.

Nevertheless, it is apparent to us that a very

substantial majority of the comments we received

from the University community expressed opposition

to or serious misgivings about S.B. 11 and the

implementation of campus carry.

Several themes dominated the “opposition” comments.

Safety concerns were widespread. Many expressed

fear about handgun carriers going on rampages, often

citing the relative youth and immaturity of students as

well as the stress that many students experience. Many

respondents worry that accidents could easily occur,

especially in large crowds or labs. Many voiced anxiety

that handgun carriers will make bad decisions when

faced with an active shooter, or that law enforcement

will be unable to distinguish between good and bad

guys. And many expressed fears that relate to gun

violence generally – often citing mass shootings that

have tragically occurred on this and other campuses –

and that are not tied, at least directly, to campus carry

or concealed handguns.

Perhaps the most passionate comments we received

came from students, staff, and faculty of color and

other historically underrepresented groups, including

members of the LGBTQ community and international

students. Understandably, they fear most viscerally

that an increase in the number of guns on campus will

place them at greatest risk. For example, a statement

by the African and African Diaspora Studies faculty

decried the “distinctly vulnerable position of Black

people when it comes to firearm violence,” adding that

“the probability that bullets will find us is higher than

for any other campus population.” Similar sentiments

were expressed by members of other groups that

have historically been marginalized, subjected to

opprobrium, and victimized by hate crimes.

Another frequently-expressed fear is that campus carry

will lead to an increase in campus suicides. We received

several lengthy comments that cited recent findings

on the extent of emotional distress, severe anxiety, and

other psychological problems among college students.

A good number of commenters cited their own college

experiences in expressing their belief that increasing

the accessibility to handguns on campus would make it

easier for a depressed student to act on a suicidal thought.

Perhaps the most consistent view expressed by faculty

(and many students) was the impact they believe

concealed carry will have in the classroom. Substantial

numbers of faculty expressed their deeply-held view

that campus carry will have a significant, adverse

effect on classroom discussions and their academic

freedom. These comments highlighted the many

highly controversial topics and ideas discussed on a

daily basis in UT Austin classrooms. They expressed a

deep-seated fear that the knowledge that one or more

students might be carrying a concealed weapon would

have a substantial chilling effect on class discussion.

They asserted that at least some students will demur

from engaging in the passionate discussions that are a

hallmark of many classes. They believe campus carry

will violate their academic freedom. Such comments

came not just from our faculty and students, but from

numerous national organizations such as the American

Association of University Professors, American

Federation of Teachers, Association of American

Colleges and Universities, Association of Governing

Boards of Universities and Colleges, American Political


Science Association, and Latin American Studies

Association.

Citing some or all these concerns, many expressed the

view that campus carry would impede the University’s

ability to recruit and retain students, faculty, and staff.

Several themes likewise dominated the “pro-campus

carry” comments. Many of those favoring campus

carry stressed their desire to be able to defend

themselves. Many asserted that they should be able to

have a concealed handgun available for use in an active

shooter situation. Others expressed their desire to be

able to carry a concealed handgun as they walked –

sometimes a substantial distance, at night – to a parked

car or their home.

Many opined that the fears voiced by campus carry

opponents were unreasonable and that restrictions

on campus carry would impede their rights under the

Second Amendment. These comments noted that

college campuses are conceptually no different from

city streets, shops, or office buildings, where concealed

carry has long been legal with few obvious ill effects.

Many cited data from the Texas Department of Public

Safety establishing that license holders, as a group,

are extremely law-abiding. They are less likely to be

convicted of a crime than other groups, including law

enforcement officers. Respondents also cited the

experiences of campuses in other states where campus

carry is mandated. They noted that concealed carry

on those campuses did not produce any increase in

campus violence or suicide.

Finally, many respondents contended that creating

gun-free zones on campus would, if anything, be

counterproductive. They asserted that someone intent

on bringing a gun into a classroom and opening fire

would not be deterred by a sign that said “no guns

allowed.” To the contrary, they argued that such a

person would find a gun-free zone the most attractive

place to wreak havoc.

Those who expressed opposition to or serious

misgivings about campus carry tended to urge

that handguns be banned from as much of campus

as possible (if not from the entire campus). These

included, among others, pleas that guns be banned

from all classrooms; all offices; all residence halls;

places where students, staff, or faculty receive

counseling; places where organizations of minority

groups meet; public assemblies; group gatherings; and

places with only one exit.

Those who expressed support for campus carry

tended to urge that handguns be allowed on as much of

campus as possible (if not the entire campus).

We also received many thoughtful ideas about policies

regarding how handguns should be carried and stored

as well as various steps the University could take

to maximize campus safety, alleviate fears aroused

by S.B.11, and enhance the University’s role in the

study of gun violence. These are incorporated in the

recommendations we offer in Part IV.

2. Relevant Demographic Information

From the outset, many comments to our online survey

expressed the view that our campus would be swarming

with students carrying concealed handguns – many

of whom would be teenagers. Accordingly, we sought

to determine just how many license holders we could

expect to find on campus. There is no way of coming up

with a precise number. The University is forbidden by

law from requiring license holders to self-identify, and

even law enforcement may not access the Texas DPS

database to cross-check a list of all UT students, staff,

and faculty against a list of all license holders in Texas.

We estimate that less than one percent of our students

will have a license to carry a handgun. (We have no way

of determining how many license holders would actually

carry their handguns onto campus.) Our estimate is

based on Texas DPS data, from which we were able to

determine how many licenses were issued to those who

are currently aged 21 through 24.3 Using census data on

the number of Texans aged 21 through 24, we were able

to estimate that only about 1.6% of Texans in that age

cohort are license holders.

3 To be more precise, our estimate is based on the number of license holders who were aged 21 through 24 at the end of 2014, the last year for which there is complete data. In addition, although members of the military and veterans are able to obtain licenses before reaching 21, the number of licenses issued to those under 21 is extremely small. Finally, we recognize that we have many students who are older than 25. But the percentage of 25 through 30 year-olds who obtain licenses does not vary significantly from the percentage of 21 through 24 year-olds.


We then examined the demographics of our student

body. Using the most recent data available, we

determined that less than half our students were, as

of the beginning of the Fall 2015 semester, eligible to

obtain a license to carry a handgun.4 As a result, we are

confident in estimating that less than one percent of our

students will have a license to carry a handgun.

We did not perform similar calculations for staff and

faculty. We note, however, that our examination of

Texas DPS and census data reveals that license holders

comprise about 4.5% of the Texas population aged

21 and older. Although we suspect the percentage of

license holders among faculty is lower than that in the

general population, we are aware of no data that either

supports or refutes our intuition.

We also examined the demographics of our on-campus

residence halls. At the beginning of the Fall 2015 semester,

there were only 313 students in University residence halls

aged 21 and above. There were 683 contract holders aged

21 and above in University Apartments (typically known

as married student housing). However, only about 132 of

these contract holders are eligible to apply for a license to

carry a handgun.5

3. Information from Other States

As mentioned in Part III.A., seven other states already

have various forms of mandated campus carry. These

are Colorado, Idaho, Kansas, Mississippi, Utah, Oregon,

and Wisconsin. We attempted to learn how campuses

in these states have responded to and experienced

campus-carry mandates. We also researched the

applicable legal and regulatory regimes in these states

and tried to learn of any incidents related to campus carry.

No other state has a campus carry law like S.B. 11, and

4 As of the beginning of the Fall 2015 semester, only about 38% of our undergraduates were 21 years of age or older; nearly all our graduate students were. Combined, about 52% of our entire student body were 21 years of age or older. A substantial number of the students 21 and above, however, are not U.S. citizens, and are therefore ineligible to obtain a license. When we subtract out non-citizens, we find that only about 45% of our students were eligible, as of the beginning of the Fall 2015 semester, to obtain a license. Obviously, this number will increase over the course of the academic year as 20-year-olds turn 21.

5 Approximately 80% of the contract holders in University apartments are not U.S. citizens and so are not eligible to obtain a license to carry.

so the Working Group was unable to find significant

guidance in other states’ implementation schemes.

Some states permit universities very limited discretion.

For example, Utah allows each public university to

establish one secure area as a hearing room and

to create a rule that allows dormitory residents to

request only roommates who are not licensed to

carry a concealed firearm.6 Idaho law prohibits public

universities from regulating the carrying of handguns

on campus by enhanced license holders, but prohibits

handgun carry in dormitories and residence halls and in

public entertainment facilities that seat at least 1,000

persons.7 The Colorado concealed carry law does

not appear to give public universities the discretion

to restrict license holders from carrying concealed

handguns on campus.8 Despite this, the University of

Colorado-Boulder has restricted concealed carry in its

football stadium and other ticketed public performance

venues9 and in dormitories.10 At the other end of the

spectrum, Wisconsin law allows the concealed carry of

handguns on campus grounds, but permits universities,

with proper signage, to prohibit the carrying of

handguns into buildings.11 In Kansas, universities may

presently ban handguns from campus, but as of 2017

they will be able to do so only where “adequate security

measures” are present.12 The state of the law in Oregon

is not particularly clear. Although a state court of

appeals decision held that the University of Oregon’s

complete ban on campus carry violated state law,13

6 Utah Code Ann. § 53B-3-103.

7 Idaho Code § 18-3309.

8 Colorado. Rev. Stat. Ann. § 18-12-214. See Regents of the University of Colorado v. Students for Concealed Carry on Campus, LLC, 271 P.3d 496 (Colo. 2012).

9 See https://police.colorado.edu/services/weapons-campus.

10 Conversation with Vice President, University Counsel and Secretary of University of Colorado Board of Regents.

11 Wis. Stat. Ann. § 943.13(1m)(c)5.

12 Kan. Stat. Ann. § 75-7c20.

13 Oregon Firearms Educational Foundation v. Board of Higher Educ., 264 P.3d 160 (Or. Ct. App 2011).

https://police.colorado.edu/services/weapons-campus


another court of appeals decision upheld a more limited

restriction on concealed handgun carry imposed by a

local school board.14 At the time of the October 2015

Umpqua Community College campus shooting, its

Student Code of Conduct prohibited the possession of

firearms “on College premises, at College-sponsored

or supervised functions or at functions sponsored or

participated in by the College.”15

We reached out to 17 research universities in the

seven campus-carry states.16 They reported a mix of

reactions and experiences. Some schools related that

campus carry had been a divisive issue; others did not.

Most respondents reported that campus carry had not

had much direct impact on student life or academic

affairs. However, we cannot discern with confidence

whether these reports represent the views of only the

particular respondents or reflect wider sentiment on

their campuses.

What we can say is that we have found little evidence of

campus violence that can be directly linked to campus

carry, and none that involves an intentional shooting.

Everytown for Gun Safety Support Fund (EGSSF), which

represents itself as “an independent, non-partisan

501(c)(3) organization dedicated to understanding

and reducing gun violence in America,” tracks school

shootings that have occurred since the Sandy Hook

elementary school shooting in December 2012.17 As

of December 3, 2015, it listed 69 college or university

shootings. Five of these occurred in states that had

14 Doe v. Medford School Dist. 549C, 221 P.3d 787 (Or. Ct. App. 2009).

15 Umpqua Community College Student Code of Conduct § 721.3(19) https://www.umpqua.edu/resources-and-services/academic/student-code-of-conduct?showall=&start=4.

16 Ten schools responded to our inquiries: Colorado State University, University of Colorado–Boulder, Boise State University, University of Kansas, Mississippi State University, University of Southern Mississippi, University of Utah, Utah State University, University of Wisconsin–Madison, and University of Wisconsin–Milwaukee.

17 http://everytownresearch.org/school-shootings/ (last visited 12/3/2015).

campus carry laws in place at the time of the shooting.18

Two were on Wisconsin campuses, both of which prohibit

concealed handgun carry in buildings. One is the recent

tragedy at Umpqua Community College. As mentioned

above, although Oregon is a campus-carry state,

Umpqua CC prohibited students from carrying firearms

in college buildings, and we are unaware of any mention

that the shooter there possessed a license to carry.

The other two shootings listed by EGSSF took place in

Utah and Idaho; both involved accidental discharges.19

We are also aware of two other accidental discharge

incidents – one each in Colorado and Utah – that

predate Sandy Hook and so are not listed by EGSSF.20

Of these four accidental discharge incidents, two

involved a license holder who was openly displaying a

handgun to another person,21 and the other two involved

18 A couple of shootings took place in Mississippi, where despite a Mississippi statute that seems to authorize campus carry, Miss. Code Ann. § 97-37-7(2), the institutions where the shootings occurred prohibited firearms. In one, a student at the University of Southern Mississippi shot himself in the thigh while sitting in his car on campus. http://www.msnewsnow.com/story/22156392/brandon-usm-student. The University’s policy prohibits firearms on campus. https://www.usm.edu/police/firearms-policy. The other involved a Delta State University instructor who murdered his girlfriend at their home and then drove 300 miles and killed a DSU colleague on campus before killing himself. Delta State University prohibits handguns on campus. http://www.deltastate.edu/policies/policy/university-policies/student-affairs/rights-and-responsibilities/weapons-on-campus/.

19 A training cadet at Utah Valley University was showing his gun to another cadet when the gun discharged and grazed the latter’s chest. http://www.campussafetymagazine.com/article/unintentional_discharge_injures_cadet_in_utah#. An Idaho State University professor accidentally shot himself in the foot during class when his unholstered handgun accidentally discharged. http://www.idahostatejournal.com/news/local/isu-prof-with-concealed-weapons-permit-who-accidentally-shot-his/article_18228ab2-3383-11e4-af7e-001a4bcf887a.html.

20 An employee at the University of Colorado School of Dental Medicine accidentally discharged her handgun while she was dismantling it to show a co-worker how the safety worked. http://www.denverpost.com/ci_22002593/cu-staffer-gone-charges-filed-accidental-shooting. And a student at Weber State University accidentally shot himself in the leg while walking across campus with an unholstered handgun in his pocket. http://ohhshoot.blogspot.com/2012/01/weber-state-university-student.html.

21 The Idaho State University professor, see note 19, and the Weber State University student, see note 20.

https://www.umpqua.edu/resources-and-services/academic/student-code-of-conduct?showall=&start=4



http://everytownresearch.org/school-shootings/

http://www.msnewsnow.com/story/22156392/brandon-usm-student

http://www.msnewsnow.com/story/22156392/brandon-usm-student

https://www.usm.edu/police/firearms-policy

https://www.usm.edu/police/firearms-policy

http://www.deltastate.edu/policies/policy/university-policies/student-affairs/rights-and-responsibilities/weapons-on-campus/



http://www.campussafetymagazine.com/article/unintentional_discharge_injures_cadet_in_utah



http://www.idahostatejournal.com/news/local/isu-prof-with-concealed-weapons-permit-who-accidentally-shot-his/article_18228ab2-3383-11e4-af7e-001a4bcf887a.html



http://www.denverpost.com/ci_22002593/cu-staffer-gone-charges-filed-accidental-shooting

http://www.denverpost.com/ci_22002593/cu-staffer-gone-charges-filed-accidental-shooting

http://ohhshoot.blogspot.com/2012/01/weber-state-university-student.html

http://ohhshoot.blogspot.com/2012/01/weber-state-university-student.html


license holders who were carrying their handguns unholstered in their pants pocket.22

Both at the public forum and in online comments, some respondents claimed that the introduction of campus carry in other states has caused an increase in the rate of sexual assault on campus. We have examined this and find that the evidence does not in any way support the claim of a causal link between campus carry and an increased rate of sexual assault.23 This is not to

22 The Utah Valley University training cadet, see note 19, and the University of Colorado School of Dental Medicine employee, see note 20.

23 The data cited to us came from a fact sheet generated by the Campaign to Keep Guns Off Campus (CKGOC). http://keepgunsoffcampus.org/wp-content/uploads/2015/03/August-9-2015-Fact-Sheet-.pdf. According to a separate posting on the website, CKGOC studied crime statistics from all public colleges and universities in Utah and Colorado that permit concealed carry and compared them to the overall FBI crime statistics for the United States. But this study did not conclude that campus carry increased the incidence of sexual assaults. To the contrary, the website posting reports, “Strikingly, the rate of forcible rape on Utah and Colorado campuses is rising at an alarming rate, much higher than the rate of the national average and steady with the national average on college campuses.” http://keepgunsoffcampus.org/blog/2015/03/17/the-campaign-to-keep-guns-off-campus-new-study-shows-that-on-campus-crime-rates-have-increased-in-two-states-where-concealed-carry-on-campus-is-allowed/ (emphasis added). In other words, the cited data indicates that campuses with campus carry have not experienced an increase in the rate of sexual assaults relative to campuses in states that do not have campus carry.

We also looked at Clery Report data for the University of Colorado-Boulder and Colorado State University. They do not support a conclusion that a causal link exists between campus carry and an increased rate of sexual assault. The data do not indicate whether or not a concealed handgun was involved in any of the assaults, and both at CU-Boulder and CSU most of the increased number of sexual assaults occurred either in residence halls, where concealed carry is prohibited, or off campus. Moreover, we spoke with an official at the University of Colorado who had reviewed the sexual assault incident reports during this time frame. He did not recall that a concealed handgun played a role in any of the reported sexual assaults.

Most important, it is widely recognized that growing attention to the problem of sexual assaults on campus has led to an increased willingness by victims to make reports to campus and law enforcement officials. For example, Clery Reports submitted by Colorado College, a private school that prohibits campus carry, reported a far higher increase in sexual assaults over the same

say that such a link may not exist. But it has not been demonstrated.

The same is true regarding suicide rates. We found no evidence that campus carry has caused an increase in suicide rates on campuses in other states.24 Again, this is not to say that such a link may not exist. But it has not been demonstrated.

time period than did CU-Boulder or CSU. So did UT Austin.

In the end, we do not believe that the existing data allow us to draw any firm conclusions about possible causal links between campus carry and sexual assaults. Sufficiently robust data simply does not exist. The statistics cited by the CKGOC study, for example, seem quite out of line with oft-cited reports of far higher rates of sexual assault on college campuses. That study reports that since Colorado has allowed campus carry, “the rate of rape has increased 25% in 2012 and 36% in 2013 (15.2 and 20.8 per 100,000 respectively).” Compare that to the vastly higher sexual assault rates cited in the recently-released AAU Campus Survey on Sexual Assault and Sexual Misconduct. It reported that the incidence of sexual assault and sexual misconduct due to physical force, threats of physical force, or incapacitation among female undergraduate student respondents was 23.1%. https://www.aau.edu/uploadedFiles/AAU_Publications/AAU_Reports/Sexual_Assault_Campus_Survey/Report%20on%20the%20AAU%20Campus%20Climate%20Survey%20on%20Sexual%20Assault%20and%20Sexual%20Misconduct.pdf. See also Krebs, et al., The Campus Sexual Assault (CSA) Study (2007) (approximately one out of five women experienced a sexual assault or an attempted sexual assault while in college).

24 Both Gun Free UT and the Campaign to Keep Guns Off Campus (CKGOC) assert that campus carry will lead to additional campus suicides. CKGOC relies on data comparing the rates of gun suicides vs. non-gun suicides in high gun-ownership vs. low gun-ownership states. http://keepgunsoffcampus.org/moreguns.html. This data, however, compares only gun-related suicides and makes no attempt to compare the total number of suicides. Gun Free UT relies on a series of generalized statements about demographic suicide data, but makes no attempt to compare suicide rates in colleges and universities with campus carry and those without campus carry. http://gunfreeut.org/wp-content/uploads/2015/09/firearms-fact-sheet.pdf. Students for Concealed Carry asserts that there is not a single campus suicide related to campus carry on any of the “more than 150 U.S. college campuses [that] have allowed campus carry for an average of more than five years.” http://concealedcampus.org/ (viewed 11/10/2015). We have no reason to contest that statement, but do not know the evidence upon which it is based.

http://keepgunsoffcampus.org/wp-content/uploads/2015/03/August-9-2015-Fact-Sheet-.pdf

http://keepgunsoffcampus.org/wp-content/uploads/2015/03/August-9-2015-Fact-Sheet-.pdf

http://keepgunsoffcampus.org/blog/2015/03/17/the-campaign-to-keep-guns-off-campus-new-study-shows-that-on-campus-crime-rates-have-increased-in-two-states-where-concealed-carry-on-campus-is-allowed/




https://www.aau.edu/uploadedFiles/AAU_Publications/AAU_Reports/Sexual_Assault_Campus_Survey/Report%20on%20the%20AAU%20Campus%20Climate%20Survey%20on%20Sexual%20Assault%20and%20Sexual%20Misconduct.pdf




http://keepgunsoffcampus.org/moreguns.html

http://keepgunsoffcampus.org/moreguns.html

http://gunfreeut.org/wp-content/uploads/2015/09/firearms-fact-sheet.pdf

http://gunfreeut.org/wp-content/uploads/2015/09/firearms-fact-sheet.pdf

http://concealedcampus.org/

http://concealedcampus.org/


IV. RECOMMENDATIONS

The recommendations that follow are the product of substantial study, deliberation, and debate. The Working Group comprises 19 people with a wide range of experiences and expertise, who represent every major university constituency. Not surprisingly, our discussions were intense, and we often disagreed. In the end, however, we were able to reach consensus on 25 recommendations.

The three factors mentioned in S.B. 11 – the nature of the student population, specific safety considerations, and the uniqueness of the campus environment – were lodestars in our deliberative process. We also looked at the already-existing statutory gun-exclusion zones and considered whether various places and activities on campus were sufficiently analogous to receive similar treatment. We also examined whether other governmental entities permit concealed carry in publicly-operated activities analogous to on-campus activities. For example, we discovered that concealed carry is allowed in the Bullock Texas State History Museum and in the City of Austin public libraries. This guided our decisions regarding whether museums and libraries on campus should be designated as gun-exclusion zones.

Our recommendations are grouped in four categories: how handguns must be carried and stored; where handguns must not be carried; incidental implementation measures; and proactive measures. After setting forth our recommendations, we conclude this Part with an explanation of why we do not recommend that classrooms should be designated gun-exclusion zones.

A. How Handguns Must Be Carried and Stored

RECOMMENDATION # 1:

License holders who carry a handgun on campus must carry it on or about their person at all times or secure their handgun in a locked, privately-owned or leased motor vehicle. The only exception to this is that license holders who reside in University Apartments or who are staff whose employment responsibilities require them to reside in University housing may store their handguns in a gun safe in accordance with the requirements set forth in Recommendation # 17. In compliance with Texas Penal Code § 46.035(a-1), a license holder may not carry a partially or wholly visible

handgun on campus premises or on any university

driveway, street, sidewalk or walkway, parking lot, parking garage, or other parking area.

RECOMMENDATION # 2:

A license holder who carries a handgun on campus must carry it in a holster that completely covers the trigger and the entire trigger guard area. The holster must have sufficient tension or grip on the handgun to retain it in the holster even when subjected to unexpected jostling.

RECOMMENDATION # 3:

A license holder who carries a semiautomatic handgun on campus must carry it without a chambered round of ammunition.

Comment: These recommendations are designed to ensure that handguns will be carried and stored on campus in the safest way possible.

Recommendation # 1 aims at minimizing the possibility of accidental loss or theft of a concealed handgun. License holders must either carry their handguns on or about their person or store them in their locked motor vehicle. “About” the person means that a license holder may carry a handgun – holstered – in a backpack or handbag, but the backpack or handbag must be close enough to the license holder that he or she can grasp it without materially changing position. A license holder who leaves a handgun out of immediate reach or stores it in an unsecure location risks losing it and having it wind up in the hands of someone who does not have and may be completely unqualified to obtain a license.

Recommendations # 2 and # 3 are designed to minimize the possibility of accidental discharge. As discussed in Part III.C.3, two of the four accidental discharge incidents on campuses that have campus carry involved license holders carrying handguns loose in their pants pockets. Compliance with Recommendation # 2 would significantly reduce the likelihood of such accidental discharges. Recommendation # 3 reinforces these safety requirements.


B. Where License Holders Must Not Carry Handguns

We include in this subpart our recommendations for

places that should be designated gun-exclusion zones

in accordance with the authority vested in university

presidents by S.B. 11. We begin, however, by listing in

subpart IV.B.1 relevant exclusion zones that already exist

under Texas Penal Code (TPC) §§ 46.03 and 46.035. In

connection with each of these statutory exclusion zones,

we make a recommendation regarding appropriate notice.

1. Statutory Exclusion Zones

1. The physical premises of a school or educational

institution, any grounds or building on which an activity

sponsored by a school or educational institution is

being conducted, or a passenger transportation vehicle

of a school or educational institution.

RECOMMENDATION # 4:

In its website posting of rules and regulations

regarding campus carry, the University should post

a list of places that are commonly the site of pre-K-12

school-sponsored activities. When a pre-K-12 school-

sponsored activity is being conducted at a particular

location, a sign reading “Pre-K-12 school-sponsored

activity in progress” should be posted there.

Comment: This exclusion is found in TPC § 46.03(a)(1).

“School or educational institution” does not include

institutions of higher education. But both the statutory

text and the legislative history make clear that this

exclusion still applies to a pre-K-12 school located on

the grounds of a university and to a pre-K-12 school-

sponsored activity that is conducted on the grounds of

a university. Therefore, license holders are forbidden

from carrying their handguns on the physical premises

of any pre-K-12 schools on campus, such as the

UT Elementary School, as well any grounds on or

buildings in which a pre-K-12 school-sponsored activity

is being conducted. Although TPC § 46.03(a)(1) does

not require signage, we believe it is appropriate to

provide fair notice.

2. The premises of a polling place on the day of an

election or while early voting is in progress.

RECOMMENDATION # 5:

A sign should be posted at any polling place located on campus from the commencement of early voting through Election Day that reads either “Polling Place” or “Vote Here.”

Comment: This exclusion is found in TPC § 46.03(a)(2). Although this subsection does not require signage, we believe it is appropriate to provide fair notice.

3. The premises of any government court or offices utilized by the court, unless pursuant to written regulations or written authorization of the court.

RECOMMENDATION # 6:

A sign should be posted at the entrance to a courtroom and associated offices whenever they are being used by a federal, state, or local judge for official business.

Comment: This exclusion is found in TPC § 46.03(a)(3). The School of Law has a courtroom, judges’ chambers, and jury room in the Connally Center for Justice. These are occasionally used by federal, state, and local judges for judicial proceedings. Although this subsection does not require signage, we believe it is appropriate to provide fair notice.

4. The premises of a business that has a permit or license issued under designated chapters of the Alcoholic Beverage Code, if the business derives 51 percent or more of its income from the sale or service of alcoholic beverages for on-premises consumption.

RECOMMENDATION # 7:

Any premises on campus that meets the requirements of TPC § 46.035(b)(1) must provide notice in accordance with Texas Gov’t Code § 411.204.

Comment: This exclusion is found in TPC § 46.035(b)(1). It applies at least to the Cactus Café in the Student


Union and to Gabriel’s Café in the AT&T Executive Education and Conference Center. Section 46.035(k) specifies that notice must be given in accordance with Texas Gov’t Code § 411.204.

5. The premises where a high school, collegiate, or professional sporting event or interscholastic event is taking place, unless the license holder is a participant in the event and a handgun is used in the event.

RECOMMENDATION # 8:

Notice should be given for all collegiate sporting events. If possible, for ticketed sporting events this notice should be given by means of a written communication on the back of, or appended to, the ticket. Vendors and others who are permitted to enter the premises without a ticket should be provided written notice through other means.

Comment: This exclusion is found in TPC § 46.035(b)(2). For high school or professional sporting events, § 46.035 does not require notice that handguns are excluded. But for a collegiate sporting event, § 46.035(l) requires notice that meets the requirements of TPC § 30.06.

2 Exclusion Zones Established Under Section 411.2031(d-1)

We make the following recommendations regarding where and under what conditions the concealed carry of handguns should be prohibited. Recommendations # 9-15 correspond to the “consensus” exclusion zones identified by the UT System working group. Recommendations # 16 and # 18 are additional exclusion zones the Working Group believes should be established on this campus.

RECOMMENDATION # 9:

The concealed carry of handguns should be prohibited in areas for which state or federal law, licensing requirements, or contracts require exclusion exclusively at the discretion of the state or federal government, or are required by a campus accrediting authority. Where appropriate, signage must conform to the overriding federal or state law requirements. Otherwise, notice conforming to TPC § 30.06 must be provided.

Comment: In some instances, federal law prohibits firearms from being carried in certain places. For example, 10 C.F.R. § 73.81 bars a person from carrying a firearm in a protected facility or installation, such as our Nuclear Engineering Teaching Laboratory (NETL), which is a Nuclear Regulatory Commission-licensed facility. Similarly, state law or licensing requirements may place restrictions on concealed carry. For example, licensing standards for before- and after-school programs for school-aged children and for child-care centers prohibit on-premises firearms. See Texas Dept. of Family and Protective Services, Licensing Division, Minimum Standards for School-Age and Before or After-School Programs §744.2607; Minimum Standards for Child-Care Centers §746.3707. Finally, in rare instances, the federal or state government may unilaterally impose a restriction on the carrying of firearms, as may a campus accrediting authority.

RECOMMENDATION # 10:

The concealed carry of handguns should be prohibited in patient-care areas, including those in which professional mental health services are provided.

Comment: TPC § 46.035(b)(4) prohibits the concealed carry of handguns in hospitals licensed under Chapter 241 of the Texas Health and Safety Code. By analogy, we recommend that all patient-care areas be excluded. This includes hospitals, clinics, and mental health treatment areas. A “patient-care area” should involve patients for whom a formal record of treatment is maintained.


The concealed carry of handguns should be prohibited

on premises in which a ticketed sporting event is taking place.

Comment: TPC § 46.035(b)(2) prohibits handguns

at high school, collegiate, and professional sporting events. The University hosts other types of sporting events, such as club-sponsored swim meets. By

analogy, we recommend that the concealed carry of a handgun be excluded at any such sporting events if they are ticketed. The tickets can be used to provide notice conforming to TPC § 30.06.




in areas in which formal hearings are being conducted

pursuant to Chapter 11 (Student Discipline and

Conduct) of the Institutional Rules on Student Services

and Activities (General Information Catalog, App. C);

Regents Rule 31008 (Termination of a Faculty Member);

Handbook of Operating Procedure 2-2310 (Faculty

Grievance Procedure); or Handbook of Operating

Procedure 5-2420 (Policies and Procedures for

Discipline and Dismissal and Grievance of Employees).

Comment: TPC § 46.03(a)(3) bans the concealed

carry of handguns “on the premises of any government

court or offices utilized by the court.” By analogy, we

recommend that the concealed carry of handguns be

excluded from any areas in which a formal hearing is

being conducted in accordance with the enumerated

discipline and grievance procedures for students,

faculty, and staff. Notice conforming to Texas Penal

Code § 30.06 must be provided.



in areas where the discharge of a firearm might cause

great harm, such as laboratories with extremely

dangerous chemicals, biologic agents, or explosive

agents, and areas with equipment that is incompatible

with metallic objects, such as magnetic resonance

imaging machines.

Comment: The training required for handgun license

holders does not include special training regarding the

safe use of weapons in such facilities. The accidental

or purposeful discharge of a weapon in such a facility

could cause grave and catastrophic harm. In addition,

handguns are inappropriate in the vicinity of some

types of equipment, such as magnetic resonance

imaging equipment, because of the presence of a

very strong magnetic field. We believe “specific safety

considerations” justify these exclusions. Notice

conforming to TPC § 30.06 must be provided.



in animal-research facilities and other animal-care

and animal-use locations in which protocols regulating

ingress and egress create a risk that a concealed

handgun will accidentally discharge, be contaminated,

or be separated from a license holder.

Comment: The transmission of infectious agents

from research animals to humans can cause human

disease, and the transmission of infectious agents

from humans (or their clothing and possessions) can

cause animal illness or jeopardize research results. As

a result, animal research, care, and use areas typically

have strict protocols for entering and exiting the facility,

including requirements for the wearing of dedicated

or disposable clothing and protective waterproof

gloves. Compliance with these protocols by someone

carrying a concealed handgun may have the effect of

increasing the risk of its discharge, contamination,

or unanticipated separation from the license holder.

In addition, research animals have the ability to bite

and kick objects in the possession of persons working

with them, and some (e.g., monkeys) may be able to

grab and manipulate objects. These potential hazards

suggest that concealed weapons should be excluded

from animal research, care, and use facilities.


Counselors, staff, and volunteers who work in a campus

program for minors must, as a condition of their

participation, agree not to carry a concealed handgun

on the grounds or in buildings where the program is

conducted. Parents of attendees must also agree, as

a condition of their child’s participation, not to carry

a concealed handgun on the grounds or in buildings

where the program is conducted. “Campus program

for minors” is defined in HOP 3-1710.

Comment: The Texas Penal Code prohibits the

concealed carry of handguns in pre-K-12 schools and on

the grounds or in buildings where a school-sponsored

activity is being conducted. By analogy, places where


children under the age of 18 participate in a campus program for minors should be exclusion zones. Because providing signage in each such location would be impracticable, we recommend that the exclusion be accomplished by means of contractual arrangements with the people who are most likely to be in contact with the minor participants. HOP 3-1710 defines “campus program for minors” as “[a]ny program or camp held on University premises that offers recreational, athletic, religious, or educational activities to minors, or one that is University sponsored. This excludes programs for University-enrolled students under the age of 18.”


The following rules should apply to the concealed carry of handguns in University housing.

a. With three exceptions, the concealed carry of handguns should be prohibited in all on-campus residence halls. The concealed carry of handguns should, however, be permitted in University Apartments.

b. The first exception for on-campus residence halls is that the concealed carry of handguns should be permitted in common areas such as lounges, dining areas, and study areas. The second exception is that a resident’s family members should be permitted to carry a concealed handgun on or about their person while visiting. The third exception is that staff members whose employment responsibilities require them to be in University housing should be permitted to carry a concealed handgun on or about their person while present in University housing for business purposes.

c. License holders who reside in University Apartments or who are staff whose employment responsibilities require them to reside in University housing must store their handguns either in a locked, privately-owned or leased motor vehicle or in a gun safe that meets the requirements set forth in Recommendation # 17 below. License holders are also responsible for ensuring that their guests comply with all such rules and regulations.

Comment: Our residence halls are unique in several

respects. First, the great majority of our students

reside in off-campus facilities. This is particularly

true of students who are at least 21 years old. During

the Fall 2015 semester, nearly 99% of our students

who are 21 or over live off campus. A rule prohibiting

residents of on-campus residence halls from having

handguns in their rooms will, therefore, affect only the

tiniest fraction of students who are eligible to apply for

a license to carry a handgun. And, as the data show,

there are ample, and widely-used alternative housing

arrangements available for those who wish to keep

handguns in their rooms.

Second, the great majority of students in on-campus

residence halls share bedrooms. Only two percent of

on-campus residence hall rooms are designated single

rooms. Consequently, we believe that the danger of

accidental loss, theft, or misuse by roommates or

others (including suicide or other violence) in on-

campus residence halls is unacceptably high. Even if

we were to require residents to store their handguns

in approved gun lockers, our residence halls typically

do not provide space that is subject to the sole control

of a resident. This means there is no way of assuring

that only a handgun-owning resident will have access

to his or her locker. Moreover, while we are confident

that the great majority of license holders routinely and

conscientiously store their handguns, we believe it is

naïve to think that there won’t be lapses in judgment

or vigilance. There will too often be a temptation, upon

entering one’s room, simply to leave a handgun sitting

in a backpack or handbag or (less likely) out in the open,

even if only for a relatively brief time.

Two other facts exacerbate our concerns about possible

accidental loss, theft, or misuse. First, we have a

substantial number of students under the age of 18

who live in on-campus residence halls. At the beginning

of the Fall 2015 semester, we had 298 such residents,

13 of whom were 16 or younger. We do not think it is

wise to place students that young in close proximity to

handguns. Second, residence hall residents typically

have numerous visitors, and these visitors may come at

the invitation of a license holder’s roommate. This further

increases the chance that someone other than the

license holder will come into possession of a handgun.


University Apartments (widely known as “married student housing”), however, differ from on-campus residence halls in both physical lay-out and resident population. University Apartments are typically occupied by married students, families, or students and their unmarried, live-in guests. These living arrangements afford license holders greater control over entry by non-residents. More importantly, University Apartments have private bedrooms and so enable license holders to store a handgun in a place that is not accessible to visitors. Therefore, we believe that the specific safety considerations that lead us to recommend a general prohibition of concealed handguns in on-campus residence halls are substantially diminished in University Apartments.

We believe as well that the concealed carry of handguns should be permitted in on-campus residence halls in three instances. First, license holders should be permitted to carry concealed handguns in non-residential common areas such as lounges, dining areas, and study areas. In accordance with our earlier recommendation (see Part IV.A, Recommendation # 1), license holders who bring a handgun into a common area must carry it on or about their person. We believe the concealed carry of handguns in non-residential common areas does not raise the specific safety concerns associated with residents routinely having handguns in their rooms.

Second, a resident’s family members should be permitted to carry a concealed handgun on or about their person while visiting. For example, a parent who is helping his or her child move into a dorm should be permitted to carry. As long as family members carry their guns on or about their person – as would be required – this does not raise the specific safety concerns associated with residents routinely having handguns in their rooms.

Third, staff members, such as the building services and maintenance staff, should be permitted to carry a concealed handgun on or about their person while they are discharging their employment responsibilities.

Finally, we considered the possibility of creating a residence hall or wing of a residence hall in which residents could have and store their concealed handguns. We concluded that this would not be feasible. We consulted the University of Colorado-

Boulder, which has offered students this option. We

learned that they have not received a single application

for their gun-permitted dorm and that as a result they

have a substantial number of rooms left vacant. Given

the experience there, we do not believe that we have any

residential facility or segregable part of a facility that

can be set aside without risking a substantial number of

rooms being left unoccupied.

Obviously, license holders who are permitted to

possess guns in their University residence cannot

be expected to have their handgun on or about their

person at all times. Under this Recommendation, they

may store their handgun either in their locked car or in a

gun safe. Any gun safe used for storage must meet the

safety standards set forth in Recommendation # 17. We

believe that any other form of storage poses too great a

risk of accidental discharge, loss, theft, or misuse.


A gun safe that is used by a license holder must:

(a) be large enough to fully contain all firearms

placed in it and provide for secure storage;

(b) have exterior walls constructed of a minimum

16-gauge steel;

(c) have a high-strength locking system consisting

of a mechanical or electronic combination or

biometric lock, and not a key lock; and

(d) be physically secured inside the license holder’s

residence in a manner that conforms to Division of

Housing and Food Service policy.

Comment: This Recommendation is designed to ensure

that an unattended handgun is securely stored. The

importance of this safety measure is widely-recognized.

For example, the gun manufacturer Smith & Wesson

emphasizes the importance of handgun security in its

discussion of Basic Handgun Safety Rules. “Your safety

and the safety of others requires that you always secure

and store your firearm in a manner that will prevent

unauthorized access. Never leave a firearm unattended

unless it is unloaded, locked and secured.”25

25 https://www.smith-wesson.com/webapp/wcs/stores/servlet/Category3_750001_750051_757978_-1_Y.

https://www.smith-wesson.com/webapp/wcs/stores/servlet/Category3_750001_750051_757978_-1_Y




The occupant of an office to which the occupant has

been solely assigned and that is not generally open

to the public should be permitted, at the occupant’s

discretion, to prohibit the concealed carry of a handgun

in that office. An occupant who chooses to exercise this

discretion must provide oral notice that the concealed

carry of a handgun in the occupant’s office is prohibited.

In addition, if the occupant’s duties ordinarily entail

meeting people who may be license holders, the

occupant must make reasonable arrangements to

meet them in another location at a convenient time.

Comment: The occupant of an office to which the

occupant has been solely assigned and that is not

generally open to the public has traditionally been

vested with substantial control over his or her office

space. In O’Connor v. Ortega, 480 U.S. 709 (1987),

for example, a majority of the justices agreed that a

government employee has a constitutionally-protected

right of privacy in his office. “The Court of Appeals

concluded that Dr. Ortega had a reasonable expectation

of privacy in his office, and five Members of this Court

agree with that determination.” Id. at 718. Justice Scalia

was one of those five Members, writing in his concurring

opinion, that “one’s personal office is constitutionally

protected against warrantless intrusions by the

police, even though employer and co-workers are not

excluded.” Id. at 730. University faculty, staff, and

students who occupy offices to which they are solely

assigned and that are not generally open to the public

have traditionally been vested with the authority to

control who may and may not enter. They have long

exercised that discretion (unrelated to the concealed

carry law) and should be able to continue to do so. We

believe this policy is consistent with Texas House of

Representatives Policy and Procedure Manual § 3.14,

which provides that House members may control

access to their offices and may, at their discretion,

exclude visitors.

To avoid the proliferation of signage that conforms to

Texas Penal Code § 30.06, we recommend that the rule

include that the required notice must be given orally.

Finally, this rule would not have the effect of generally

prohibiting license holders from carrying a concealed

handgun on campus. A license holder who needs to enter

a particular office that the occupant designates as a gun-

exclusion office is accommodated by the requirement

that the occupant must make reasonable arrangements

to meet the license holder in another location.

We note, however, that this recommendation, although

phrased in terms of the right of an occupant, would favor

faculty over staff and students. While there are staff

members and even some students who occupy offices

on campus to which they are solely assigned, a faculty

member is much more likely to have an office of which

he or she is the sole occupant. This recommended rule,

therefore, would have the overall effect of giving faculty

members more control over their work environment

than staff or students would enjoy. Our concern is

that this policy will perpetuate structural inequalities

between faculty and staff members at UT Austin.

C. Incidental Implementation Measures


The University should amend Sec. 11-404(a) (Student

Discipline and Conduct – General Misconduct) of the

Institutional Rules on Student Services and Activities

(General Information Catalog, App. C); Handbook

of Operating Procedure 5-2420(III)(B) (Policies and

Procedures for Discipline and Dismissal and Grievance

of Employees – Conduct Which is Subject to Disciplinary

Action); and Handbook of Operating Procedure 8-1010(I)

(B) (Prohibition of Campus Violence) to provide that

causing the accidental discharge of a firearm is conduct

subject to disciplinary action.

Comment: If the preceding recommendations are

formally adopted as University rules and regulations,

then staff, students, and faculty who violate them may

be subject to discipline under University procedures

(and to punishment under applicable criminal laws

as well). This recommendation is designed to ensure

that anyone who causes the accidental discharge of a

handgun – even a non-license holder – may be subject

to University discipline.



The Division of Housing and Food Service should

include in its housing contracts that violation of any

University rules regarding the carrying or storage

of firearms in University housing is grounds for

terminating the housing contract.

Comment: This is designed to make certain that

a housing contract holder’s violation of any rule

regarding the carrying or storage of a firearm in

University housing may result in termination of the

housing contract.


Exclusion zones created by TPC §§ 46.03 and 46.035

as well as by the rules and regulations enacted under

S.B. 11 may sometimes comprise only a portion of a

building. In some instances it may not be feasible to

exclude concealed handguns only from the designated

exclusion zones. The following factors and principles

should govern the implementation of these rules and

regulations in those buildings in which some, but not

all parts are designated as exclusion zones.

Governing factors:

• The percentage of assignable space or

rooms in a building that are designated as

exclusion zones.

• The extent to which the area (or areas) designated

as exclusion zones are segregable from other

areas of the building.

• The extent to which use of the building, and hence

its status as an exclusion zone, varies from day-to-

day or week-to-week.

Governing principles:

• If a small number of rooms or a small fraction

of assignable space in a building is subject to

exclusion, only the rooms or areas that qualify

for exclusion should be excluded. Appropriate

signage needs to be posted for rooms or areas

that are excluded.

• If a significant fraction of the total building in terms

of number of rooms or assignable space is subject

to exclusion, or if the excludable space is not

segregable from other space, then as a matter of

practicality, the whole building should be excluded.

Appropriate signage needs to be posted for any

such building.

Comment: Resolving how to deal with mixed-use

buildings has proved to be one of the most perplexing

problems both we and the UT System working group

faced. The number of buildings on campus – each

one unique in its own way – meant the problem defied

formulaic or categorical resolution. Ultimately, we

concluded that the only sensible solution was to decide

how each mixed-use building should be treated on a

case-by-case basis, in accordance with the factors and

principles enunciated in this recommendation.

D. Proactive Measures

The more than 3,300 comments, emails, petitions,

statements, and memos we received included many

thoughtful ideas regarding steps the University could

take to improve campus safety, alleviate fears aroused by

S.B. 11, and enhance the University’s role in the study of

gun violence. We observe that much of the apprehension

expressed pertained not just to license holders carrying

concealed handguns on campus but to more general fears

about gun-related violence. The frequency with which

school shootings have occurred – about 160 in the last

three years26 – has, quite understandably, engendered

substantial anxiety among students, staff, faculty, and their

families. Therefore, the recommendations and suggestions

that follow address a broader range of concerns, not just

those directly linked to S.B. 11.

1. Mental Health

Many of the comments and suggestions we received

related to the provision of and communication about

mental health services on campus. Numerous

26 http://everytownresearch.org/school-shootings/.


commenters noted that high levels of academic

and social stress on college campuses contribute

to emotional distress, severe anxiety, and other

psychological problems. Several buttressed their

observations by citing from an impressive body of

literature on the subject. Other commenters conveyed

their thoughts in more personal terms, describing

times of distress or despondency in their own college

experience. Almost all these commenters expressed

concerns – again, often backed by data – about the high

risk of suicide or the link between mental health issues

and school shootings. The comments we received also

made clear that, for many, the advent of campus carry

will heighten their fear and anxiety.

Consequently, we believe that the University should

consider ways to address these concerns. The

Counseling and Mental Health Center (CMHC) website

contains a number of excellent online resources,

including Be That One (suicide prevention); Voices

Against Violence (sexual assault prevention); guides

to a wide range of student concerns such as anxiety,

depression, stress, loneliness, and substance abuse;

and the Together > Alone campaign. The CMHC also

offers a series of presentations and training sessions

for students, staff, and faculty on topics such as suicide

prevention and how to recognize and help a student

in distress. CMHC has also partnered with the UT

Police Department, Office of the Dean of Students, and

Employee Assistance Program to create the Behavior

Concerns Advice Line (BCAL), which faculty, students,

and staff may call to discuss their concerns about

another individual’s behavior and seek guidance about

how to address these concerns. Although most of these

resources can readily be found on the CMHC’s website,

the comments we received indicated that many

people are unaware of their existence. We suggest

that the University explore how better to publicize

their existence to all members of the UT community,

including the parents of our students. This might

include harnessing the talents of our students by urging

faculty in, for example, marketing, communication, and

art design to incorporate projects along these lines into

their curricula. We also suggest that the University work

with the Texas Exes and Texas Parents Association to

help publicize available resources to their members.

We believe the University should examine the level of resources devoted to mental health services. We are aware that the CMHC provides individual counseling services during normal business hours and staffs a 24/7 hotline. But we also heard complaints about substantial waiting times to see a counselor. A thorough review of campus mental health resources fell outside our charge and capabilities, but we forward these complaints to President Fenves for his consideration.

2. Safety Training and Communication

We also received many comments calling for additional training and communication about campus carry and safety measures that should be taken should an active shooter situation occur on campus. Again, we found that some excellent resources are already available. For example, the Emergency Preparedness page of the Campus Safety and Security website includes links to a video on how to respond to an active shooter situation and safety protocols regarding armed subjects and disruptive individuals. A video, “When Shots Are Fired on Campus,” can be found on the UT Police Department website. The comments we received indicated that many people are unaware of the existence of these resources, and we note that they are not as easy to find as they should be. We suggest that steps be taken to repackage these resources, locate them in a unified and easy-to-find webpage, and publicize their existence to the entire UT community, again with the possible assistance of the Texas Exes and Texas Parents Association.

We also suggest that the University develop additional training materials. These materials may take different forms, including online modules, live orientation sessions, and scheduled and on-demand presentations. Topics might include – this is not an exclusive list – an enhanced version of the existing safety protocol on what students, faculty, and staff should do if they see an armed person; how to deescalate a tense situation; how to handle a disgruntled student or employee; how to facilitate debate on controversial topics; developing competency among members of the University community for understanding differences based on race, ethnicity, religion, and sexual orientation; additional gun-safety training that could be made


available on a voluntary basis to license holders; and

specialized training for particular audiences such as

academic counselors and human resources staff. These

resources should be communicated effectively to the

entire University community. For example, the University

might devise a campaign, “If you see a gun, call 9-1-1.”

Again, we suggest that consideration be given to

involving our students and harnessing their talents in

the creation and communication of these materials.

Beyond these suggestions, we make two formal

recommendations:


The University should develop training materials

particular to UT on how to respond to an active shooter

situation. These should be incorporated in the CW 122:

A Safe Workplace training module, and all faculty and

staff should be required to complete this module. All

students should also be required to complete training

on how to respond to an active shooter situation.

Comment: Regardless of campus carry, the startling

number of on-campus shootings nationwide impels us

to recommend that the University should require and

not just make available training on how to respond to an

active shooter situation.


The University should develop and post in a prominent

place a detailed Campus Carry FAQ.

Comment: We believe a detailed FAQ is critical to

communicating to the UT community an understanding

of the relevant law and campus policies.


The University should develop materials to educate

and inform parents of UT students and prospective

students about campus carry and how it is being

implemented.

Comment: Parents of our students and prospective

students need to be fully informed about campus carry

and how the University is implementing it. Informational

materials created specifically for parents would provide

a vehicle for letting parents know that students will not

be permitted to have handguns in on-campus residence

hall rooms and about other steps the University is

taking to make the campus as safe as possible. These

materials could also help to rectify many of the common

misunderstandings about S.B. 11. The Texas Parents

Association and Texas Exes could be of great assistance

in implementing this recommendation.

3. Academic Research and Data Collection

Some of the comments we received focused on the

need to monitor the impact that campus carry has on

the University. Others focused on the desirability of the

University embarking on a concerted, more-broadly

gauged study of gun-related policies and gun violence.

We believe these are important issues, but this working

group is not well-positioned to recommend particular

ways the University should respond to them. We believe

the University should develop an institutionalized

means of systematically gathering and analyzing data

on the effects of campus carry. This might involve

augmenting data collection that already occurs, such

as numbers of suicides, sexual assaults, and other

acts of violence, to include whether a concealed

handgun was involved; attitudinal surveys to assess

student and faculty perceptions of the effect of campus

carry on free speech in the classroom; faculty and

management perceptions of their ability to give fair and

accurate performance assessments; and perceptions

about campus climate issues such as safety and race

relations. The University might also attempt to assess

the effects of campus carry on faculty, staff, and

student recruitment and retention.

We believe the University should consider ways to

encourage and support the study of a panoply of issues

related to gun violence. We are aware that the Center

for Gun Policy at the Johns Hopkins Bloomberg School

of Public Health and Research and the Harvard Injury

Control Research Center at the T.H. Chan School of

Public Health are both engaged in this endeavor.


We are also aware that 18 higher education research

centers and institutes (including UT’s Center for

Community College Student Engagement) issued a

joint call in October for further research into on-campus

shootings. We believe that UT can certainly play a role in

these efforts. But determining what exactly that role should

be requires far more information about the resources

available on this campus, including the research interests

of our faculty, for the Working Group to make any specific

recommendations.

4. Additional Safety Measure

In addition to the recommendations we have already

made, we recommend one more safety measure.


To the extent possible, office space within gun-exclusion

zones should be made available on a scheduled basis

to faculty and staff who do not have offices to which

they are solely assigned. These spaces can be used

for conferences that faculty or staff would prefer to

conduct in a gun-exclusion zone.

Comment: Numerous faculty and staff expressed

a desire to be able to conduct difficult and

sensitive meetings in a gun-exclusion zone. Under

Recommendation # 18, those who have offices to

which they are solely assigned will be able to do so. We

believe that efforts should be made to identify available

office space in designated gun-exclusion zones and

make it accessible to faculty and staff who do not have

offices to which are they solely assigned. Given the

likely scarcity of such spaces, this should be done on a

scheduled basis. This recommendation does not involve

the creation of any additional gun-exclusion zones.

E. Why We Do Not Recommend Classrooms Should Be Gun-Exclusion Zones

Throughout the consultative process, many people have

urged the Working Group to recommend that classrooms

be designated as gun-exclusion zones. The Working

Group is keenly aware that this sentiment is widespread

on campus. We received submissions from dozens of

departments, centers, schools, and professional and

student organizations stating their opposition to S.B. 11

and the prospect of allowing handguns on campus. Most

emphatically expressed the view that handguns do not

belong in classrooms. Similar views were expressed by

many speakers during the public forums, by numerous

respondents to our online survey, and by members of the

University community in conversations with individual

members of the Working Group.

We seriously considered the issue. The Working Group is

sympathetic to the notion that guns do not belong in the

classroom. Every member of the Working Group – including

those who are gun owners and license holders – thinks

it would be best if guns were not allowed in classrooms.

Nevertheless, for the reasons that follow, we cannot

recommend that classrooms should be designated a gun-

exclusion zone.

Under S.B. 11, any rule or regulation enacted by the

President must meet two tests: it must be reasonable

and it must not have the effect of generally prohibiting

license holders from carrying their handguns on campus.

Consequently, we considered possible justifications for

excluding handguns from classrooms and whether such

an exclusion would effectively prohibit concealed carry on

campus. We do not here attempt to catalog all the reasons

proffered for the exclusion of handguns from campus.

Rather we focus on the most-commonly articulated

reasons and, we believe, the most salient ones.

Numerous faculty and students asserted that allowing

license holders to carry concealed handguns in the

classroom would adversely affect the educational mission

of the University. Without doubt, the free and open

discussion of controversial, and, at times, uncomfortable

ideas is an essential component of the educational

process – one that occurs throughout our campus on a

daily basis. Many faculty and students believe, however,

that the potential presence of concealed handguns in

classrooms will tend to stifle this type of intellectual

exploration. Echoing comments Chancellor McRaven made

while the Legislature was considering S.B. 11, respondents

told us repeatedly that the idea that a student might

be carrying a gun would chill the open, animated, and

sometimes heated discussions that typify their classes.

Some faculty indicated that they may even feel compelled

to desist from addressing certain topics in class.


We heard many expressions of concern that allowing

concealed carry in classrooms would impede our ability

to recruit and retain faculty, students, and staff. This

was a common thread of the comments we heard from

faculty, but similar comments came from all parts of the

University community. Parents told us they would not send

their children to UT; many current students, particularly

minority and international students, said they would

not have chosen UT had they known that guns would be

allowed in classes. A substantial number of graduate

students who serve as teaching assistants indicated that

they would not have come to UT and will not be inclined to

remain. The substantial publicity that campus carry at UT

has received nationwide has exacerbated concerns about

recruitment and retention.

Of course, these views are not universally shared. Many

people – albeit a distinct minority of those from whom we

heard – took contrary positions. One frequently-voiced

view, for example, was that license holders pose no threat to

classroom discussion. Many commenters cited data from

the Texas Department of Public Safety that show that license

holders are, on the whole, very law-abiding. It was also noted

that concealed carry has been allowed on campus grounds

since 1995, including the West Mall and other outdoor areas

where protests and heated debates have occurred without a

single incident related to concealed carry.

The Working Group recognizes that allowing concealed

handguns in classrooms may chill some class discussion

and hinder the recruitment and retention of faculty and

students. But it is also clear to us that excluding handguns

from classrooms would effectively prohibit license holders

from carrying their handguns and so would violate S.B. 11.

The only possible way to avoid this result would be for the

University to provide gun lockers at strategic points around

campus. We believe that this would be an extremely ill-

advised measure, and we cannot recommend it.

The primary on-campus activity for most of our more

than 50,000 students is going to class. If handguns were

banned from classrooms, license holders would have

to leave their handguns at home or in their cars every

day they go to class. Short of an outright prohibition of

handguns in all buildings – that is, a reversion to the state

of the law as it was before S.B. 11 was passed – we can

think of no measure that would more effectively prohibit

campus carry than designating classrooms as gun-

exclusion zones.

We considered the possibility that the University could

place gun lockers at strategic points around campus so

that license holders could store their handguns whenever

they are in class. With readily-available gun lockers, license

holders would not have to leave their guns at home or in

their cars on days they attend class. The Working Group

concluded, however, that, for many reasons, placing gun

lockers around campus is a bad idea.

First, since the open display of a handgun on campus

will remain a criminal offense, gun lockers would have

to put in places that allowed license holders to remove

their handguns without displaying them in plain view

of others. Second, the University would have to ensure

that measures are taken to safeguard the lockers, limit

accessibility only to the license holders who have stored

their handguns there, and deal with handguns that are

stored but not reclaimed. Third, license holders could be

“outed” by anyone who chose to linger near the entrance to

the gun lockers. The Working Group considered these to be

serious, but not necessarily insurmountable issues.

We believe one last reason is, however, insurmountable.

Every knowledgeable source we consulted unequivocally

stressed the danger that accompanies the transfer of

a handgun to a storage unit. A policy that increases the

number of instances in which a handgun must be stored

multiplies the danger of an accidental discharge. We

believe this danger would be especially acute in gun lockers

placed around campus. These are most likely to be used

when a license holder is attempting to store a handgun while

heading to class. It is all-too easy to imagine that there will be

days when a license holder is running a bit late and thus will

be less cautious in storing the handgun. This substantially

raises the risk of accidental discharges on campus.

In the end, the Working Group concluded, without

hesitation, that the risks to human life of placing gun

lockers around campus would substantially outweigh

any benefits that would accrue from banning concealed

handguns in classrooms. Our charge from President

Fenves was to make recommendations that would promote

safety and security for all members of the campus in a way

that is fully compliant with the law. Recommending that the

University install and operate gun lockers around campus

would be inconsistent with that charge. 27

27 In reaching this conclusion, we considered the arguments presented in a memorandum prepared by counsel for the Campaign to Keep Guns


Lastly, some have argued that the constitutionally-based doctrine of academic freedom or educational autonomy authorizes the University (or individual professors) to ban concealed handguns from classrooms, regardless of what

Off Campus (CKGOC). Counsel for CKGOC state that, “with proper arrangements,” banning handguns from classrooms would amount to only a partial ban of handguns on campus. The only two “proper arrangements” counsel suggest are the provision of “accessible storage spaces” or “more limited bans on firearms only during times when classes are in session.” Banning handguns from classes “only when classes are in session” – that is, during most of the day throughout the school year – would not save this from being an effective general prohibition on campus carry. As discussed above, we agree that the adequate provision of gun safes would allow license holders to carry their handguns on campus, but conclude, for safety reasons, that this is not an acceptable option. Counsel’s argument that “the actual primary goal of SB 11 [was] to restrict the power of universities to prohibit firearms outdoors” is unpersuasive. To our knowledge – and we checked with University and UT System governmental affairs representatives who closely monitored the progress of S.B. 11 during the last legislative session – none of the sponsors or supporters of S.B. 11 ever argued that this was the purpose of the bill. Finally, the cases upon which CKGOC’s counsel rely to support their arguments that a ban on handguns in classrooms would not constitute a general prohibition on campus carry are inapposite. Both DiGiacinto v. Rectors and Visitors of George Mason University, 704 S.E.2d 365 (Va. 2011), and Bonidy v. United States Postal Serv., 790 F.3d 1121 (10th Cir. 2015), involved Second Amendment challenges to firearm restrictions in places – university buildings (DiGiacinto) and post office property (Bonidy) – where the Supreme Court recognizes that restrictions may constitutionally be imposed. District of Columbia v. Heller, 554 U.S. 570 (2008). The Working Group must address a completely different question: whether a ban on guns in classrooms would violate a statutory directive that a university may not enact rules or regulations that effectively negate a license holder’s express statutory right to carry a concealed handgun on campus. Neither DiGiacinto nor Bonidy speaks to the statutory issues that S.B. 11 presents.

S.B. 11 may command. Our charge, however, was to make recommendations regarding how to implement S.B. 11, not to judge its constitutionality.28

28 The extent to which courts will defer to a university’s judgment that a particular policy is essential to its educational mission is far from clear. In upholding the University of Michigan Law School’s affirmative action program, the Supreme Court, “in keeping with [its] tradition of giving a degree of deference to a university’s academic decisions,” took into account “complex educational judgments in an area that lies primarily within the expertise of the university.” Grutter v. Bollinger, 539 U.S. 306, 328 (2003). But the Supreme Court rejected Virginia Military Institute’s educational judgment about the value of its “adversative method of training” in ruling that the school violated the constitution by excluding women. United States v. Virginia, 518 U.S. 515 (1996). Of particular significance to us are the cases in other states in which the legislature had passed a law that seemingly authorized campus carry and in which universities nevertheless sought to ban campus carry. Courts in Utah, Colorado, and Oregon all overturned the university bans. In Utah, one dissenting judge cited the University’s academic autonomy as grounds for upholding the University’s ban on firearms. She located the source of this autonomy, however, not in federal constitutional law, but in a provision of the Utah Constitution that ratified an 1892 territorial enactment establishing the University. University of Utah v. Shurtless, 144 P.3d 1109, 1122-28 (Utah 2006) (Durham, C.J., dissenting). In Colorado, the Regents’ ban on firearms was expressly predicated on the judgment that the presence of firearms undermined the educational mission of the University, and counsel for the Regents invoked academic freedom at oral argument, contending that this was the type of educational judgment to which courts must defer. A unanimous Colorado Supreme Court overturned the firearms ban and did not even address the issue of constitutionally-based academic freedom or educational autonomy. Regents of University of Colorado v. Students for Concealed Carry on Campus, LLC, 271 P.3d 496 (Colo. 2012). Finally, the Oregon court of appeals made no mention of constitutionally-based academic freedom or educational autonomy in rejecting the University’s ban on campus carry. Oregon Firearms Educational Foundation v. Board of Higher Education, 264 P.3d 160 (Ore. Ct. App. 2011).


For the past three months, we have wrestled with the challenge of developing a set of recommended rules and regulations for campus carry. Throughout the process, we have tried to adhere to the charge President Fenves gave us: to recommend steps he can take that will promote safety and security for all members of the campus in a way that complies with the law. We expect

that some people will think we did not go far enough in restricting the presence of handguns on campus and that others will think we went too far. We hope, however, that most will at least view this Report for what it is: the product of an honest and good-faith effort to deal with an extraordinarily difficult and divisive issue.

V. CONCLUSION


MEMBERSHIP OF CAMPUS CARRY POLICY WORKING GROUP

Chair Steven Goode, School of Law

Dean’s Representative Lynn Crismon, Dean, College of Pharmacy

Faculty Representatives Steven Biegalski, Cockrell School of Engineering Mechele Dickerson, School of Law Coleman Hutchison, College of Liberal Arts Victor Saenz, College of Education William (Bill) Spelman, LBJ School of Public Affairs

Staff Representatives Leticia Acosta, McCombs School of Business Glen Baum, Cockrell School of Engineering Stacey Bennett, Division of Housing and Food Service

Student Representatives Rachel Osterloh, President, Senate College of Councils Vance Roper, Vice President, Graduate Student Assembly Xavier Rotnofsky, President, Student Government

Parent Representative Sandra Blount, Sugar Land, Texas

Alumni Representative The Honorable Wallace Jefferson, Distinguished Alumnus of UT Austin, Austin, Texas

Special Collections Representative Stephen Enniss, Director, Harry Ransom Center

Subcommittee Chairs Janet Dukerich, Senior Vice Provost Gerald R. (Bob) Harkins, Associate Vice President, Campus Safety and Security

Ex-officio Representative Carlos Martinez, Associate Vice President, Office of the President

APPENDIX A


MEMBERSHIP OF SAFETY AND SECURITY SUBCOMMITTEE

ChairBob Harkins, Associate Vice President, Campus Safety and Security

MembersChris Brownson, Associate Vice President for Student Affairs, Director, Counseling and Mental Health CenterDavid Carter, Chief, University Police DepartmentDavid O. Cronk, Director, Emergency PreparednessJanet Dukerich, Senior Vice Provost, Office of the Executive Vice President and ProvostDouglas Garrard, Office of the Dean of StudentsEdward L. Goble, Executive Senior Associate Athletic Director, Intercollegiate AthleticsJeffery L. Graves, Associate Vice President for Legal AffairsHemlata G. Jhaveri, Division of Housing and Food ServiceJames H. Johnson, Fire Marshal, Fire Prevention ServicesPaul Liebman, Chief Compliance Officer, University Compliance ServicesCarlos Martinez, Associate Vice President, Office of the PresidentCynthia G. Posey, Associate Director of Communications, University Operations John Salsman, Director, Environmental Health and SafetyPeter D. Schaack, Associate Director, Division of Recreational SportsGary J. Susswein, Executive Director of Media Relations & Issues Management, University CommunicationsDel Watson, Director of Faculty Affairs, Office of the Executive Vice President and ProvostRhonda R. Weldon, Director of Communications, University Operations Leekeshia Williams, Youth Protection Program Manager, University Compliance Services

MEMBERSHIP OF COMMUNICATION AND TRAINING SUBCOMMITTEE

ChairJanet Dukerich, Senior Vice Provost, Office of the Executive Vice President and Provost

MembersMaria Arrellaga, Chief Communications Officer, Office of the PresidentJeffery L. Graves, Associate Vice President for Legal AffairsBob Harkins, Associate Vice President, Campus Safety and SecuritySusan Harnden, Employee Assistance Program Manager, Human ResourcesDebra Kress, Associate Vice President, Human ResourcesCarlos Martinez, Associate Vice President, Office of the PresidentCarmen Shockley, Director of Academic Personnel Services, Office of the Executive Vice President and ProvostMary Steinhardt, University Faculty OmbudsDon Verett, Captain, University of Texas Police DepartmentBrooke Bulow, Director of Communications Office of the Vice President for Student Affairs


TEXT OF RELEVANT STATUTES

SENATE BILL 11

AN ACT

relating to the carrying of handguns on the campuses of

and certain other locations associated with institutions of

higher education; providing a criminal penalty.

BE IT ENACTED BY THE LEGISLATURE OF THE STATE

OF TEXAS:

SECTION 1. Subchapter H, Chapter 411, Government Code,

is amended by adding Section 411.2031 to read as follows:

Sec. 411.2031. CARRYING OF HANDGUNS BY LICENSE

HOLDERS ON CERTAIN CAMPUSES. (a) For purposes of

this section:

(1) “Campus” means all land and buildings owned or

leased by an institution of higher education or private

or independent institution of higher education.

(2) “Institution of higher education” and “private or

independent institution of higher education” have

the meanings assigned by Section 61.003, Education

Code.

(3) “Premises” has the meaning assigned by Section

46.035, Penal Code.

(b) A license holder may carry a concealed handgun on

or about the license holder’s person while the license

holder is on the campus of an institution of higher

education or private or independent institution of higher

education in this state.

(c) Except as provided by Subsection (d), (d-1), or (e), an

institution of higher education or private or independent

institution of higher education in this state may not

adopt any rule, regulation, or other provision prohibiting

license holders from carrying handguns on the campus

of the institution.

(d) An institution of higher education or private or

independent institution of higher education in this state

may establish rules, regulations, or other provisions

concerning the storage of handguns in dormitories or

other residential facilities that are owned or leased and

operated by the institution and located on the campus

of the institution.

(d-1) After consulting with students, staff, and faculty

of the institution regarding the nature of the student

population, specific safety considerations, and the

uniqueness of the campus environment, the president

or other chief executive officer of an institution of

higher education in this state shall establish reasonable

rules, regulations, or other provisions regarding the

carrying of concealed handguns by license holders on

the campus of the institution or on premises located on

the campus of the institution. The president or officer

may not establish provisions that generally prohibit or

have the effect of generally prohibiting license holders

from carrying concealed handguns on the campus of

the institution. The president or officer may amend

the provisions as necessary for campus safety. The

provisions take effect as determined by the president

or officer unless subsequently amended by the board

of regents or other governing board under Subsection

(d-2). The institution must give effective notice under

Section 30.06, Penal Code, with respect to any portion

of a premises on which license holders may not carry.

(d-2) Not later than the 90th day after the date that the

rules, regulations, or other provisions are established

as described by Subsection (d-1), the board of regents

or other governing board of the institution of higher

education shall review the provisions. The board of

regents or other governing board may, by a vote of

not less than two-thirds of the board, amend wholly or

partly the provisions established under Subsection (d-1).

If amended under this subsection, the provisions are

considered to be those of the institution as established

under Subsection (d-1).

(d-3) An institution of higher education shall widely

distribute the rules, regulations, or other provisions

described by Subsection (d-1) to the institution’s

students, staff, and faculty, including by prominently

publishing the provisions on the institution’s Internet

website.

(d-4) Not later than September 1 of each even-

numbered year, each institution of higher education

in this state shall submit a report to the legislature

and to the standing committees of the legislature with

APPENDIX B


jurisdiction over the implementation and continuation of this section that:

(1) describes its rules, regulations, or other provisions regarding the carrying of concealed handguns on the campus of the institution; and

(2) explains the reasons the institution has established those provisions.

(e) A private or independent institution of higher education in this state, after consulting with students, staff, and faculty of the institution, may establish rules, regulations, or other provisions prohibiting license holders from carrying handguns on the campus of the institution, any grounds or building on which an activity sponsored by the institution is being conducted, or a passenger transportation vehicle owned by the institution.

SECTION 2. Section 411.208, Government Code, is amended by amending Subsections (a), (b), and (d) and adding Subsection (f) to read as follows:

(a) A court may not hold the state, an agency or subdivision of the state, an officer or employee of the state, an institution of higher education, an officer or employee of an institution of higher education, a private or independent institution of higher education that has not adopted rules under Section 411.2031(e), an officer or employee of a private or independent institution of higher education that has not adopted rules under Section 411.2031(e), a peace officer, or a qualified handgun instructor liable for damages caused by:

(1) an action authorized under this subchapter or a failure to perform a duty imposed by this subchapter; or

(2) the actions of an applicant or license holder that occur after the applicant has received a license or been denied a license under this subchapter.

(b) A cause of action in damages may not be brought against the state, an agency or subdivision of the state, an officer or employee of the state, an institution of higher education, an officer or employee of an institution of higher education, a private or independent institution of higher education that has not adopted rules under Section 411.2031(e), an officer or employee

of a private or independent institution of higher

education that has not adopted rules under Section

411.2031(e), a peace officer, or a qualified handgun

instructor for any damage caused by the actions of an

applicant or license holder under this subchapter.

(d) The immunities granted under Subsections (a), (b),

and (c) do not apply to:

(1) an act or a failure to act by the state, an agency

or subdivision of the state, an officer of the state, an

institution of higher education, an officer or employee

of an institution of higher education, a private or

independent institution of higher education that

has not adopted rules under Section 411.2031(e),

an officer or employee of a private or independent

institution of higher education that has not adopted

rules under Section 411.2031(e), or a peace officer if

the act or failure to act was capricious or arbitrary; or

(2) any officer or employee of an institution of higher

education or private or independent institution

of higher education described by Subdivision (1)

who possesses a handgun on the campus of that

institution and whose conduct with regard to the

handgun is made the basis of a claim for personal

injury or property damage.

(f) For purposes of this section:

(1) “Campus” has the meaning assigned by Section

411.2031.

(2) “Institution of higher education” and “private or

independent institution of higher education” have


Code.

SECTION 3. Sections 46.03(a) and (c), Penal Code, are

amended to read as follows:

(a) A person commits an offense if the person

intentionally, knowingly, or recklessly possesses or goes

with a firearm, illegal knife, club, or prohibited weapon

listed in Section 46.05(a):

(1) on the physical premises of a school or

educational institution, any grounds or building

on which an activity sponsored by a school or

educational institution is being conducted, or a


passenger transportation vehicle of a school or

educational institution, whether the school or

educational institution is public or private, unless:

(A) pursuant to written regulations or written

authorization of the institution; or

(B) the person possesses or goes with a

concealed handgun that the person is licensed

to carry under Subchapter H, Chapter 411,

Government Code, and no other weapon to

which this section applies, on the premises of

an institution of higher education or private or

independent institution of higher education,

on any grounds or building on which an activity

sponsored by the institution is being conducted,

or in a passenger transportation vehicle of the

institution;

(2) on the premises of a polling place on the day of an

election or while early voting is in progress;

(3) on the premises of any government court or

offices utilized by the court, unless pursuant to

written regulations or written authorization of the

court;

(4) on the premises of a racetrack;

(5) in or into a secured area of an airport; or

(6) within 1,000 feet of premises the location of

which is designated by the Texas Department of

Criminal Justice as a place of execution under Article

43.19, Code of Criminal Procedure, on a day that

a sentence of death is set to be imposed on the

designated premises and the person received notice

that:

(A) going within 1,000 feet of the premises

with a weapon listed under this subsection was

prohibited; or

(B) possessing a weapon listed under this

subsection within 1,000 feet of the premises was

prohibited.

(c) In this section:

(1) “Institution of higher education” and “private

or independent institution of higher education”

have the meanings assigned by Section 61.003,

Education Code.

(2) “Premises” has the meaning assigned by Section

46.035.

(3) [(2)] “Secured area” means an area of an airport

terminal building to which access is controlled by the

inspection of persons and property under federal law.

SECTION 4. Section 46.035, Penal Code, is amended by

adding Subsections (a-1), (a-2), (a-3), and (l) and amending

Subsections (g), (h), and (j) to read as follows:

(a-1) Notwithstanding Subsection (a), a license holder

commits an offense if the license holder carries

a partially or wholly visible handgun, regardless

of whether the handgun is holstered, on or about

the license holder’s person under the authority of

Subchapter H, Chapter 411, Government Code, and

intentionally or knowingly displays the handgun in plain

view of another person:

(1) on the premises of an institution of higher

education or private or independent institution of

higher education; or

(2) on any public or private driveway, street, sidewalk

or walkway, parking lot, parking garage, or other

parking area of an institution of higher education

or private or independent institution of higher

education.

(a-2) Notwithstanding Subsection (a) or Section

46.03(a), a license holder commits an offense if the

license holder carries a handgun on the campus of a

private or independent institution of higher education

in this state that has established rules, regulations,

or other provisions prohibiting license holders from

carrying handguns pursuant to Section 411.2031(e),

Government Code, or on the grounds or building on

which an activity sponsored by such an institution is

being conducted, or in a passenger transportation

vehicle of such an institution, regardless of whether the

handgun is concealed, provided the institution gives

effective notice under Section 30.06.


46.03(a), a license holder commits an offense if

the license holder intentionally carries a concealed

handgun on a portion of a premises located on the

campus of an institution of higher education in this


state on which the carrying of a concealed handgun is prohibited by rules, regulations, or other provisions established under Section 411.2031(d-1), Government Code, provided the institution gives effective notice under Section 30.06 with respect to that portion.

(g) An offense under Subsection (a), (a-1), (a-2), (a-3), (b), (c), (d), or (e) is a Class A misdemeanor, unless the offense is committed under Subsection (b)(1) or (b)(3), in which event the offense is a felony of the third degree.

(h) It is a defense to prosecution under Subsection (a), (a-1), (a-2), or (a-3) that the actor, at the time of the commission of the offense, displayed the handgun under circumstances in which the actor would have been justified in the use of force or deadly force under Chapter 9.

(j) Subsections (a), (a-1), (a-2), (a-3), and (b)(1) do not apply to a historical reenactment performed in compliance with the rules of the Texas Alcoholic Beverage Commission.

(l) Subsection (b)(2) does not apply on the premises where a collegiate sporting event is taking place if the actor was not given effective notice under Section 30.06.

SECTION 5. Section 46.035(f), Penal Code, is amended by adding Subdivision (1-a) to read as follows:

(1-a) “Institution of higher education” and “private or independent institution of higher education” have the meanings assigned by Section 61.003, Education Code.

SECTION 6. Section 411.208, Government Code, as amended by this Act, applies only to a cause of action that accrues on or after the effective date of this Act. A cause of action that accrues before the effective date of this Act is governed by the law in effect immediately before that date, and that law is continued in effect for that purpose.

SECTION 7. The change in law made by this Act applies only to an offense committed on or after the effective date of this Act. An offense committed before the effective date of this Act is governed by the law in effect on the date the offense was committed, and the former law is continued

in effect for that purpose. For purposes of this section, an offense was committed before the effective date of this Act if any element of the offense occurred before that date.

SECTION 8. (a) Except as otherwise provided by this section, this Act takes effect August 1, 2016.

(b) Before August 1, 2016, the president or other chief executive officer of an institution of higher education, as defined by Section 61.003, Education Code, other than a public junior college as defined by that section, shall take any action necessary to adopt rules, regulations, or other provisions as required by Section 411.2031, Government Code, as added by this Act. Notwithstanding any other law, the president or other chief executive officer shall establish rules, regulations, or other provisions under Section 411.2031(d-1), Government Code, as added by this Act, that take effect August 1, 2016.

(c) Before August 1, 2016, a private or independent institution of higher education, as defined by Section 61.003, Education Code, may take any action necessary to adopt rules, regulations, or other provisions as authorized under Section 411.2031, Government Code, as added by this Act.

(d) This Act does not apply to a public junior college, as defined by Section 61.003, Education Code, before August 1, 2017. Not later than August 1, 2017, the president or other chief executive officer of a public junior college shall take any action necessary to adopt rules, regulations, or other provisions as required by Section 411.2031, Government Code, as added by this Act. Notwithstanding any other law, the president or other chief executive officer shall establish rules, regulations, or other provisions under Section 411.2031(d-1), Government Code, as added by this Act, that take effect August 1, 2017.


TEXAS PENAL CODE § 46.03 (as of August 1, 2016)

Sec. 46.03. Places weapons prohibited.

(a) A person commits an offense if the person intentionally, knowingly, or recklessly possesses or goes with a firearm, illegal knife, club, or prohibited weapon listed in Section 46.05(a):

(1) on the physical premises of a school or educational institution, any grounds or building on which an activity sponsored by a school or educational institution is being conducted, or a passenger transportation vehicle of a school or educational institution, whether the school or educational institution is public or private, unless:

(A) pursuant to written regulations or written authorization of the institution; or

(B) the person possesses or goes with a concealed handgun that the person is licensed to carry under Subchapter H, Chapter 411, Government Code, and no other weapon to which this section applies, on the premises of an institution of higher education or private or independent institution of higher education, on any grounds or building on which an activity sponsored by the institution is being conducted, or in a passenger transportation vehicle of the institution;

(2) on the premises of a polling place on the day of an election or while early voting is in progress;

(3) on the premises of any government court or offices utilized by the court, unless pursuant to written regulations or written authorization of the court;

(4) on the premises of a racetrack;

(5) in or into a secured area of an airport; or

(6) within 1,000 feet of premises the location of which is designated by the Texas Department of Criminal Justice as a place of execution under Article 43.19, Code of Criminal Procedure, on a day that a sentence

of death is set to be imposed on the designated premises and the person received notice that:

(A) going within 1,000 feet of the premises with a weapon listed under this subsection was prohibited; or

(B) possessing a weapon listed under this subsection within 1,000 feet of the premises was prohibited.

(b) It is a defense to prosecution under Subsections (a)(1)-(4) that the actor possessed a firearm while in the actual discharge of his official duties as a member of the armed forces or national guard or a guard employed by a penal institution, or an officer of the court.

(c) In this section:

(1) “Institution of higher education” and “private or independent institution of higher education” have the meanings assigned by Section 61.003, Education Code.

(2) “Premises” has the meaning assigned by Section 46.035.

(3) “Secured area” means an area of an airport terminal building to which access is controlled by the inspection of persons and property under federal law

(d) It is a defense to prosecution under Subsection (a)(5) that the actor possessed a firearm or club while traveling to or from the actor’s place of assignment or in the actual discharge of duties as:

(1) a member of the armed forces or national guard;

(2) a guard employed by a penal institution; or

(3) a security officer commissioned by the Texas Private Security Board if:

(A) the actor is wearing a distinctive uniform; and

(B) the firearm or club is in plain view; or

(4) a security officer who holds a personal protection authorization under Chapter 1702, Occupations Code, provided that the officer is either:

(A) wearing the uniform of a security officer, including any uniform or apparel described by Section 1702.323(d), Occupations Code, and carrying the officer’s firearm in plain view; or


(B) not wearing the uniform of a security officer and carrying the officer’s firearm in a concealed manner.

(e) It is a defense to prosecution under Subsection (a)(5) that the actor checked all firearms as baggage in accordance with federal or state law or regulations before entering a secured area.

(f) It is not a defense to prosecution under this section that the actor possessed a handgun and was licensed to carry a handgun under Subchapter H, Chapter 411, Government Code.

(g) An offense under this section is a third degree felony.

(h) It is a defense to prosecution under Subsection (a)(4) that the actor possessed a firearm or club while traveling to or from the actor’s place of assignment or in the actual discharge of duties as a security officer commissioned by the Texas Board of Private Investigators and Private Security Agencies, if:

(1) the actor is wearing a distinctive uniform; and

(2) the firearm or club is in plain view.

(i) It is an exception to the application of Subsection (a)(6) that the actor possessed a firearm or club:

(1) while in a vehicle being driven on a public road; or

(2) at the actor’s residence or place of employment.


TEXAS PENAL CODE § 46.035

(as of August 1, 2016)

Sec. 46.035. Unlawful Carrying of Handgun

by License Holder

(a) A license holder commits an offense if the license

holder carries a handgun on or about the license

holder’s person under the authority of Subchapter

H, Chapter 411, Government Code, and intentionally

displays the handgun in plain view of another person

in a public place. It is an exception to the application of

this subsection that the handgun was partially or wholly

visible but was carried in a shoulder or belt holster by

the license holder.

(a-1) Notwithstanding Subsection (a), a license holder

commits an offense if the license holder carries

a partially or wholly visible handgun, regardless

of whether the handgun is holstered, on or about

the license holder’s person under the authority of

Subchapter H, Chapter 411, Government Code, and

intentionally or knowingly displays the handgun in plain

view of another person:

(1) on the premises of an institution of higher


higher education; or

(2) on any public or private driveway, street,

sidewalk or walkway, parking lot, parking garage,

or other parking area of an institution of higher


higher education.


46.03(a), a license holder commits an offense if the

license holder carries a handgun on the campus of a

private or independent institution of higher education

in this state that has established rules, regulations,

or other provisions prohibiting license holders from

carrying handguns pursuant to Section 411.2031(e),

Government Code, or on the grounds or building on

which an activity sponsored by such an institution is

being conducted, or in a passenger transportation

vehicle of such an institution, regardless of whether the

handgun is concealed, provided the institution gives

effective notice under Section 30.06.


46.03(a), a license holder commits an offense if

the license holder intentionally carries a concealed

handgun on a portion of a premises located on the

campus of an institution of higher education in this

state on which the carrying of a concealed handgun

is prohibited by rules, regulations, or other provisions

established under Section 411.2031(d-1), Government

Code, provided the institution gives effective notice

under Section 30.06 with respect to that portion.

(b) A license holder commits an offense if the license

holder intentionally, knowingly, or recklessly carries a

handgun under the authority of Subchapter H, Chapter

411, Government Code, regardless of whether the

handgun is concealed or carried in a shoulder or belt

holster, on or about the license holder’s person:

(1) on the premises of a business that has a

permit or license issued under Chapter 25, 28, 32,

69, or 74, Alcoholic Beverage Code, if the business

derives 51 percent or more of its income from the

sale or service of alcoholic beverages for on-premises

consumption, as determined by the Texas Alcoholic

Beverage Commission under Section 104.06,

Alcoholic Beverage Code;

(2) on the premises where a high school, collegiate,

or professional sporting event or interscholastic

event is taking place, unless the license holder is a

participant in the event and a handgun is used in the

event;

(3) on the premises of a correctional facility;

(4) on the premises of a hospital licensed under

Chapter 241, Health and Safety Code, or on the

premises of a nursing facility licensed under Chapter

242, Health and Safety Code, unless the license

holder has written authorization of the hospital or

nursing facility administration, as appropriate;

(5) in an amusement park; or

(6) on the premises of a church, synagogue, or

other established place of religious worship.

(c) A license holder commits an offense if the license

holder intentionally, knowingly, or recklessly carries a

handgun under the authority of Subchapter H, Chapter

411, Government Code, regardless of whether the


handgun is concealed or carried in a shoulder or belt

holster, in the room or rooms where a meeting of a

governmental entity is held and if the meeting is an

open meeting subject to Chapter 551, Government

Code, and the entity provided notice as required by that

chapter.

(d) A license holder commits an offense if, while

intoxicated, the license holder carries a handgun

under the authority of Subchapter H, Chapter 411,

Government Code, regardless of whether the handgun

is concealed or carried in a shoulder or belt holster.

(e) A license holder who is licensed as a security

officer under Chapter 1702, Occupations Code, and

employed as a security officer commits an offense if,

while in the course and scope of the security officer’s

employment, the security officer violates a provision of

Subchapter H, Chapter 411, Government Code.

(f) In this section:

(1) “Amusement park” means a permanent

indoor or outdoor facility or park where amusement

rides are available for use by the public that is located

in a county with a population of more than one

million, encompasses at least 75 acres in surface

area, is enclosed with access only through controlled

entries, is open for operation more than 120 days

in each calendar year, and has security guards on

the premises at all times. The term does not include

any public or private driveway, street, sidewalk or

walkway, parking lot, parking garage, or other parking

area.

(1-a) “Institution of higher education” and “private

or independent institution of higher education” have


Code.

(2) “License holder” means a person licensed to

carry a handgun under Subchapter H, Chapter 411,

Government Code.

(3) “Premises” means a building or a portion of

a building. The term does not include any public or

private driveway, street, sidewalk or walkway, parking

lot, parking garage, or other parking area.

(g) An offense under this section 2 is a Class A

misdemeanor, unless the offense is committed under

Subsection (b)(1) or (b)(3), in which event the offense is

a felony of the third degree.

(h) It is a defense to prosecution under Subsection (a), (a-1), (a-2), or (a-3) that the actor, at the time of the commission of the offense, displayed the handgun under circumstances in which the actor would have been justified in the use of force or deadly force under Chapter 9.

<Text of subsec. (h-1) as added by Acts 2007,

80th Leg., ch. 1214, § 2>

(h-1) It is a defense to prosecution under Subsections (b) and (c) that the actor, at the time of the commission of the offense, was:

(1) an active judicial officer, as defined by Section 411.201, Government Code; or

(2) a bailiff designated by the active judicial officer and engaged in escorting the officer.

<Text of subsec. (h-1) as added by Acts 2007,

80th Leg., ch. 1222, § 5>

(h-1) It is a defense to prosecution under Subsections (b)(1), (2), and (4)-(6), and (c) that at the time of the commission of the offense, the actor was:

(1) a judge or justice of a federal court;

(2) an active judicial officer, as defined by Section 411.201, Government Code; or

(3) a district attorney, assistant district attorney, criminal district attorney, assistant criminal district attorney, county attorney, or assistant county attorney.

(i) Subsections (b)(4), (b)(5), (b)(6), and (c) do not apply if the actor was not given effective notice under Section 30.06 or 30.07.

(j) Subsections (a), (a-1), (a-2), (a-3), and (b)(1) do not apply to a historical reenactment performed in compliance with the rules of the Texas Alcoholic Beverage Commission.

(k) It is a defense to prosecution under Subsection (b)(1) that the actor was not given effective notice under Section 411.204, Government Code.

(l) Subsection (b)(2) does not apply on the premises where a collegiate sporting event is taking place if the actor was not given effective notice under Section 30.06.


RECOMMENDATIONS AND COMMENTS

Recommendation # 1: License holders who carry a handgun on campus must carry it on or about their person at all times or secure their handgun in a locked, privately-owned or leased motor vehicle. The only exception to this is that license holders who reside in University Apartments or who are staff whose employment responsibilities require them to reside in University housing may store their handguns in a gun safe in accordance with the requirements set forth in Recommendation # 17. In compliance with Texas Penal Code § 46.035(a-1), a license holder may not carry a partially or wholly visible handgun on campus premises or on any university driveway, street, sidewalk or walkway, parking lot, parking garage, or other parking area.

Recommendation # 2: A license holder who carries a handgun on campus must carry it in a holster that completely covers the trigger and the entire trigger guard area. The holster must have sufficient tension or grip on the handgun to retain it in the holster even when subjected to unexpected jostling.

Recommendation # 3: A license holder who carries a semiautomatic handgun on campus must carry it without a chambered round of ammunition.

Comment: These recommendations are designed to ensure that handguns will be carried and stored on campus in the safest way possible.

Recommendation # 1 aims at minimizing the possibility of accidental loss or theft of a concealed handgun. License holders must either carry their handguns on or about their person or store them in their locked motor vehicle. “About” the person means that a license holder may carry a handgun – holstered – in a backpack or handbag, but the backpack or handbag must be close enough to the license holder that he or she can grasp it without materially changing position. A license holder who leaves a handgun out of immediate reach or stores it in an unsecure location risks losing it and having it wind up in the hands of someone who does not have and may be completely unqualified to obtain a license.

Recommendations # 2 and # 3 are designed to minimize

the possibility of accidental discharge. As discussed

in Part III.C.3, two of the four accidental discharge

incidents on campuses that have campus carry involved

license holders carrying handguns loose in their pants

pockets. Compliance with Recommendation # 2 would

significantly reduce the likelihood of such accidental

discharges. Recommendation # 3 reinforces these safety

requirements.

[Recommendations # 4 through 8 to already-

existing statutory gun-exclusion zones.]

Recommendation # 4: In its website posting of rules and

regulations regarding campus carry, the University should

post a list of places that are commonly the site of pre-K-12

school-sponsored activities. When a pre-K-12 school-

sponsored activity is being conducted at a particular

location, a sign reading “Pre-K-12 school-sponsored

activity in progress” should be posted there.

Comment: This exclusion is found in TPC § 46.03(a)

(1). “School or educational institution” does not include

institutions of higher education. But both the statutory

text and the legislative history make clear that this

exclusion still applies to a pre-K-12 school located on the

grounds of a university and to a pre-K-12 school-sponsored

activity that is conducted on the grounds of a university.

Therefore, license holders are forbidden from carrying

their handguns on the physical premises of any pre-K-12

schools on campus, such as the UT Elementary School,

as well any grounds on or buildings in which a pre-K-12

school-sponsored activity is being conducted. Although

TPC § 46.03(a)(1) does not require signage, we believe it is

appropriate to provide fair notice.

Recommendation # 5: A sign should be posted at any

polling place located on campus from the commencement

of early voting through Election Day that reads either

“Polling Place” or “Vote Here.”

Comment: This exclusion is found in TPC § 46.03(a)(2).

Although this subsection does not require signage, we

believe it is appropriate to provide fair notice.

APPENDIX C


Recommendation # 6: A sign should be posted at the entrance to a courtroom and associated offices whenever they are being used by a federal, state, or local judge for official business.

Comment: This exclusion is found in TPC § 46.03(a)(3). The School of Law has a courtroom, judges’ chambers, and jury room in the Connally Center for Justice. These are occasionally used by federal, state, and local judges for judicial proceedings. Although this subsection does not require signage, we believe it is appropriate to provide fair notice.

Recommendation # 7: Any premises on campus that meets the requirements of TPC § 46.035(b)(1) must provide notice in accordance with Texas Gov’t Code § 411.204.

Comment: This exclusion is found in TPC § 46.035(b)(1). It applies at least to the Cactus Café in the Student Union and to Gabriel’s Café in the AT&T Executive Education and Conference Center. Section 46.035(k) specifies that notice must be given in accordance with Texas Gov’t Code § 411.204.

Recommendation # 8: Notice should be given for all collegiate sporting events. If possible, for ticketed sporting events this notice should be given by means of a written communication on the back of, or appended to, the ticket. Vendors and others who are permitted to enter the premises without a ticket should be provided written notice through other means.

Comment: This exclusion is found in TPC § 46.035(b)(2). For high school or professional sporting events, § 46.035 does not require notice that handguns are excluded. But for a collegiate sporting event, § 46.035(l) requires notice that meets the requirements of TPC § 30.06.

Recommendation # 9: The concealed carry of handguns should be prohibited in areas for which state or federal law, licensing requirements, or contracts require exclusion exclusively at the discretion of the state or federal government, or are required by a campus accrediting authority. Where appropriate, signage must conform to the overriding federal or state law requirements. Otherwise, notice conforming to TPC § 30.06 must be provided.

Comment: In some instances, federal law prohibits

firearms from being carried in certain places. For example,

10 C.F.R. § 73.81 bars a person from carrying a firearm

in a protected facility or installation, such as our Nuclear

Engineering Teaching Laboratory (NETL), which is a

Nuclear Regulatory Commission-licensed facility. Similarly,

state law or licensing requirements may place restrictions

on concealed carry. For example, licensing standards for

before- and after-school programs for school-aged children

and for child-care centers prohibit on-premises firearms.

See Texas Dept. of Family and Protective Services,

Licensing Division, Minimum Standards for School-Age

and Before or After-School Programs §744.2607; Minimum

Standards for Child-Care Centers §746.3707. Finally, in rare

instances, the federal or state government may unilaterally

impose a restriction on the carrying of firearms, as may a

campus accrediting authority.

Recommendation # 10: The concealed carry of handguns

should be prohibited in patient-care areas, including those

in which professional mental health services are provided.

Comment: TPC § 46.035(b)(4) prohibits the concealed

carry of handguns in hospitals licensed under Chapter

241 of the Texas Health and Safety Code. By analogy, we

recommend that all patient-care areas be excluded. This

includes hospitals, clinics, and mental health treatment

areas. A “patient-care area” should involve patients for

whom a formal record of treatment is maintained.


should be prohibited on premises in which a ticketed

sporting event is taking place.

Comment: TPC § 46.035(b)(2) prohibits handguns at high

school, collegiate, and professional sporting events. The

University hosts other types of sporting events, such as

club-sponsored swim meets. By analogy, we recommend

that the concealed carry of a handgun be excluded at any

such sporting events if they are ticketed. The tickets can be

used to provide notice conforming to TPC § 30.06.


should be prohibited in areas in which formal hearings

are being conducted pursuant to Chapter 11 (Student

Discipline and Conduct) of the Institutional Rules on


Student Services and Activities (General Information Catalog, App. C); Regents Rule 31008 (Termination of a Faculty Member); Handbook of Operating Procedure 2-2310 (Faculty Grievance Procedure); or Handbook of Operating Procedure 5-2420 (Policies and Procedures for Discipline and Dismissal and Grievance of Employees).

Comment: TPC § 46.03(a)(3) bans the concealed carry of handguns “on the premises of any government court or offices utilized by the court.” By analogy, we recommend that the concealed carry of handguns be excluded from any areas in which a formal hearing is being conducted in accordance with the enumerated discipline and grievance procedures for students, faculty, and staff. Notice conforming to Texas Penal Code § 30.06 must be provided.

Recommendation # 13: The concealed carry of handguns should be prohibited in areas where the discharge of a firearm might cause great harm, such as laboratories with extremely dangerous chemicals, biologic agents, or explosive agents, and areas with equipment that is incompatible with metallic objects, such as magnetic resonance imaging machines.

Comment: The training required for handgun license holders does not include special training regarding the safe use of weapons in such facilities. The accidental or purposeful discharge of a weapon in such a facility could cause grave and catastrophic harm. In addition, handguns are inappropriate in the vicinity of some types of equipment, such as magnetic resonance imaging equipment, because of the presence of a very strong magnetic field. We believe “specific safety considerations” justify these exclusions. Notice conforming to TPC § 30.06 must be provided.

Recommendation # 14: The concealed carry of handguns should be prohibited in animal-research facilities and other animal-care and animal-use locations in which protocols regulating ingress and egress create a risk that a concealed handgun will accidentally discharge, be contaminated, or be separated from a license holder.

Comment: The transmission of infectious agents from research animals to humans can cause human disease, and the transmission of infectious agents from humans (or their clothing and possessions) can cause animal illness or

jeopardize research results. As a result, animal research,

care, and use areas typically have strict protocols for

entering and exiting the facility, including requirements

for the wearing of dedicated or disposable clothing and

protective waterproof gloves. Compliance with these

protocols by someone carrying a concealed handgun

may have the effect of increasing the risk of its discharge,

contamination, or unanticipated separation from the

license holder. In addition, research animals have the

ability to bite and kick objects in the possession of persons

working with them, and some (e.g., monkeys) may be able

to grab and manipulate objects. These potential hazards

suggest that concealed weapons should be excluded from

animal research, care, and use facilities.

Recommendation # 15: Counselors, staff, and volunteers

who work in a campus program for minors must, as

a condition of their participation, agree not to carry a

concealed handgun on the grounds or in buildings where

the program is conducted. Parents of attendees must also

agree, as a condition of their child’s participation, not to

carry a concealed handgun on the grounds or in buildings

where the program is conducted. “Campus program for

minors” is defined in HOP 3-1710.

Comment: The Texas Penal Code prohibits the concealed

carry of handguns in pre-K-12 schools and on the grounds

or in buildings where a school-sponsored activity is being

conducted. By analogy, places where children under the age

of 18 participate in a campus program for minors should

be exclusion zones. Because providing signage in each

such location would be impracticable, we recommend that

the exclusion be accomplished by means of contractual

arrangements with the people who are most likely to be in

contact with the minor participants. HOP 3-1710 defines

“campus program for minors” as “[a]ny program or camp

held on University premises that offers recreational,

athletic, religious, or educational activities to minors, or one

that is University sponsored. This excludes programs for

University-enrolled students under the age of 18.”

Recommendation # 16: The following rules should apply

to the concealed carry of handguns in University housing.

a. With three exceptions, the concealed carry of

handguns should be prohibited in all on-campus


residence halls. The concealed carry of handguns

should, however, be permitted in University Apartments.

b. The first exception for on-campus residence halls

is that the concealed carry of handguns should be

permitted in common areas such as lounges, dining

areas, and study areas. The second exception is that

a resident’s family members should be permitted to

carry a concealed handgun on or about their person

while visiting. The third exception is that staff members

whose employment responsibilities require them to

be in University housing should be permitted to carry

a concealed handgun on or about their person while

present in University housing for business purposes.

c. License holders who reside in University Apartments

or who are staff whose employment responsibilities

require them to reside in University housing must store

their handguns either in a locked, privately-owned or

leased motor vehicle or in a gun safe that meets the

requirements set forth in Recommendation # 17 below.

License holders are also responsible for ensuring that

their guests comply with all such rules and regulations.

Comment: Our residence halls are unique in several

respects. First, the great majority of our students

reside in off-campus facilities. This is particularly true of

students who are at least 21 years old. During the Fall 2015

semester, nearly 99% of our students who are 21 or over

live off campus. A rule prohibiting residents of on-campus

residence halls from having handguns in their rooms

will, therefore, affect only the tiniest fraction of students

who are eligible to apply for a license to carry a handgun.

And, as the data show, there are ample, and widely-used

alternative housing arrangements available for those who

wish to keep handguns in their rooms.

Second, the great majority of students in on-campus

residence halls share bedrooms. Only two percent of on-

campus residence hall rooms are designated single rooms.

Consequently, we believe that the danger of accidental

loss, theft, or misuse by roommates or others (including

suicide or other violence) in on-campus residence halls

is unacceptably high. Even if we were to require residents

to store their handguns in approved gun lockers, our

residence halls typically do not provide space that is

subject to the sole control of a resident. This means there

is no way of assuring that only a handgun-owning resident

will have access to his or her locker. Moreover, while we are confident that the great majority of license holders routinely and conscientiously store their handguns, we believe it is naïve to think that there won’t be lapses in judgment or vigilance. There will too often be a temptation, upon entering one’s room, simply to leave a handgun sitting in a backpack or handbag or (less likely) out in the open, even if only for a relatively brief time.

Two other facts exacerbate our concerns about possible accidental loss, theft, or misuse. First, we have a substantial number of students under the age of 18 who live in on-campus residence halls. At the beginning of the Fall 2015 semester, we had 298 such residents, 13 of whom were 16 or younger. We do not think it is wise to place students that young in close proximity to handguns. Second, residence hall residents typically have numerous visitors, and these visitors may come at the invitation of a license holder’s roommate. This further increases the chance that someone other than the license holder will come into possession of a handgun.

University Apartments (widely known as “married student housing”), however, differ from on-campus residence halls in both physical lay-out and resident population. University Apartments are typically occupied by married students, families, or students and their unmarried, live-in guests. These living arrangements afford license holders greater control over entry by non-residents. More importantly, University Apartments have private bedrooms and so enable license holders to store a handgun in a place that is not accessible to visitors. Therefore, we believe that the specific safety considerations that lead us to recommend a general prohibition of concealed handguns in on-campus residence halls are substantially diminished in University Apartments.

We believe as well that the concealed carry of handguns should be permitted in on-campus residence halls in three instances. First, license holders should be permitted to carry concealed handguns in non-residential common areas such as lounges, dining areas, and study areas. In accordance with our earlier recommendation (see Part IV.A, Recommendation # 1), license holders who bring a handgun into a common area must carry it on or about their person. We believe the concealed carry of handguns in non-residential common areas does not raise the specific safety concerns associated with residents


routinely having handguns in their rooms.

Second, a resident’s family members should be permitted

to carry a concealed handgun on or about their person

while visiting. For example, a parent who is helping his or

her child move into a dorm should be permitted to carry.

As long as family members carry their guns on or about

their person – as would be required – this does not raise

the specific safety concerns associated with residents

routinely having handguns in their rooms.

Third, staff members, such as the building services

and maintenance staff, should be permitted to carry a

concealed handgun on or about their person while they are

discharging their employment responsibilities.

Finally, we considered the possibility of creating a

residence hall or wing of a residence hall in which residents

could have and store their concealed handguns. We

concluded that this would not be feasible. We consulted the

University of Colorado-Boulder, which has offered students

this option. We learned that they have not received a single

application for their gun-permitted dorm and that as a

result they have a substantial number of rooms left vacant.

Given the experience there, we do not believe that we have

any residential facility or segregable part of a facility that

can be set aside without risking a substantial number of

rooms being left unoccupied.

Obviously, license holders who are permitted to possess

guns in their University residence cannot be expected to

have their handgun on or about their person at all times.

Under this Recommendation, they may store their handgun

either in their locked car or in a gun safe. Any gun safe used

for storage must meet the safety standards set forth in

Recommendation # 17. We believe that any other form of

storage poses too great a risk of accidental discharge, loss,

theft, or misuse.

Recommendation # 17: A gun safe that is used by a

license holder must:

(a) be large enough to fully contain all firearms placed

in it and provide for secure storage;

(b) have exterior walls constructed of a minimum

16-gauge steel;

(c) have a high-strength locking system consisting of

a mechanical or electronic combination or biometric

lock, and not a key lock; and

(d) be physically secured inside the license holder’s

residence in a manner that conforms to Division of

Housing and Food Service policy.

Comment: This Recommendation is designed to ensure

that an unattended handgun is securely stored. The

importance of this safety measure is widely-recognized.

For example, the gun manufacturer Smith & Wesson

emphasizes the importance of handgun security in its

discussion of Basic Handgun Safety Rules. “Your safety

and the safety of others requires that you always secure

and store your firearm in a manner that will prevent

unauthorized access. Never leave a firearm unattended

unless it is unloaded, locked and secured.”29

Recommendation # 18: The occupant of an office to

which the occupant has been solely assigned and that is

not generally open to the public should be permitted, at

the occupant’s discretion, to prohibit the concealed carry

of a handgun in that office. An occupant who chooses to

exercise this discretion must provide oral notice that the

concealed carry of a handgun in the occupant’s office is

prohibited. In addition, if the occupant’s duties ordinarily

entail meeting people who may be license holders, the

occupant must make reasonable arrangements to meet

them in another location at a convenient time.

Comment: The occupant of an office to which the

occupant has been solely assigned and that is not generally

open to the public has traditionally been vested with

substantial control over his or her office space. In O’Connor

v. Ortega, 480 U.S. 709 (1987), for example, a majority

of the justices agreed that a government employee has

a constitutionally-protected right of privacy in his office.

“The Court of Appeals concluded that Dr. Ortega had a

reasonable expectation of privacy in his office, and five

Members of this Court agree with that determination.”

Id. at 718. Justice Scalia was one of those five Members,

writing in his concurring opinion, that “one’s personal office

is constitutionally protected against warrantless intrusions

by the police, even though employer and co-workers are

not excluded.” Id. at 730. University faculty, staff, and

29 https://www.smith-wesson.com/webapp/wcs/stores/servlet/Category3_750001_750051_757978_-1_Y.




students who occupy offices to which they are solely

assigned and that are not generally open to the public

have traditionally been vested with the authority to control

who may and may not enter. They have long exercised

that discretion (unrelated to the concealed carry law) and

should be able to continue to do so. We believe this policy

is consistent with Texas House of Representatives Policy

and Procedure Manual § 3.14, which provides that House

members may control access to their offices and may, at

their discretion, exclude visitors.

To avoid the proliferation of signage that conforms to Texas

Penal Code § 30.06, we recommend that the rule include

that the required notice must be given orally. Finally, this

rule would not have the effect of generally prohibiting

license holders from carrying a concealed handgun on

campus. A license holder who needs to enter a particular

office that the occupant designates as a gun-exclusion

office is accommodated by the requirement that the

occupant must make reasonable arrangements to meet

the license holder in another location.

We note, however, that this recommendation, although

phrased in terms of the right of an occupant, would favor

faculty over staff and students. While there are staff

members and even some students who occupy offices

on campus to which they are solely assigned, a faculty

member is much more likely to have an office of which

he or she is the sole occupant. This recommended rule,

therefore, would have the overall effect of giving faculty

members more control over their work environment than

staff or students would enjoy. Our concern is that this

policy will perpetuate structural inequalities between

faculty and staff members at UT Austin.

Recommendation # 19: The University should amend

Sec. 11-404(a) (Student Discipline and Conduct – General

Misconduct) of the Institutional Rules on Student Services

and Activities (General Information Catalog, App. C);

Handbook of Operating Procedure 5-2420(III)(B) (Policies

and Procedures for Discipline and Dismissal and Grievance

of Employees – Conduct Which is Subject to Disciplinary

Action); and Handbook of Operating Procedure 8-1010(I)

(B) (Prohibition of Campus Violence) to provide that

causing the accidental discharge of a firearm is conduct

subject to disciplinary action.

Comment: If the preceding recommendations are formally adopted as University rules and regulations, then staff, students, and faculty who violate them may be subject to discipline under University procedures (and to punishment under applicable criminal laws as well). This recommendation is designed to ensure that anyone who causes the accidental discharge of a handgun – even a non-license holder – may be subject to University discipline.

Recommendation # 20: The Division of Housing and Food Service should include in its housing contracts that violation of any University rules regarding the carrying or storage of firearms in University housing is grounds for terminating the housing contract.

Comment: This is designed to make certain that a housing contract holder’s violation of any rule regarding the carrying or storage of a firearm in University housing may result in termination of the housing contract.

Recommendation # 21: Exclusion zones created by TPC §§ 46.03 and 46.035 as well as by the rules and regulations enacted under S.B. 11 may sometimes comprise only a portion of a building. In some instances it may not be feasible to exclude concealed handguns only from the designated exclusion zones. The following factors and principles should govern the implementation of these rules and regulations in those buildings in which some, but not all parts are designated as exclusion zones.

Governing factors:

• The percentage of assignable space or rooms in a building that are designated as exclusion zones.

• The extent to which the area (or areas) designated as exclusion zones are segregable from other areas of the building.

• The extent to which use of the building, and hence its status as an exclusion zone, varies from day-to-day or week-to-week.

Governing principles:

• If a small number of rooms or a small fraction of assignable space in a building is subject to exclusion, only the rooms or areas that qualify for exclusion should be excluded. Appropriate signage needs to be posted for rooms or areas that are excluded.


• If a significant fraction of the total building in terms of number of rooms or assignable space is subject to exclusion, or if the excludable space is not segregable from other space, then as a matter of practicality, the whole building should be excluded. Appropriate signage needs to be posted for any such building.

• Comment: Resolving how to deal with mixed-use buildings has proved to be one of the most perplexing problems both we and the UT System working group faced. The number of buildings on campus – each one unique in its own way – meant the problem defied formulaic or categorical resolution. Ultimately, we concluded that the only sensible solution was to decide how each mixed-use building should be treated on a case-by-case basis, in accordance with the factors and principles enunciated in this recommendation.

Recommendation # 22: The University should develop training materials particular to UT on how to respond to an active shooter situation. These should be incorporated in the CW 122: A Safe Workplace training module, and all faculty and staff should be required to complete this module. All students should also be required to complete training on how to respond to an active shooter situation.

Comment: Regardless of campus carry, the startling number of on-campus shootings nationwide impels us to recommend that the University should require and not just make available training on how to respond to an active shooter situation.

Recommendation # 23: The University should develop and post in a prominent place a detailed Campus Carry FAQ.

Comment: We believe a detailed FAQ is critical to communicating to the UT community an understanding of the relevant law and campus policies.

Recommendation # 24: The University should develop materials to educate and inform parents of UT students and prospective students about campus carry and how it is being implemented.

Comment: Parents of our students and prospective students need to be fully informed about campus carry

and how the University is implementing it. Informational materials created specifically for parents would provide a vehicle for letting parents know that students will not be permitted to have handguns in on-campus residence hall rooms and about other steps the University is taking to make the campus as safe as possible. These materials could also help to rectify many of the common misunderstandings about S.B. 11. The Texas Parents Association and Texas Exes could be of great assistance in implementing this recommendation.

Recommendation # 25: To the extent possible, office space within gun-exclusion zones should be made available on a scheduled basis to faculty and staff who do not have offices to which they are solely assigned. These spaces can be used for conferences that faculty or staff would prefer to conduct in a gun-exclusion zone.

Comment: Numerous faculty and staff expressed a desire to be able to conduct difficult and sensitive meetings in a gun-exclusion zone. Under Recommendation # 18, those who have offices to which they are solely assigned will be able to do so. We believe that efforts should be made to identify available office space in designated gun-exclusion zones and make it accessible to faculty and staff who do not have offices to which are they solely assigned. Given the likely scarcity of such spaces, this should be done on a scheduled basis. This recommendation does not involve the creation of any additional gun-exclusion zones.

Item 7: SACSCOC

Update

SACSCOCUpdate

2015DecemberAnnualMeeting

o 4100+attendees,UTDallasthirteen(PresidentWildenthal,SerenityKing,ClintPeinhardt,JoannaGentsch,NickyPiquero,MarilynKaplan,AlexPiquero,MaryJoVenetis,GloriaShenoy,MichaelCarriaga,JessicaMurphy,JoshHammers,KimLaird)

o PrinciplesofAccreditationunderrevision§ Fast-trackandconcurrentcourses§ SubsetsofPrinciple3.13mightbecomenewfederalmandates

o Decisionon3.3.1.1andcommitmentstosustainprogress

o ReaffirmationDates:

§ ComplianceReport/DraftQEP:September11,2017§ Off-SiteReview:November7-10,2017§ FocusReport(ifapplicable):January23,2018§ On-sitevisit:March6-8,2018

OtherUpdates

o LeadershipTeamchange

o ReaffirmationCommittees

o LunchandLearnseries

Item 9: CEP Recommendations

UTDPP1052 - Policy on Procedures for Completing a Graduate Degree Revisions Approved by the Graduate Council on 9/10/15

Section III, Degree Requirements

3. Admission to Doctoral Candidacy: The research potential and ability of each doctoral student to both understand and integrate previous coursework will be evaluated before a student can be admitted formally to doctoral candidacy. The format of this evaluation, hereafter referred to as a qualifying examination, varies amongst the degree programs, and can be obtained from the student's Graduate Program Office. A student failing the Qualifying Examination is terminated as a doctoral student in that program unless a two-thirds majority of the examining committee vote that a second examination be permitted. All committee members should have all the evidence of the student's academic record and Qualifying Examination performance prior to this vote. The second examination typically would must be taken no sooner than three months after the first examination, and no later than one year after the first examination. Students failing the second examination will not be allowed to pursue a doctoral degree in that program. Under no circumstances will a third examination be allowed. Proposed Revisions for Consideration in October Section IV, Thesis and Dissertation Requirement 5. Dissertation Proposal: Approval: After its approval at the Department, Program, School, or Interdisciplinary Degree Committee level, the proposal will then be forwarded to the Dean of Graduate Studies, together with the Department’s or Program's nominations for Supervising Professor and members of the Supervising Committee and the anticipated time of completion. The proposal should be prepared by the student in consultation with the student's Supervising Professor, who will approve the document before its submission to the appropriate committee or administrator for that Department or Program. To allow the Supervising Committee the opportunity to guide the development of the project, the Dissertation Proposal must be approved in a semester prior to the one in which the Final Oral Examination will be held. Section V, Supervision 4. Submission of the Final Draft of the Thesis or Dissertation: Once the candidate has, in the judgment of the Supervising Professor, prepared an examinable thesis/dissertation manuscript, it should be distributed to the other members of the

Supervising Committee, allowing them a minimum of two weeks to review the document. After reading the document, a majority of the Supervising Committee members must agree that the document is ready to be defended before a request for a Final Oral Examination may be submitted and an examination date scheduled. The Final Oral Examination must be scheduled in at least one semester after the semester in which the Dissertation Proposal was approved. Committee members should ensure that the manuscript is complete, has been rigorously proofread (preferably by a professional proofreader), and meets scholarship standards for theses or dissertations. The Supervising Professor then submits a copy of the dissertation and the Request for Final Oral Examination form, signed with no more than one dissenting vote by the Supervising Committee members to the Office of the Dean of Graduate Studies, which shall approve the scheduling of the Final Oral Examination. Members of the committee who do NOT agree that the manuscript is examinable should inform the appropriate committee or administrator for that program immediately, and in writing, so that such objections may be discussed with the Supervising Professor and the candidate. The Final Oral Examination cannot be scheduled until a resolution has been reached with, at most, one dissenting vote.

Climer, Registrar’s Office, 12-03-15

AMENDED Graduate Courses

To be offered in 2016 Catalog Course Inventory AMENDED – 12/3/2015 – Per CEP:

MTHE 5302 – Incorrect text was added for description during initial setup in December 2014. Description text has been corrected to reflect original text provided in email to MJV on 12.14.14.

Number of Courses

ARHM ATEC BBSC ENCS EPPS GENS JSOM NSMT TOTAL

2 14 5 37 21 1 62 26 168

NOTE: Although they are included in the counts above, course removals are not included in the information in the tables below. These are only additions and edits.

Repeatable Courses

ARHM ATEC BBSC ENCS EPPS GENS JSOM NSMT EMAC 6373

EMAC 6375 EMAC 6381 EMAC 6383

HCS 7121 BMEN 6V70 BMEN 6V98 BMEN 8V70 BMEN 8V99

CRIM 8V02 ENTP 6V97 MKT 6V99

Online Courses

ARHM ATEC BBSC ENCS EPPS GENS JSOM NSMT

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2016-open edit *hist6301 (r4)hist6301.5group_headseries_head

HIST 6301 Historiography (3 semester credit hours)Graduate-level introduction to the practice and formsof written history. Required of all students in the MAprogram in History, this course examines the ways inwhich historians have conceived of their craft, thecentrality of interpretation to the historical process,and the use of a variety of methods and theories inthe study of the past. Students are expected tocomplete this course within their first two semestersof enrollment. (3-0) Y

diff previous req: hist6301.4diff previous req: hist6301.4

HIST 6301 Historiography (3 semester credit hours)Graduate-level introduction to the practice and formsof written history. Required of all students in the MAprogram in History, this course examines the ways inwhich historians have conceived of their craft, thecentrality of interpretation to the historical process,and the use of a variety of methods and theories inthe study of the past. Students are expected toStudents are expected tocomplete this course within their first two semesterscomplete this course within their first two semestersof enrollment.of enrollment. (3-0) Y

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2016-2016 remove *husl6390(r9)husl6390.12group_headseries_head

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HUSL 6390 Theory and Practice in Literary Studies (3HUSL 6390 Theory and Practice in Literary Studies (3semester credit hours) Group projects integrating thesemester credit hours) Group projects integrating theinterpretation of literary texts or themes withinterpretation of literary texts or themes withexperiments in creative writing and performance. Mayexperiments in creative writing and performance. Maybe repeated for credit as topics vary (9 semesterbe repeated for credit as topics vary (9 semestercredit hours maximum). (3-0) Tcredit hours maximum). (3-0) T

diff previous req: husl6390.11diff previous req: husl6390.11

HUSL 6390 Theory and Practice in Literary Studies (3semester credit hours) Group projects integrating theinterpretation of literary texts or themes withexperiments in creative writing and performance. Maybe repeated for credit as topics vary (9 semestercredit hours maximum). (3-0) T

repeat reasonrepeat reason

Graduate study in the humanities requires exposureto multiple analytical approaches embodying diverseperspectives and applied to a wide variety of subjectmatters. Topics courses maximize studentsâ€™engagement with the full range of faculty expertise.This course may apply to the MA and/or PhD degreeplan and may serve to fulfill distribution requirementsor as an elective.

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2016-open add *emac6191 (r1)emac6191.7group_headseries_head

EMAC 6191 Advanced Capstone ProposalSeminar (1 semester credit hour) This courseconcentrates on the capstone process. Studentswill learn how to identify and define anappropriate topic for research; will develop abibliography and/or literature review; will plan thesteps toward completing the capstone; and willwrite one or more drafts of the capstoneproposal. Instructor consent required. (1-0) R

diff previous req: emac6191.6diff previous req: emac6191.6

EMAC 6191 Advanced Capstone ProposalSeminar (1 semester credit hour) This courseconcentrates on the capstone process. Studentswill learn how to identify and define anappropriate topic for research; will develop abibliography and/or literature review; will plan thesteps toward completing the capstone; and willwrite one or more drafts of the capstoneproposal. Instructor consent required. (1-0) R

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2016-open edit *emac6300 (r7)emac6300.8group_headseries_head

EMAC 6300 Theories of Emerging Media andCommunication (3 semester credit hours) Thiscourse is an interdisciplinary study of theimplications of interactive technology for thecreation, dissemination, and impact ofcommunication. Establishes basic theoreticalconcepts and principles underlying the graduateprogram in Emerging Media and Communication.(3-0) Y


EMAC 6300 Theories of Emerging Media andCommunication (3 semester credit hours) Thiscourse is an interdisciplinary study of theimplications of interactive technology for thecreation, dissemination, and impact ofcommunication. Establishes basic theoreticalconcepts and principles underlying the graduateprogram in Emerging Media and Communication.(3-0) Y





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EMAC 6337 Emerging Media and MediaPsychology (3 semester credit hours) Thiscourse will synthesize the research on thepsychological aspects of production andconsumption of media across a variety of media,such as television, newspapers, film, and theInternet. This course will also examine thepsychological aspects of various content genres,such as entertainment, news, and video games.Viewing media consumption through apsychological lens, this class may cover topicssuch as media and: social influence, motivationand emotion, unconscious processing,stereotyping and prejudice, social cognition, andgroup dynamics. Prerequisite: EMAC 6375 orinstructor consent required. (3-0) Y


EMAC 6337 Emerging Media and MediaPsychology (3 semester credit hours) Thiscourse will synthesize the research on thepsychological aspects of production andconsumption of media across a variety of media,such as television, newspapers, film, and theInternet. This course will also examine thepsychological aspects of various content genres,such as entertainment, news, and video games.Viewing media consumption through apsychological lens, this class may cover topicssuch as media and: social influence, motivationand emotion, unconscious processing,stereotyping and prejudice, social cognition, andgroup dynamics. Prerequisite: EMAC 6375 orinstructor consent required. (3-0) Y





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EMAC 6342 Digital Culture (3 semester credithours) This course will examine the way that thedigital network alters various cultural practices.Students will examine a range of institutions,practices, and values that are affected by thedigital shift. Topics may include, privacy, legalpractices, journalism, politics, and intellectualproperty. (3-0) Y


EMAC 6342 Digital Culture (3 semester credithours) This course will examine the way that thedigital network alters various cultural practices.Students will examine a range of institutions,practices, and values that are affected by thedigital shift. Topics may include, privacy, legalpractices, journalism, politics, and intellectualproperty. (3-0) Y





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EMAC 6350 Emerging Media and Identity (3semester credit hours) This course develops acritical approach to the interplay betweenemerging media and social and individualidentities, with a focus on gender, sexuality, race,ethnicity, disability, class, age, and nationality.Topics will include how such identities arerepresented in media and how people use mediato reshape such representations. Prerequisite:EMAC 6300 or instructor consent required. (3-0)R


EMAC 6350 Emerging Media and Identity (3semester credit hours) This course develops acritical approach to the interplay betweenemerging media and social and individualidentities, with a focus on gender, sexuality, race,ethnicity, disability, class, age, and nationality.Topics will include how such identities arerepresented in media and how people use mediato reshape such representations. Prerequisite:EMAC 6300 or instructor consent required. (3-0)R











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EMAC 6365 Journalism and the Digital Network(3 semester credit hours) This course willexamine the ways in which the digital networkhas (and by extension has not) transformed thework of reporting, filtering, and creating the news.(3-0) Y


EMAC 6365 Journalism and the Digital Network(3 semester credit hours) This course willexamine the ways in which the digital networkhas (and by extension has not) transformed thework of reporting, filtering, and creating the news.(3-0) Y









EMAC 6372 Approaches to Emerging Media andCommunication (3 semester credit hours) Thiscourse focuses on the conceptual study ofemerging media. Course may explore thetheoretical, political, technological, cultural,cognitive, and historical forces which inform theway media and communication develop. (3-0) R


EMAC 6372 Approaches to Emerging Media andCommunication (3 semester credit hours) Thiscourse focuses on the conceptual study ofemerging media. Course may explore thetheoretical, political, technological, cultural,cognitive, and historical forces which inform theway media and communication develop. (3-0) R





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EMAC 6373 Emerging Media Studio I (3semester credit hours) This course exploresmedia production across multiple media.Students work in teams to develop meta-mediaprojects in a variety of content deliveryenvironments. Class will require students todevelop a range of rhetorical (text, audio) andvisual (image, video) strategies appropriate foremerging media. May be repeated for credit (9semester credit hours maximum). (0-3) Y


EMAC 6373 Emerging Media Studio I (3semester credit hours) This course exploresmedia production across multiple media.Students work in teams to develop meta-mediaprojects in a variety of content deliveryenvironments. Class will require students todevelop a range of rhetorical (text, audio) andvisual (image, video) strategies appropriate foremerging media. May be repeated for credit (9semester credit hours maximum). (0-3) Y


Practice-based courses provide an opportunityfor graduate students to acquire and developskills in a specific area of practice. Repetition iscrucial to the development of advanced skills andstudent work will vary for each enrollment.










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EMAC 6374 Digital Textuality (3 semester credithours) This course will combine theory andpractice to focus on shifts in text, image, andsound. Students will become acquainted with theinfluence of the digital on forms of textuality andput theory into practice by communicating ideasthrough multiple media forms. (3-0) Y


EMAC 6374 Digital Textuality (3 semester credithours) This course will combine theory andpractice to focus on shifts in text, image, andsound. Students will become acquainted with theinfluence of the digital on forms of textuality andput theory into practice by communicating ideasthrough multiple media forms. (3-0) Y










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EMAC 6375 Social Science Perspectives ofEmerging Media and Communication (3semester credit hours) This course introducesthe basic set of knowledge and skills required forconducting rigorous research in emerging mediaand communication from various approaches.The concepts, strategies, methods, and skillsthat students will acquire in this course shouldhelp in understanding the implications andlimitations of research reported by others, and toconduct and publish research in students' chosenarea of inquiry. Methods covered might includequalitative, quantitative, and/or ethnographicapproaches. May be repeated for credit as topicsvary (9 semester credit hours maximum). (3-0) Y


EMAC 6375 Social Science Perspectives ofEmerging Media and Communication (3semester credit hours) This course introducesthe basic set of knowledge and skills required forconducting rigorous research in emerging mediaand communication from various approaches.The concepts, strategies, methods, and skillsthat students will acquire in this course shouldhelp in understanding the implications andlimitations of research reported by others, and toconduct and publish research in students' chosenarea of inquiry. Methods covered might includequalitative, quantitative, and/or ethnographicapproaches. May be repeated for credit as topicsvary (9 semester credit hours maximum). (3-0) Y


Topics courses, particularly in an emerging field,maximize students' engagement with recentdevelopments in the field as well as the full rangeof faculty expertise. Course content will vary withtopic.



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EMAC 6381 Special Topics in Emerging Mediaand Communication (3 semester credit hours) Acourse dedicated to current issues, researchproblems, and special projects in emergingmedia and communication. Topics will vary andmay include distributed, mobile, time-shifted,interactive, and personal media. May berepeated for credit as topics vary (9 semestercredit hours maximum). (3-0) R


EMAC 6381 Special Topics in Emerging Mediaand Communication (3 semester credit hours) Acourse dedicated to current issues, researchproblems, and special projects in emergingmedia and communication. Topics will vary andmay include distributed, mobile, time-shifted,interactive, and personal media. May berepeated for credit as topics vary (9 semestercredit hours maximum). (3-0) R


Topics courses, particularly in an emerging field,maximize studentsâ€™ engagement with recentdevelopments in the field as well as the full rangeof faculty expertise. Course content will vary withtopic.










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EMAC 6383 Emerging Media Studio II (3semester credit hours) Advanced collaborativeworkshop devoted to the creation ofsophisticated communications employingmultiple media platforms. May be repeated forcredit (9 semester credit hours maximum). (0-3)R


EMAC 6383 Emerging Media Studio II (3semester credit hours) Advanced collaborativeworkshop devoted to the creation ofsophisticated communications employingmultiple media platforms. May be repeated forcredit (9 semester credit hours maximum). (0-3)R


Practice-based courses provide an opportunityfor graduate students to acquire and developskills in a specific area of practice. Repetition iscrucial to the development of advanced skills andstudent work will vary for each enrollment.










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2016-open edit *emac6v91emac6391 (r1)emac6391.3group_headseries_head

EMAC 6391 Advanced Capstone Workshop (3semester credit hours) Students propose,develop, and execute an advanced creative and/or research project exploring the EmergingMedia and Communication. This course isrequired of all degree candidates in EmergingMedia and Communication and is restricted tostudents who are enrolled in their last longsemester. Instructor consent required. (3-0) S


EMAC 6391 Advanced Capstone Workshop (3semester credit hours) Students propose,develop, and execute an advanced creative and/or research project exploring the EmergingMedia and Communication. This course isrequired of all degree candidates in EmergingMedia and Communication and is restricted tostudents who are enrolled in their last longsemester. Instructor consent required. (3-0) S


Per Dr. Wilson's 12-16-14 email: The final projectfor the MA requires independent study until theproject is approved by the supervisingcommittee.









http://coursebook.utdallas.edu/year_all/all/diff/emac6v91


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2016-2016 remove_renumber*emac6v91 (r4)->->emac6391emac6391emac6v91.6group_headseries_head


EMAC 6V91 Advanced Capstone Workshop (3-6EMAC 6V91 Advanced Capstone Workshop (3-6semester credit hours) Students propose,semester credit hours) Students propose,develop, and execute an advanced creative and/develop, and execute an advanced creative and/or research project exploring the Emergingor research project exploring the EmergingMedia and Communication. This course isMedia and Communication. This course isrequired of all degree candidates in Emergingrequired of all degree candidates in EmergingMedia and Communication. May be repeated forMedia and Communication. May be repeated forcredit (12 semester credit hours maximum).credit (12 semester credit hours maximum).Instructor consent required. ([3-6]-0) YInstructor consent required. ([3-6]-0) Y

diff previous req: emac6v91.5diff previous req: emac6v91.5

EMAC 6V916V91 63916391 Advanced CapstoneWorkshop (3-6(3-6 (3(3 semester credit hours)Students propose, develop, and execute anadvanced creative and/or research projectexploring the Emerging Media andCommunication. This course is required of alldegree candidates in Emerging Media andCommunication. May be repeated for credit (12May be repeated for credit (12semester credit hours maximum).semester credit hours maximum). Instructorconsent required. ([3-6]-0)([3-6]-0) (3-0)(3-0) Y


Per Dr. Wilson's 12-16-14 email: The final projectfor the MA requires independent study until theproject is approved by the supervisingcommittee.

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2016-open add *acn6337(r1)acn6337.7group_headseries_head

ACN 6337 Cognitive Ethnography (3 semester credithours) Students in this course will learn to observe,document, and analyze cognitive processes in real-world settings using the methods of cognitiveethnography. The course provides students with anunderstanding of the embodied, situated, anddistributed cognition and the interaction of cognitionand culture that forms the foundation of cognitiveethnography methodology. The course mayemphasize the uses of cognitive ethnography inhuman-computer interaction, system design,laboratory studies, cultural psychology, or mediaeffects. Department consent required. (3-0) R

diff previous req: acn6337.6diff previous req: acn6337.6

ACN 6337 Cognitive Ethnography (3 semester credithours) Students in this course will learn to observe,document, and analyze cognitive processes in real-world settings using the methods of cognitiveethnography. The course provides students with anunderstanding of the embodied, situated, anddistributed cognition and the interaction of cognitionand culture that forms the foundation of cognitiveethnography methodology. The course mayemphasize the uses of cognitive ethnography inhuman-computer interaction, system design,laboratory studies, cultural psychology, or mediaeffects. Department consent required.Department consent required. (3-0) R

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2016-2016 remove *acn6343(r7)acn6343.10group_headseries_head


ACN 6343 Human Computer Interactions Lab (3ACN 6343 Human Computer Interactions Lab (3semester credit hours) Provides students withsemester credit hours) Provides students withresources to learn and perform hands-on lab-basedresources to learn and perform hands-on lab-basedtechniques such as usability testing and cognitivetechniques such as usability testing and cognitivewalkthroughs. Emphasizes creative applications ofwalkthroughs. Emphasizes creative applications ofthese research methodologies as well as thethese research methodologies as well as thedevelopment of critical thinking skills in a usabilitydevelopment of critical thinking skills in a usabilityengineering context. Department consent required.engineering context. Department consent required.(0-3) R(0-3) R

request notesrequest notes

BBSC majors only prereq added per Dr. Stillman'sDec. 7, 2013 email approval. DDC: Course removedper Dr. Stillman 10/15/15

diff previous req: acn6343.9diff previous req: acn6343.9

ACN 6343 Human Computer Interactions Lab (3semester credit hours) Provides students withresources to learn and perform hands-on lab-basedtechniques such as usability testing and cognitivewalkthroughs. Emphasizes creative applications ofthese research methodologies as well as thedevelopment of critical thinking skills in a usabilityengineering context. Department consent required.(0-3) R

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2016-open add *hcs7121(r1)hcs7121.7group_headseries_head

HCS 7121 Graduate Seminar in SystemsNeuroscience (1 semester credit hour) The purposeof this course is to give PhD students in SystemsNeuroscience a forum for training in oralpresentation skills. Students will be expected topresent their research findings in this class in avariety of formats. In addition to presentations, thecourse will include grant writing with a focus onNational Institutes of Health (NIH) grant applicationsand the process of responding to critiques. Pass/Failonly. May be repeated for credit (10 semester credithours maximum). Department consent required.(1-0) S


Open only to Ph.D. students in Cognition andNeuroscience or with permission of the department.

diff previous req: hcs7121.6diff previous req: hcs7121.6

HCS 7121 Graduate Seminar in SystemsNeuroscience (1 semester credit hour) The purposeof this course is to give PhD students in SystemsNeuroscience a forum for training in oralpresentation skills. Students will be expected topresent their research findings in this class in avariety of formats. In addition to presentations, thecourse will include grant writing with a focus onNational Institutes of Health (NIH) grant applicationsand the process of responding to critiques. Pass/Failonly. May be repeated for credit (10 semester credithours maximum). Department consent required.(1-0) S


Ph.D. students in Cognition and Neuroscience arerequired to attend and report their research results tofaculty and peers in a formal graded setting eachsemester.

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HCS 7319 Molecular Target Discovery forNeuroscience and Neurological Disorders (3semester credit hours) Neurological disorders areprominent in the population but poorly treated byexisting therapeutics. The purpose of this course isto familiarize students working in researchenvironments with the process of identifying andvetting targets for the potential treatment ofneurological disorders. Research manuscripts fromthe recent literature will be assigned, and studentswill be expected to present data in these papers totheir peers and critically discuss findings in thepapers. Discussions will focus on future directionsfor target discovery based on the presented work.Prerequisites: (HCS 6340 or HCS 6346) anddepartmental consent required. (3-0) R


HCS 7319 Molecular Target Discovery forNeuroscience and Neurological Disorders (3semester credit hours) Neurological disorders areprominent in the population but poorly treated byexisting therapeutics. The purpose of this course isto familiarize students working in researchenvironments with the process of identifying andvetting targets for the potential treatment ofneurological disorders. Research manuscripts fromthe recent literature will be assigned, and studentswill be expected to present data in these papers totheir peers and critically discuss findings in thepapers. Discussions will focus on future directionsfor target discovery based on the presented work.Prerequisites: (HCS 6340 or HCS 6346) anddepartmental consent required. (3-0) R








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HCS 7338 Brain Connectivity (3 semester credithours) Systems and cognitive neuroscience basedapproach towards measuring and understandingpatterns of brain connectivity in humans and non-human animals. Prerequisites: (HCS 6346 or HCS6338) and instructor consent required. (3-0) R


HCS 7338 Brain Connectivity (3 semester credithours) Systems and cognitive neuroscience basedapproach towards measuring and understandingpatterns of brain connectivity in humans and non-human animals. Prerequisites: (HCS 6346 or HCS6338) and instructor consent required. (3-0) R






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2016-open add *bmen6302(r1)bmen6302.2group_headseries_head

BMEN 6302 (EECS 6302 and MECH 6317 andSYSM 6302) Dynamics of Complex Networks andSystems (3 semester credit hours) Design andanalysis of complex interconnected networks andsystems. Basic concepts in graph theory; Eulerianand Hamiltonian graphs; traveling salesmanproblems; random graphs; power laws; small worldnetworks; clustering; introduction to dynamicalsystems; stability; chaos and fractals. (3-0) Y

diff previous req: bmen6302.1diff previous req: bmen6302.1

BMEN 6302 [This is a new blank course - edit it[This is a new blank course - edit it(EECS 6302 and MECH 6317 and SYSM 6302)(EECS 6302 and MECH 6317 and SYSM 6302)Dynamics of Complex Networks and Systems (3Dynamics of Complex Networks and Systems (3semester credit hours) Design and analysis ofsemester credit hours) Design and analysis ofcomplex interconnected networks and systems.complex interconnected networks and systems.Basic concepts in graph theory; Eulerian andBasic concepts in graph theory; Eulerian andHamiltonian graphs; traveling salesman problems;Hamiltonian graphs; traveling salesman problems;random graphs; power laws; small world networks;random graphs; power laws; small world networks;clustering; introductionclustering; introduction to build your course. Thebuild your course. Thepermanent course prefix and number will bepermanent course prefix and number will beassigned after approval from the registrars office.]assigned after approval from the registrars office.]dynamical systems; stability; chaos and fractals.dynamical systems; stability; chaos and fractals.(3-0) Y(3-0) Y

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BMEN 6331 Regulation of Medical Devices andDiagnostics (3 semester credit hours) This coursedefines medical devices and introduces thehistorical background of relevant regulations, theorganizations that regulate these products, and thepre-market, post-market, and sustaining design,manufacturing, clinical, reimbursement, regulatory,marketing and quality activities and practicesrequired for compliance. This course covers bothU.S. and international Medical Device Regulation.(3-0) Y


BMEN 6331 [This is a new blank course - edit it to[This is a new blank course - edit it tobuild your course. The permanentbuild your course. The permanent Regulation ofRegulation ofMedical Devices and Diagnostics (3 semester creditMedical Devices and Diagnostics (3 semester credithours) Thishours) This course prefixprefix defines medical devicesdefines medical devicesand introduces the historical background of relevantand introduces the historical background of relevantregulations, the organizations that regulate theseregulations, the organizations that regulate theseproducts,products, and number will be assigned afternumber will be assigned afterapproval fromapproval from the registrars office.]registrars office.] pre-market,pre-market,post-market, and sustaining design, manufacturing,post-market, and sustaining design, manufacturing,clinical, reimbursement, regulatory, marketing andclinical, reimbursement, regulatory, marketing andquality activities and practices required forquality activities and practices required forcompliance. This course covers both U.S. andcompliance. This course covers both U.S. andinternational Medical Device Regulation. (3-0) Yinternational Medical Device Regulation. (3-0) Y









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BMEN 6332 The Legal Business of MedicalDevices (3 semester credit hours) This course willintroduce students to the American legal systemand build a solid understanding of healthcare andmedical device business requirements. Studentswill learn about factors relevant to commercializingmedical innovations such as, intellectual property,corporate matters, obtaining reimbursement,securities and anti-trust issues, off-labelpromotions, fraud and abuse matters, corporatecompliance programs, liability issues, physician-patient relationships, physician distributorships,medical device tax, and the future impact of currentacts on the medical device company. Students willalso gain an understanding of how to strategicallymanage these factors to influence the success ofthe business. Prerequisite: BMEN 6331. (3-0) Y


Course should be taken in sequence, BMEN 6331 -BMEN 6337. Changed CIP code per Kelly Sloan.


BMEN 6332 The Legal Business of MedicalDevices (3 semester credit hours) This course willintroduce students to the American legal systemand build a solid understanding of healthcare andmedical device business requirements. Studentswill learn about factors relevant to commercializingmedical innovations such as, intellectual property,corporate matters, obtaining reimbursement,securities and anti-trust issues, off-labelpromotions, fraud and abuse matters, corporatecompliance programs, liability issues, physician-patient relationships, physician distributorships,medical device tax, and the future impact of currentacts on the medical device company. Students willalso gain an understanding of how to strategicallymanage these factors to influence the success ofthe business. Prerequisite: BMEN 6331. (3-0) Y





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BMEN 6333 Quality Management Systems andCompliance (3 semester credit hours) A goodQuality Management System (QMS) assures thatproducts meet specifications efficiently andeffectively to gain customer satisfaction, and as aresult, gain profitability. This course will cover pre/post market QMS requirements and expectations ofperformance, best practices in QMS development,QMS evaluation for different audiences, the cost ofpoor quality, and the role this plays on how to meetcustomer satisfaction. This course will also engagestudents in quality system internal audits andregulatory external audit facilitation and negotiation,writing responses to allegations of non-conformance for the regulatory agencies, and theconsequences that can be expected whenregulatory enforcement ensues. Departmentconsent required. (3-0) Y


Course should be taken in sequence, BMEN 6331 -BMEN 6337


BMEN 6333 Quality Management Systems andandComplianceCompliance (3 semester credit hours) A goodQuality ManagementManagement System (QMS)(QMS) assures thatproducts meet specifications efficiently andeffectively to gain customer satisfaction, and as aresult, gain profitability. This course will cover pre/post market quality systemquality system QMSQMS requirements andexpectations of performance, best practices inQuality SystemQuality System QMSQMS development, Quality SystemQuality SystemEvaluationEvaluation QMS evaluationQMS evaluation for different audiences,the cost of poor qualityquality quality,quality, and the role thisplays on how to meet customer satisfaction. Thiscourse will also engage students in quality systeminternal audits and regulatory external auditfacilitation and negotiation, writing responses toallegations of nonconformancenonconformance non-conformancenon-conformancefor the regulatory agencies, and the consequencesthat can be expected when regulatory enforcementensues. Department consent required.Department consent required. (3-0) Y









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BMEN 6334 Ethical and Legal Clinical TrialConsiderations (3 semester credit hours) Thiscourse will examine the historical events thatinfluenced the existing federal regulations thatguide clinical research as well as the current ethicalcodes and guidelines pertaining to the use ofanimals and humans as research subjects.Students will explore the framework and principlesof Good Clinical Practice (GCP) as it relates to theroles and responsibilities of various stakeholderslike the FDA, Investigator, Sponsor, IRB and thestudy subject. They will learn the main principlesguiding the conduct of ethical research, theimportance of transparency, balancing incentivesfor engineering innovation, adverse eventsmanagement and determining and enforcingappropriate safety levels. This course will alsocover the current reimbursement environment forclinical trials and its impact on clinical use ofdevices. Department consent required.Prerequisite: BMEN 6331 (3-0) Y




BMEN 6334 Ethical and Legal Clinical TrialConsiderations (3 semester credit hours) You meanYou meanwe have to kill the bunny??we have to kill the bunny?? This course willexamine the historical events that influenced theexisting federal regulations that guide clinicalresearch as well as the current ethical codes andguidelines pertaining to the use of animals andhumans as research subjects. Students will explorethe framework and principles of Good ClinicalPractice (GCP) as it relates to the roles andresponsibilities of various stakeholders like theFDA, Investigator, Sponsor, IRB and the studysubject. They will learn the main principles guidingthe conduct of ethical research, the importance oftransparency, balancing incentives for engineeringinnovation, adverse events management anddetermining and enforcing appropriate safety levels.This course will also cover the currentreimbursement environment for clinical trials and itsimpact on clinical use of devices. DepartmentDepartmentconsent required.consent required. Prerequisite: BMEN 6331 (3-0) Y









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BMEN 6335 Design for Human Use (3 semestercredit hours) Medical device design must becontrolled in a way that ensures its safety andfulfillment of its intended use. This course providesthe engineering value of relevant regulation andguidance throughout the product life cycle and howthat relates to product quality and ultimately,customer satisfaction. Students will learn how toevaluate and understand human needs as a basisfor designing and engineering new technologiesand the practical implementation of design controls,risk management, requirements engineering,transfer planning, configuration control, andrecords. Department consent required.Prerequisite: BMEN 6331. (3-0) Y




BMEN 6335 [This is[This is Design for Human Use (3Design for Human Use (3semester credit hours) Medical device design mustsemester credit hours) Medical device design mustbe controlled inbe controlled in a new blanknew blank way that ensures itsway that ensures itssafety and fulfillment of its intended use. Thissafety and fulfillment of its intended use. Thiscourse - edit it- edit it provides the engineering value ofprovides the engineering value ofrelevant regulation and guidance throughout therelevant regulation and guidance throughout theproduct life cycle and how that relatesproduct life cycle and how that relates to build yourbuild yourcourse. The permanent course prefixcourse. The permanent course prefix productproductqualityquality and numbernumber ultimately, customerultimately, customersatisfaction. Studentssatisfaction. Students will be assigned afterbe assigned afterapproval fromapproval from learn how to evaluate andlearn how to evaluate andunderstand human needs as a basis for designingunderstand human needs as a basis for designingand engineering new technologies andand engineering new technologies and theregistrars office.]registrars office.] practical implementation of designpractical implementation of designcontrols, risk management, requirementscontrols, risk management, requirementsengineering, transfer planning, configurationengineering, transfer planning, configurationcontrol, and records. Department consent required.control, and records. Department consent required.Prerequisite: BMEN 6331. (3-0) YPrerequisite: BMEN 6331. (3-0) Y









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BMEN 6336 Regulatory Strategy and Submission(3 semester credit hours) Through interactivelectures and facilitated group projects, studentsgain an understanding of the regulatory pathwaysand how to develop and use a regulatory strategyto overcome barriers to entry in the medical devicemarket. This course provides hands-on experienceworking with the regulations, guidance documents,and tools needed to develop an effective regulatorysubmission, including how to integrate regulatorystrategy with product development and designcontrol activities. This course will include U.S.regulatory pathways and a comparison to OUSpathways and evaluate the benefits of using aSTED submission for global registrations.Prerequisite: BMEN 6331. (3-0) Y


Course should be taken in sequence, BMEN 6331 -BMEN 6337. '&' replaced with 'and' in course titleper Dr. Rennaker's 10/7/15 email approval.


BMEN 6336 Regulatory Strategy && andand Submission(3 semester credit hours) Through interactivelectures and facilitated group projects, studentsgain an understanding of the regulatory pathwaysand how to develop and use a regulatory strategyto overcome barriers to entry in the medical devicemarket. This course provides hands-on experienceworking with the regulations, guidance documents,and tools needed to develop an effective regulatorysubmission, including how to integrate regulatorystrategy with product development and designcontrol activities. This course will include U.S.regulatory pathways and a comparison to OUSpathways and evaluate the benefits of using aSTED submission for global registrations.Prerequisite: BMEN 6331. (3-0) Y





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BMEN 6337 Good Manufacturing Practices (3semester credit hours) This course introducesstudents to the requirements, best practices,engineering problems and analysis related to thedesign, planning, control, and improvement ofmanufacturing and service operations. A widerange of topics are covered, such as: Bill ofMaterials, Device Master Files, Device HistoryRecords, production controls, process analysis,supply chain design, procurement and materialsmanagement, production scheduling, process riskmanagement and product design formanufacturability. Classes will involve explainingconcepts; working examples; discussing models ofmanufacturing systems, including transfer lines andflexible manufacturing systems; Manufacturingengineering validation master planning; evaluationand calculation of performance measures, includingthroughput, in-process inventory, and meetingproduction commitments; and real-time control ofscheduling including effects of machine failure, set-ups, and other disruptions on system performance.Department consent required. Prerequisites: BMEN6331 and BMEN 6333 (3-0) Y




BMEN 6337 [This is a new blank[This is a new blank GoodGoodManufacturing Practices (3 semester credit hours)Manufacturing Practices (3 semester credit hours)ThisThis course - edit it- edit it introduces studentsintroduces students to buildbuildyour course. The permanent course prefixyour course. The permanent course prefix thetherequirements, best practices, engineering problemsrequirements, best practices, engineering problemsand number will be assigned after approval fromnumber will be assigned after approval fromanalysis related toanalysis related to the registrars office.]registrars office.] design,design,planning, control, and improvement ofplanning, control, and improvement ofmanufacturing and service operations. A widemanufacturing and service operations. A widerange of topics are covered, such as: Bill ofrange of topics are covered, such as: Bill ofMaterials, Device Master Files, Device HistoryMaterials, Device Master Files, Device HistoryRecords, production controls, process analysis,Records, production controls, process analysis,supply chain design, procurement and materialssupply chain design, procurement and materialsmanagement, production scheduling, process riskmanagement, production scheduling, process riskmanagement and product design formanagement and product design formanufacturability. Classes will involve explainingmanufacturability. Classes will involve explainingconcepts; working examples; discussing models ofconcepts; working examples; discussing models ofmanufacturing systems, including transfer lines andmanufacturing systems, including transfer lines andflexible manufacturing systems; Manufacturingflexible manufacturing systems; Manufacturingengineering validation master planning; evaluationengineering validation master planning; evaluationand calculation of performance measures, includingand calculation of performance measures, includingthroughput, in-process inventory, and meetingthroughput, in-process inventory, and meetingproduction commitments; and real-time control ofproduction commitments; and real-time control ofscheduling including effects of machine failure, set-scheduling including effects of machine failure, set-ups, and other disruptions on system performance.ups, and other disruptions on system performance.Department consent required. Prerequisites: BMENDepartment consent required. Prerequisites: BMEN6331 and BMEN 6333 (3-0) Y6331 and BMEN 6333 (3-0) Y


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2016-open edit *bmen6v70(r6)bmen6v70.10group_headseries_head

BMEN 6V70 Research in Biomedical Engineering(1-9 semester credit hours) Pass/Fail only. May berepeated for credit. Instructor consent required.([1-9]-0) R


added description comment. ct 11/1/13; Updated toresearch component, 12-18-14. Updated variablesemester credit hours, 8-6-15.

diff previous req: bmen6v70.9diff previous req: bmen6v70.9

BMEN 6V70 Research in Biomedical Engineering(3-9(3-9 (1-9(1-9 semester credit hours) Pass/Fail only.May be repeated for credit. Instructor consentrequired. ([3-9]-0)([3-9]-0) ([1-9]-0)([1-9]-0) R


research - exempt

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BMEN 6V98 Thesis (1-9 semester credit hours)Pass/Fail only. May be repeated for credit.Instructor consent required. ([1-9]-0) S


Changed PhD requirements to no per RO, 4-25-13.Added to course description. ct 11/1/13


BMEN 6V98 Thesis (3-9(3-9 (1-9(1-9 semester credithours) Pass/Fail only. May be repeated for credit.Instructor consent required. ([3-9]-0)([3-9]-0) ([1-9]-0)([1-9]-0) S








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BMEN 8V70 Advanced Research In BiomedicalEngineering (1-9 semester credit hours) Pass/Failonly. May be repeated for credit. Instructor consentrequired. ([1-9]-0) R


Added to course description. ct 11/1/13. Added"Advanced" to course title. ct 2/1/14; Updated toresearch component, 12-18-14.


BMEN 8V70 Advanced Research In BiomedicalEngineering (3-9(3-9 (1-9(1-9 semester credit hours) Pass/Fail only. May be repeated for credit. Instructorconsent required. ([3-9]-0)([3-9]-0) ([1-9]-0)([1-9]-0) R


research - exempt








BMEN 8V99 Dissertation (1-9 semester credithours) Pass/Fail only. May be repeated for credit.Instructor consent required. ([1-9]-0) S


Added to course description. ct 11/1/13


BMEN 8V99 Dissertation (3-9(3-9 (1-9(1-9 semester credithours) Pass/Fail only. May be repeated for credit.Instructor consent required. ([3-9]-0)([3-9]-0) ([1-9]-0)([1-9]-0) S










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2016-open edit *ce6378 (r5)ce6378.7group_headseries_head

CE 6378 (CS 6378 and TE 6378) AdvancedOperating Systems (3 semester credit hours)Concurrent processing, inter-processcommunication, process synchronization,deadlocks, introduction to queuing theory andoperational analysis, topics in distributed systemsand algorithms, checkpointing, recovery,multiprocessor operating systems. Must haveknowledge of C, UNIX, and Socket Programming.Prerequisites: CS 5343 and CS 5348 or equivalent.(3-0) S


DDC: Updated per Jazzmyn Wilson. 10/23/15

diff previous req: ce6378.6diff previous req: ce6378.6

CE 6378 (CS 6378 and TE 6378) AdvancedOperating Systems (3 semester credit hours)Concurrent processing, inter-processcommunication, process synchronization,deadlocks, introduction to queuing theory andoperational analysis, topics in distributed systemsand algorithms, checkpointing, recovery,multiprocessor operating systems. Must haveknowledge of CC C, UNIX, and Socket Programming.C, UNIX, and Socket Programming.Prerequisites: CS 5343Prerequisites: CS 5343 and UNIX. Prerequisite:UNIX. Prerequisite: CS5348 or equivalent. (3-0) S

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2016-open edit *cs6323 (r2)cs6323.3group_headseries_head

CS 6323 Computer Animation and Gaming (3semester credit hours) Theoretical foundations andprogramming techniques involved in computeranimation and game engines. Specific topicsinclude 2D and 3D transformations, skeletons,forward and inverse kinematics, skinning,keyframing, particle systems, rigid bodies, clothanimation, collision detection, and animation forvideo games. Prerequisites: CS 5343 and a goodworking knowledge of C++ and graphicalprogramming (either OpenGL, DirectX, or Java3D).(3-0) Y


Requested by Shyam Karrah, 9-26-14, througheform. Course to be offered in spring 2015.

diff previous req: cs6323.2diff previous req: cs6323.2

CS 6323 Computer Animation and Gaming (3semester credit hours) Theoretical foundations andprogramming techniques involved in computeranimation and game engines. Specific topicsinclude 2D && andand 3D transformations, skeletons,forward and inverse kinematics, skinning,keyframing, particle systems, rigid bodies, clothanimation, collision detection, and animation forvideo games. Prerequisites: CS 63666366 53435343 and agood working knowledge of C++ andC++ and graphicalprogramming (either OpenGL, DirectX, or Java3D).(3-0) Y

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2016-open edit *cs6378 (r7)cs6378.11group_headseries_head

CS 6378 (CE 6378 and TE 6378) AdvancedOperating Systems (3 semester credit hours)Concurrent processing, inter-processcommunication, process synchronization,deadlocks, introduction to queuing theory andoperational analysis, topics in distributed systemsand algorithms, checkpointing, recovery,multiprocessor operating systems. Must haveknowledge of C, UNIX, and Socket Programming.Prerequisites: CS 5343 and CS 5348 or equivalent.(3-0) S

diff previous req: cs6378.10diff previous req: cs6378.10

CS 6378 (CE 6378 and TE 6378) AdvancedOperating Systems (3 semester credit hours)Concurrent processing, inter-processcommunication, process synchronization,deadlocks, introduction to queuing theory andoperational analysis, topics in distributed systemsand algorithms, checkpointing, recovery,multiprocessor operating systems. Must haveknowledge of CC C, UNIX,C, UNIX, and UNIX. Prerequisite:UNIX. Prerequisite:Socket Programming. Prerequisites:Socket Programming. Prerequisites: CS 5343 andCS 5348 or equivalent and knowledge of socketequivalent and knowledge of socketprogramming.programming. equivalent.equivalent. (3-0) S

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2016-open edit *eecs6302(r2)eecs6302.5group_headseries_head

EECS 6302 (BMEN 6302 and MECH 6317 andSYSM 6302) Dynamics of Complex Networks andSystems (3 semester credit hours) Design andanalysis of complex interconnected networks andsystems. Basic concepts in graph theory; Eulerianand Hamiltonian graphs; traveling salesmanproblems; random graphs; power laws; small worldnetworks; clustering; introduction to dynamicalsystems; stability; chaos and fractals. (3-0) Y

diff previous req: eecs6302.4diff previous req: eecs6302.4

EECS 6302 (MECH(MECH (BMEN 6302 and MECH(BMEN 6302 and MECH 6317and SYSM 6302) Dynamics of Complex Networksand Systems (3 semester credit hours) Design andanalysis of complex interconnected networks andsystems. Basic concepts in graph theory; Eulerianand Hamiltonian graphs; traveling salesmanproblems; random graphs; power laws; small worldnetworks; clustering; introduction to dynamicalsystems; stability; chaos and fractals. (3-0) Y

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http://coursebook.utdallas.edu/year_all/all/diff/eecs6302

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2016-2016 remove *mech5350(r3)mech5350.11group_headseries_head


MECH 5350 Introduction to Finite Element MethodMECH 5350 Introduction to Finite Element Method(3 semester credit hours) This course will provide(3 semester credit hours) This course will providean introduction to the basic concepts of the finitean introduction to the basic concepts of the finiteelement method and the techniques used for stresselement method and the techniques used for stressanalysis for design of mechanical systems. Aanalysis for design of mechanical systems. Asimple tutorial covering the use of a commercialsimple tutorial covering the use of a commercialFEM code will be provided. Course topics includeFEM code will be provided. Course topics include1D and 2D elements, energy principles and1D and 2D elements, energy principles andRayleigh-Ritz method, finite element solutionRayleigh-Ritz method, finite element solutiontechniques, plate and shell elements and 3D solidtechniques, plate and shell elements and 3D solidelements, structural and vibration analysiselements, structural and vibration analysisPrerequisites: MECH 3320 and MECH 3351 andPrerequisites: MECH 3320 and MECH 3351 andMECH 4301 and MECH 4310. (3-0) YMECH 4301 and MECH 4310. (3-0) Y

diff previous req: mech5350.10diff previous req: mech5350.10

MECH 5350 Introduction to Finite Element Method(3 semester credit hours) This course will providean introduction to the basic concepts of the finiteelement method and the techniques used for stressanalysis for design of mechanical systems. Asimple tutorial covering the use of a commercialFEM code will be provided. Course topics include1D and 2D elements, energy principles andRayleigh-Ritz method, finite element solutiontechniques, plate and shell elements and 3D solidelements, structural and vibration analysisPrerequisites: MECH 3320 and MECH 3351 andMECH 4301 and MECH 4310. (3-0) Y

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2016-open edit *mech6317(r2)mech6317.6group_headseries_head

MECH 6317 (BMEN 6302 and EECS 6302 andSYSM 6302) Dynamics of Complex Networks andSystems (3 semester credit hours) Design andanalysis of complex interconnected networks andsystems. Basic concepts in graph theory; Eulerianand Hamiltonian graphs; traveling salesmanproblems; random graphs; power laws; small worldnetworks; clustering; introduction to dynamicalsystems; stability; chaos and fractals. (3-0) Y


MECH 6317 (BMEN 6302 and EECS 6302 andSYSM 6302) Dynamics of Complex Networks andSystems (3 semester credit hours) Design andanalysis of complex interconnected networks andsystems. Basic concepts in graph theory; Eulerianand Hamiltonian graphs; traveling salesmanproblems; random graphs; power laws; small worldnetworks; clustering; introduction to dynamicalsystems; stability; chaos and fractals. (3-0) Y









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2016-open add *mech6338(r1)mech6338.4group_headseries_head

MECH 6338 Reliability-Based Design (3 semestercredit hours) This course covers fundamentals ofreliability theory (factor of safety versus reliability,modeling uncertainty, marginal/joint randomvariable distributions, design process uncertainty),simulation methods and integration, computationalissues for correlated random variables and largescale problems, expansion techniques, secondmoment methods, reliability of structural systems(response surfaces, Fast Fourier Transformapproach, series and parallel systems, systemreliability), and reliability-based design optimization.Interdisciplinary engineering applications areincluded. Prerequisite: MECH 6351 or equivalent.(3-0) Y


MECH 6338 Reliability-Based Design (3 semestercredit hours) This course covers fundamentals ofreliability theory (factor of safety versus reliability,modeling uncertainty, marginal/joint randomvariable distributions, design process uncertainty),simulation methods and integration, computationalissues for correlated random variables and largescale problems, expansion techniques, secondmoment methods, reliability of structural systems(response surfaces, Fast Fourier Transformapproach, series and parallel systems, systemreliability), and reliability-based design optimization.Interdisciplinary engineering applications areincluded. Prerequisites:Prerequisites: Prerequisite:Prerequisite: MECH 6351or equivalent. (3-0) Y





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MECH 6350 Advanced Solid Mechanics (3semester credit hours) This course provides afoundation for studying mechanical behavior ofmaterials analyzing deformation and failureproblems common in engineering design andmaterials science. Topics to be covered includeelasticity, elastic stability, wave propagation,plasticity, and fracture. This course explores staticand dynamic stress analysis, two- and three-dimensional theory of stressed elastic solids,analyses of structural elements with applications ina variety of fields, variational theorems, andapproximate solutions. Prerequisite: MECH 4301 orequivalent. (3-0) Y


MECH 6350 Advanced Solid Mechanics (3semester credit hours) This course provides afoundation for studying mechanical behavior ofmaterials analyzing deformation and failureproblems common in engineering design andmaterials science. Topics to be covered includeelasticity, elastic stability, wave propagation,plasticity, and fracture. This course explores staticand dynamic stress analysis, two- and three-dimensional theory of stressed elastic solids,analyses of structural elements with applications ina variety of fields, variational theoremstheorems theorems,theorems,and approximate solutions. Prerequisite: MECH4301 or equivalent. (3-0) Y









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MECH 6351 Finite Element Techniques I (3semester credit hours) This course will provide anoverview on the basic theory of the finite elementmethods (FEM) and application of FEM analysis insolid mechanics. Course topics include 1Delements and computational procedures, variationalprinciples and Rayleigh-Ritz method, Galerkin finiteelement method, numerical discretization,imposition of constraints, 2D elements and basicprograming steps, finite element solutiontechniques, application of FEM for vibrationanalysis, and use of commercial FEM codes.Prerequisite: MECH 4301 or equivalent. (3-0) Y


MECH 6351 Finite Element Techniques I (3semester credit hours) This course will provide anoverview on the basic theory of the finite elementmethods (FEM) and application of FEM analysis insolid mechanics. Course topics include 1Delements and computational procedures, variationalprinciples and Rayleigh-Ritz method, Galerkin finiteelement method, numerical discretization,imposition of constraints, 2D elements and basicprograming steps, finite element solutiontechniques, application of FEM for vibrationanalysisanalysis analysis,analysis, and use of commercial FEMcodes. Prerequisite: MECH 4301 or equivalent.(3-0) Y









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MECH 6353 Computational Mechanics (3 semestercredit hours) This course provides an in-depthdiscussion on Finite Element Method (FEMs) forsolving solid mechanics problems. The coursetopics include total and updated Lagrangianformulations in finite element methods, variationalprinciples in continuum mechanics, FEM/meshfreeshape functions and numerical discretization,adaptivity and error estimates, explicit and implicittime integration methods, stability and convergenceanalysis, space-time FEM formulation, Newton'smethod and constraints, method of line-search andarc-length methods, impact and contact,computational elasticity and inelasticity.Prerequisites: MECH 6306 and MECH 6351 orequivalent. (3-0) T


MECH 6353 Computational Mechanics (3 semestercredit hours) This course provides an in-depthdiscussion on Finite Element Method (FEMs) forsolving solid mechanics problems. The coursetopics include total and updated Lagrangianformulations in finite element methods, variationalprinciples in continuum mechanics, FEM/meshfreeshape functions and numerical discretization,adaptivity and error estimates, explicit and implicittime integration methods, stability and convergenceanalysis, space-time FEM formulation, Newton'smethod and constraints, method of line-search andarc-length methods, impact and contact,computational elasticity and inelasticity.Prerequisites: MECH 53505350 63066306 and MECH 6306630663516351 or equivalent. (3-0) T









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MECH 6376 Experimental Thermal and FluidDynamics (3 semester credit hours) This coursepresents an introduction to experiments in thermo-fluid dynamics. Similarity theory and basic conceptsto perform experiments are discussed. Adescription of different types of wind tunnels isgiven, with emphasis on the design process of ageneral-purpose subsonic wind tunnel. A review ofthe most common measurement techniques isprovided, such as for fluid pressure, forces,velocity, temperature, and density. The second partof the course focuses on signal processing throughstatistical, spectral analysis, and modaldecomposition techniques. The final part of thecourse is devoted to the design and execution of anexperiment. (3-0) R


MECH 6376 Experimental Thermal and FluidDynamics (3 semester credit hours) This coursepresents an introduction to experiments in thermo-fluid dynamics. Similarity theory and basic conceptsto perform experiments are discussed. Adescription of different types of wind tunnels isgiven, with emphasis on the design process of ageneral-purpose subsonic wind tunnel. A review ofthe most common measurement techniques isprovided, such as for fluid pressure, forces,velocity, temperaturetemperature temperature,temperature, and density. Thesecond part of the course focuses on signalprocessing through statistical, spectral analysisanalysisanalysis,analysis, and modal decomposition techniques. Thefinal part of the course is devoted to the design andexecution of an experiment. (3-0) R









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2016-open edit *msen6319(r7)msen6319.7group_headseries_head

MSEN 6319 Quantum Mechanics for MaterialsScientists (3 semester credit hours) Quantum-mechanical foundation for study of nanometer-scalematerials. Principles of quantum physics, operatorsand Dirac notation, stationary-states for one-dimensional potentials, and the hydrogen atom.Introduction to: perturbation theory, interaction withthe electromagnetic radiation, angular momentumand spin, chemical bonding and molecular orbitaltheory, and crystalline solids and band theory. (3-0)Y


Revised topics list to better describe recent/futureofferings.

diff previous req: msen6319.6diff previous req: msen6319.6

MSEN 6319 Quantum Mechanics for MaterialsScientists (3 semester credit hours) Quantum-mechanical foundation for study of nanometer-scalematerials. Principles of quantum physics, operatorsoperatorsand Dirac notation,and Dirac notation, stationary-states for one-dimensional potentials, symmetry considerations,symmetry considerations,and the hydrogen atom. Introduction to:and the hydrogen atom. Introduction to:perturbation theory,perturbation theory, interaction with theelectromagnetic radiation, scattering, reaction ratescattering, reaction ratetheory, spectroscopy,theory, spectroscopy, angular momentum and spin,angular momentum and spin,chemical bonding and molecular orbital theory,solids, perturbation theory, nuclear magneticsolids, perturbation theory, nuclear magneticresonance.resonance. and crystalline solids and band theory.and crystalline solids and band theory.(3-0) SS YY

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2016-open add *msen6323(r1)msen6323.3group_headseries_head

MSEN 6323 Quantum Mechanics for MaterialsScientists II (3 semester credit hours) Perturbationtheory and approximation methods; scatteringtheory; elements of second quantization and many-body theory; exchange and spin statistics;interaction of radiation with matter; relativisticeffects; band structure, and vibrational and opticalproperties of crystals; optionally, quantuminformation theory. Prerequisite: MSEN 6319 (orequivalent with permission of instructor.) (3-0) Y

diff previous req: msen6323.2diff previous req: msen6323.2

MSEN 6323 Quantum Mechanics for MaterialsScientists II (3 semester credit hours) Perturbationtheory and approximation methods; scatteringtheory; elements of second quantization and many-body theory; exchange and spin statistics;interaction of radiation with matter; relativisticeffects; band structure, and vibrational and opticalproperties of crystals; optionally, quantuminformation theory. Prerequisite: MSEN 6319 (orequivalent with permission of instructor)instructor) instructor.)instructor.)(3-0) Y

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2016-open edit *sysm6302(r5)sysm6302.13group_headseries_head

SYSM 6302 (BMEN 6302 and EECS 6302 andMECH 6317) Dynamics of Complex Networks andSystems (3 semester credit hours) Design andanalysis of complex interconnected networks andsystems. Basic concepts in graph theory; Eulerianand Hamiltonian graphs; traveling salesmanproblems; random graphs; power laws; small worldnetworks; clustering; introduction to dynamicalsystems; stability; chaos and fractals. (3-0) Y


corrected spacing error betweenclustering;introduction. mjv CIP Code change perShah & Yurkovich 9.8.15 bgr

diff previous req: sysm6302.12diff previous req: sysm6302.12

SYSM 6302 (EECS(EECS (BMEN(BMEN 6302 and MECH 6317MECH 6317EECS 6302EECS 6302 and BMEN 6302)BMEN 6302) MECH 6317)MECH 6317)Dynamics of Complex Networks and Systems (3semester credit hours) Design and analysis ofcomplex interconnected networks and systems.Basic concepts in graph theory; Eulerian andHamiltonian graphs; traveling salesman problems;random graphs; power laws; small world networks;clustering; introduction to dynamical systems;stability; chaos and fractals. (3-0) Y

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SYSM 6304 (OPRE 6335) Risk and DecisionAnalysis (3 semester credit hours) This courseprovides an overview of the main concepts andmethods of risk assessment, risk management, anddecision analysis. The methods used in industry,such as probabilistic risk assessment, six sigma,and reliability, are discussed. Advanced methodsfrom economics and finance (decision optimizationand portfolio analysis) are presented. Prerequisite:OPRE 6301 or SYSM 6303. (3-0) T


Change CIP Code per Shah & Yurkovich 9.8.15 bgr


SYSM 6304 (OPRE 6335) Risk and DecisionAnalysis (3 semester credit hours) This courseprovides an overview of the main concepts andmethods of risk assessment, risk management, anddecision analysis. The methods used in industry,such as probabilistic risk assessment, six sigma,and reliability, are discussed. Advanced methodsfrom economics and finance (decision optimizationand portfolio analysis) are presented. Prerequisite:OPRE 6301 or SYSM 6303. (3-0) T









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SYSM 6305 (MECH 6318) Optimization Theory andPractice (3 semester credit hours) Basics ofoptimization theory, numerical algorithms, andapplications. The course is divided into three mainparts: linear programming (simplex method, dualitytheory), unconstrained methods (optimalityconditions, descent algorithms and convergencetheorems), and constrained minimization (Lagrangemultipliers, Karush-Kuhn-Tucker conditions, activeset, penalty and interior point methods).Applications in engineering, operations, finance,statistics, etc. will be emphasized. Students willalso use Matlab's optimization toolbox to obtainpractical experience with the material. (3-0) Y


Change CIP code per Shah & Yurkovich 9.8.15 bgr


SYSM 6305 (MECH 6318) Optimization Theory andPractice (3 semester credit hours) Basics ofoptimization theory, numerical algorithms, andapplications. The course is divided into three mainparts: linear programming (simplex method, dualitytheory), unconstrained methods (optimalityconditions, descent algorithms and convergencetheorems), and constrained minimization (Lagrangemultipliers, Karush-Kuhn-Tucker conditions, activeset, penalty and interior point methods).Applications in engineering, operations, finance,statistics, etc. will be emphasized. Students willalso use Matlab's optimization toolbox to obtainpractical experience with the material. (3-0) Y









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SYSM 6307 (EECS 6331 and MECH 6300) LinearSystems (3 semester credit hours) State spacemethods of analysis and design for linear dynamicalsystems. Coordinate transformations and tools fromadvanced linear algebra. Controllability andobservability. Lyapunov stability analysis. Poleassignment, stabilizability, detectability. Stateestimation for deterministic models, observers.Introduction to the optimal linear quadratic regulatorproblem. Prerequisites: ENGR 2300 and EE 4310or MECH 4310 or equivalent. (3-0) Y


Removed all EECS prefix and converted to ENGRper Dr. Cantrell 2-20-13. Updated cross-listing forENGR 6331. mjv 2-20-13. Change CIP Code perShah & Yurkovich 9.8.15 bgr


SYSM 6307 (EECS 6331 and MECH 6300) LinearSystems (3 semester credit hours) State spacemethods of analysis and design for linear dynamicalsystems. Coordinate transformations and tools fromadvanced linear algebra. Controllability andobservability. Lyapunov stability analysis. Poleassignment, stabilizability, detectability. Stateestimation for deterministic models, observers.Introduction to the optimal linear quadratic regulatorproblem. Prerequisites: ENGR 2300 and EE 4310or MECH 4310 or equivalent. (3-0) Y









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SYSM 6308 (CS 6356 and SE 6356) SoftwareMaintenance, Evolution, and Re-Engineering (3semester credit hours) Principles and techniques ofsoftware maintenance. Impact of softwaredevelopment process on software justifiability,maintainability, evolvability, and planning of releasecycles. Use of very high-level languages anddependencies for forward engineering and reverseengineering. Achievements, pitfalls, and trends insoftware reuse, reverse engineering, and re-engineering. Prerequisite: CE 5354 or CS 5354 orSE 5354. (3-0) Y




SYSM 6308 (CS 6356 and SE 6356) SoftwareMaintenance, Evolution, and Re-Engineering (3semester credit hours) Principles and techniques ofsoftware maintenance. Impact of softwaredevelopment process on software justifiability,maintainability, evolvability, and planning of releasecycles. Use of very high-level languages anddependencies for forward engineering and reverseengineering. Achievements, pitfalls, and trends insoftware reuse, reverse engineering, and re-engineering. Prerequisite: CE 5354 or CS 5354 orSE 5354. (3-0) Y









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SYSM 6309 (CS 6361 and SE 6361) AdvancedRequirements Engineering (3 semester credithours) System and software requirementsengineering. Identification, elicitation, modeling,analysis, specification, management, and evolutionof functional and non-functional requirements.Strengths and weaknesses of different techniques,tools, and object-oriented methodologies.Interactions and trade-offs among hardware,software, and organization. System and sub-systemintegration with software and organization ascomponents of complex, composite systems.Transition from requirements to design. Criticalissues in requirements engineering. Prerequisite:CE 5354 or CS 5354 or SE 5354. (3-0) S




SYSM 6309 (CS 6361 and SE 6361) AdvancedRequirements Engineering (3 semester credithours) System and software requirementsengineering. Identification, elicitation, modeling,analysis, specification, management, and evolutionof functional and non-functional requirements.Strengths and weaknesses of different techniques,tools, and object-oriented methodologies.Interactions and trade-offs among hardware,software, and organization. System and sub-systemintegration with software and organization ascomponents of complex, composite systems.Transition from requirements to design. Criticalissues in requirements engineering. Prerequisite:CE 5354 or CS 5354 or SE 5354. (3-0) S









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SYSM 6310 (CE 6367 and CS 6367 and SE 6367)Software Testing, Validation and Verification (3semester credit hours) Fundamental concepts ofsoftware testing. Functional testing. GUI basedtesting tools. Control flow based test adequacycriteria. Data flow based test adequacy criteria.White box based testing tools. Mutation testing andtesting tools. Relationship between test adequacycriteria. Finite state machine based testing. Staticand dynamic program slicing for testing anddebugging. Software reliability. Formal verificationof program correctness. Prerequisite: CE 5354 orCS 5354 or SE 5354 or instructor consent required.(3-0) Y




SYSM 6310 (CE 6367 and CS 6367 and SE 6367)Software Testing, Validation and Verification (3semester credit hours) Fundamental concepts ofsoftware testing. Functional testing. GUI basedtesting tools. Control flow based test adequacycriteria. Data flow based test adequacy criteria.White box based testing tools. Mutation testing andtesting tools. Relationship between test adequacycriteria. Finite state machine based testing. Staticand dynamic program slicing for testing anddebugging. Software reliability. Formal verificationof program correctness. Prerequisite: CE 5354 orCS 5354 or SE 5354 or instructor consent required.(3-0) Y









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SYSM 6321 Financial Engineering (3 semestercredit hours) Introduction to finance andinvestments from an engineering perspective.Focuses on the principles underlying financialdecision making which are applicable to all forms ofinvestment: stocks, bonds, real estate, projectbudgeting, corporate finance, and more. Intendedfor students with strong technical backgrounds whoare comfortable with mathematical arguments.Primary components are deterministic finance(interest rates, bonds, and simple cash flowanalysis) and single period uncertainty finance(portfolios of stocks and pricing theory).Prerequisites: Courses in engineering calculus,probability and linear algebra. (3-0) Y


Corrected prerequisite field; mjv 2-8-13; updatedPhD funding field to "yes" Removed I from perYurkovich 8-26-15 Changed CIP Code per Shah &Yurkovich 9.8.15 bgr


SYSM 6321 Financial Engineering (3 semestercredit hours) Introduction to finance andinvestments from an engineering perspective.Focuses on the principles underlying financialdecision making which are applicable to all forms ofinvestment: stocks, bonds, real estate, projectbudgeting, corporate finance, and more. Intendedfor students with strong technical backgrounds whoare comfortable with mathematical arguments.Primary components are deterministic finance(interest rates, bonds, and simple cash flowanalysis) and single period uncertainty finance(portfolios of stocks and pricing theory).Prerequisites: Courses in engineering calculus,probability and linear algebra. (3-0) Y









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2016-open add *sysm6326(r1)sysm6326.3group_headseries_head

SYSM 6326 Systems Lifecycle Cost Analysis (3semester credit hours) This course will provide anunderstanding of system lifecycle cost analysisconcepts (also known as systems affordability) andthe lifecycle cost process. The course will examinethe importance of using these concepts whenattempting to make the best possible engineeringand business decisions. The concepts will includespecial emphasis on the analysis and evaluation ofalternatives by collectively weighing costs, risks,reliability, weight, performance, and other benefit/risk parameters. Topics will include total ownershipcost, various estimating methods and techniques(including sensitivity and some risk analysis), costanalysis process, system trade studies, and systemcost effectiveness. The course will culminate withguided research related to the application of theseconcepts on student-focused subjects. Prerequisite:SYSM 6301. (3-0) Y


SYSM 6326 Systems Lifecycle Cost Analysis (3semester credit hours) This course will provide anunderstanding of system lifecycle cost analysisconcepts (also known as systems affordability) andthe lifecycle cost process. The course will examinethethe importance of using these concepts whenattempting to make the best possible engineeringand business decisions. The concepts will includespecial emphasis on the analysis and evaluation ofalternatives by collectively weighing costs, risks,reliability, weight, performance, and other benefit/risk parameters. Topics will include total ownershipcost, various estimating methods and techniques(including sensitivity and some risk analysis), costanalysis process, system trade studies, and systemcost effectiveness. The course will culminate withguided research related to the application of theseconcepts on student-focused subjects. Prerequisite:Prerequisite:SYSM 6301.SYSM 6301. (3-0) Y





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SYSM 6327 Systems Reliability (3 semester credithours) This course will provide an advancedunderstanding of reliability analysis of complexsystems, including many of its extended analysisfocus areas like availability, maintainability, andsupportability (RAMS). Course analysis variablesinclude stress under various conditions, the use ofdegradation data, relationships betweenaccelerated stresses and normal operatingconditions, dependency failures, repairable andnon-repairable components, preventivemaintenance, replacement and inspection, andaccelerated life reliability models, to name a few.The course will also address important reliabilitymetrics, and the impact of reliability in the design,development and management of organizations.Prerequisite: SYSM 6301. (3-0) Y


comma removed per Brenda Rains 10/5/15 email.


SYSM 6327 Systems Reliability (3 semester credithours) This course will provide an advancedunderstanding of reliability analysis of complexsystems, including many of its extended analysisfocus areas like availability, maintainability, andsupportability (RAMS). Course analysis variablesinclude stress under various conditions, the use ofdegradation data, relationships betweenaccelerated stresses and normal operatingconditions, dependency failures, repairable andnon-repairable components, preventivemaintenance, replacement,replacement, replacementreplacement andinspection, and accelerated life reliability models, toname a few. The course will also address importantreliability metrics, and the impact of reliability in thedesign, development and management oforganizations. Prerequisite: SYSM 6301. (3-0) Y





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2016-2016 remove *sysm7321(r3)sysm7321.8group_headseries_head


SYSM 7321 Financial Engineering II (3 semesterSYSM 7321 Financial Engineering II (3 semestercredit hours) Advanced theory, methods, andcredit hours) Advanced theory, methods, andapplications of financial engineering. Major topicsapplications of financial engineering. Major topicsinclude: advanced theory of derivative pricing andinclude: advanced theory of derivative pricing andhedging, optimal portfolio growth and generalhedging, optimal portfolio growth and generalinvestment evaluation, and quantitative and controlinvestment evaluation, and quantitative and controlbased methods in dynamic portfolio optimizationbased methods in dynamic portfolio optimizationand hedging. Computational methods and anand hedging. Computational methods and anengineering approach will be emphasized.engineering approach will be emphasized.Prerequisite: SYSM 6321 or instructor consentPrerequisite: SYSM 6321 or instructor consentrequired. (3-0) Yrequired. (3-0) Y


Corrected prerequisite field. mjv 2-8-13; updatedPhD funding to Yes, may fulfill PhD programrequirements, 3-6-13. Removed per instructionRajiv Shah and Stephen Yurkovich 7-31-2015


SYSM 7321 Financial Engineering II (3 semestercredit hours) Advanced theory, methods, andapplications of financial engineering. Major topicsinclude: advanced theory of derivative pricing andhedging, optimal portfolio growth and generalinvestment evaluation, and quantitative and controlbased methods in dynamic portfolio optimizationand hedging. Computational methods and anengineering approach will be emphasized.Prerequisite: SYSM 6321 or instructor consentrequired. (3-0) Y









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2016-open edit *te6378 (r4)te6378.6group_headseries_head

TE 6378 (CE 6378 and CS 6378) AdvancedOperating Systems (3 semester credit hours)Concurrent processing, inter-processcommunication, process synchronization,deadlocks, introduction to queuing theory andoperational analysis, topics in distributed systemsand algorithms, checkpointing, recovery,multiprocessor operating systems. Must haveknowledge of C, UNIX, and Socket Programming.Prerequisites: CS 5343 and CS 5348 or equivalent.(3-0) S


DDC: Updated per Jazzmyn Wilson. 10/23/15

diff previous req: te6378.5diff previous req: te6378.5

TE 6378 (CE 6378 and CS 6378) AdvancedOperating Systems (3 semester credit hours)Concurrent processing, inter-processcommunication, process synchronization,deadlocks, introduction to queuing theory andoperational analysis, topics in distributed systemsand algorithms, checkpointing, recovery,multiprocessor operating systems. Must haveknowledge of CC C, UNIX, and Socket Programming.C, UNIX, and Socket Programming.Prerequisites: CS 5343Prerequisites: CS 5343 and UNIX. Prerequisite:UNIX. Prerequisite: CS5348 or equivalent. (3-0) S

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http://coursebook.utdallas.edu/year_all/all/diff/te6378


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2016-2016 remove *crim5381 (r4)crim5381.9group_headseries_head


CRIM 5381 Themes in Criminology (3 semesterCRIM 5381 Themes in Criminology (3 semestercredit hours) May be repeated for credit as topicscredit hours) May be repeated for credit as topicsvary (9 semester credit hours maximum). Consultvary (9 semester credit hours maximum). Consultwith an advisor to determine the appropriatenesswith an advisor to determine the appropriatenessfor one's degree plan and specialty areas offor one's degree plan and specialty areas ofstudy. Instructor consent required. (3-0) Rstudy. Instructor consent required. (3-0) R


Per Dr. Vieraitis request this course has beendeleted. 9-8-15.

diff previous req: crim5381.8diff previous req: crim5381.8

CRIM 5381 Themes in Criminology (3 semestercredit hours) May be repeated for credit as topicsvary (9 semester credit hours maximum). Consultwith an advisor to determine the appropriatenessfor one's degree plan and specialty areas ofstudy. Instructor consent required. (3-0) R


This course is repeatable because the topicsvary. This course is a part of an electivesequence towards degree and only nine hoursare allowed towards degree.

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http://coursebook.utdallas.edu/catbookreport/2cfd0ee3ff9f544c5fe98f3bbdf22ef1/makepdf 1/19

http://coursebook.utdallas.edu/catbookreport/0748759bab1b894336484ed58a1b9269

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http://coursebook.utdallas.edu/year_all/all/diff/crim5381

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2016-open edit *crim6307 (r7)crim6307.9group_headseries_head

CRIM 6307 Measures and Correlates of Crime (3semester credit hours) Examines the majorsources of data on crime and criminals and thelimitations of such data. Review patterns andtrends over time in specific forms of crime;identify geographic and demographic correlatesaccording to each data source. (3-0) R


9-10-15 Title Changed per Dr. Vieraitis Prog.Head. '&' changed to 'and' in course title per Dr.Piquero's 10/6/15 email approval.


CRIM 6307 Measures && andand Correlates of Crime(3 semester credit hours) Examines the majorsources of data on crime and criminals and thelimitations of such data. Review patterns andtrends over time in specific forms of crime;identify geographic and demographic correlatesaccording to each data source. (3-0) R





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2016-open edit *crim6312 (r3)crim6312.4group_headseries_head

CRIM 6312 Legal Aspects of JusticeAdministration (3 semester credit hours)Examines key legal issues relevant to justiceadministration. Topics include contemporaryissues in criminal law and procedure, civil liability,asset forfeiture, administrative discipline,constitutional rights of justice practitioners,employment conditions and standards, andsexual harassment policy. Department consentrequired. (3-0) Y


CRIM 6312 Legal Aspects of JusticeAdministration (3 semester credit hours)Examines key legal issues relevant to justiceadministration. Topics include contemporaryissues in criminal law and procedure, civil liability,asset forfeiture, administrative discipline,constitutional rights of justice practitioners,employment conditions and standards, andsexual harassment policy. Department ConsentConsentRequired.Required. consent required.consent required. (3-0) Y











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CRIM 6322 Crime Prevention (3 semester creditCRIM 6322 Crime Prevention (3 semester credithours) Examines situational, social, andhours) Examines situational, social, andlegislative approaches to the prevention of crimelegislative approaches to the prevention of crimeand delinquency. Emphasis on theories,and delinquency. Emphasis on theories,protective factors, implementation andprotective factors, implementation andconsequences of these approaches. (3-0) Rconsequences of these approaches. (3-0) R


reactive per John Worrall - 9/10/15 CourseDeleted per Dr. Vieraitis Prog. Head


CRIM 6322 Crime Prevention (3 semester credithours) Examines situational, social, andlegislative approaches to the prevention of crimeand delinquency. Emphasis on theories,protective factors, implementation andconsequences of these approaches. (3-0) R





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CRIM 6324 Correlates of Crime and Justice (3CRIM 6324 Correlates of Crime and Justice (3semester credit hours) Examines the nature ofsemester credit hours) Examines the nature ofrelationships among attributes and indices at therelationships among attributes and indices at thesituational and aggregate levels to various formssituational and aggregate levels to various formsof crime and systems of justice. (3-0) Rof crime and systems of justice. (3-0) R


Course Deleted Per Dr. Vieraitis, CRIM Prog.Head 9-10-15


CRIM 6324 Correlates of Crime and Justice (3semester credit hours) Examines the nature ofrelationships among attributes and indices at thesituational and aggregate levels to various formsof crime and systems of justice. (3-0) R











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2016-2016 remove_renumber*crim8v01 (r7)->->crim8v02crim8v02crim8v01.15group_headseries_head


CRIM 8V01 Comprehensive Exam PreparationCRIM 8V01 Comprehensive Exam Preparation(1-9 semester credit hours) Provides faculty(1-9 semester credit hours) Provides facultysupervision for student's preparation for the PhDsupervision for student's preparation for the PhDComprehensive Exams. Pass/Fail only. May beComprehensive Exams. Pass/Fail only. May berepeated for credit. Instructor consent required.repeated for credit. Instructor consent required.([1-9]-0) R([1-9]-0) R


9-30-15 New course created different that CRIM8V01. del

diff previous req: crim8v01.14diff previous req: crim8v01.14

CRIM 8V018V01 8V028V02 Comprehensive ExamPreparation (1-9 semester credit hours) Providesfaculty supervision for student's preparation forthe PhD Comprehensive Exams. Pass/Fail only.May be repeated for credit. Instructor consentrequired. ([1-9]-0) R


Student may take more than 9 hours to preparefor the exam.

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http://coursebook.utdallas.edu/year_all/all/diff/crim8v01


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2016-open add_renumber *crim8v01crim8v02 (r1)crim8v02.1group_headseries_head

CRIM 8V02 Comprehensive Exam Preparation(1-9 semester credit hours) Provides facultysupervision for student's preparation for the PhDComprehensive Exams. Pass/Fail only. May berepeated for credit. Instructor consent required.([1-9]-0) R


9-30-15 New course created different that CRIM8V01. del

diff previous req:diff previous req:

CRIM 8V02 Comprehensive Exam PreparationCRIM 8V02 Comprehensive Exam Preparation(1-9 semester credit hours) Provides faculty(1-9 semester credit hours) Provides facultysupervision for student's preparation for the PhDsupervision for student's preparation for the PhDComprehensive Exams. Pass/Fail only. May beComprehensive Exams. Pass/Fail only. May berepeated for credit. Instructor consent required.repeated for credit. Instructor consent required.([1-9]-0) R([1-9]-0) R


Student may take more than 9 hours to preparefor the exam.

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2016-open edit *pa8330 (r3)pa8330.17group_headseries_head

PA 8330 Inside Washington: Policymaking fromthe Ground Up (3 semester credit hours) Thiscourse competitively selects a group of UTSystem graduate students to spend an 11-weeksummer program in Washington, D.C. Thecourse is designed to complement students'experiences at their accompanying threesemester credit hour internship placement. Thecourse provides a context for and a familiaritywith the dynamics that influence all activity in thegovernment, including meeting officials from theWhite House, House and Senate, nonprofits,lobbying firms, think tanks, the media, andothers. Students return with a participant'sunderstanding of the workings of the remarkablemachinery of the federal government.Corequisites: PA 8331 and PA 8332 andinstructor consent required. (3-0) Y


Changed grading basis to Pass/Fail only due to8000 level; ok'd by Vy Trang / program head, 10/13/14. Course title revision requested by Dr.Harpham 4-1-15; he reported that DeanCunningham/Graduate Council approved therevision due to Memorandum of Understandingbetween Archer Center and UT Dallas / EPPS,4-2-15. 9-24-15 - Grading was change to lettergrade per Val Brunell - del 9-25-15 - changesmade to description to read three instead of sixand corequisite course to PA8331 and PA8332and instructor consent required. del

diff previous req: pa8330.16diff previous req: pa8330.16

PA 8330 Inside Washington: Policymaking fromthe Ground Up (3 semester credit hours) Thiscourse competitively selects a group of UTSystem graduate students to spend an 11-weeksummer program in Washington, D.C. Thecourse is designed to complement students'experiences at their accompanying threesemester credit hour internship placement. Thecourse provides a context for and a familiaritywith the dynamics that influence all activity in thegovernment, including meeting officials from theWhite House, House and Senate, nonprofits,lobbying firms, think tanks, the media, andothers. Students return with a participant'sunderstanding of the workings of the remarkablemachinery of the federal government.Corequisites: PA 8331 and PA 8332 andandinstructor consent required. (3-0) Y

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http://coursebook.utdallas.edu/year_all/all/diff/pa8330

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2016-open add *pa8331 (r1)pa8331.8group_headseries_head

PA 8331 Archer Center Independent Study andResearch (3 semester credit hours) Studentspursue independent study and research whileparticipating in the Archer Program. InstructorConsent Required. Corequisite: PA 8330 and PA8332 and instructor consent required. (3-0) Y


9-24-15 - instructor consent required added tocourse requirements per Darren; changed toIndependent Study and ran it through Dr.Goodman and Valerie Brunell-del 9-24-15Valerie Brunell what to delete in Washington, DCform title and added Archer Center IndependentStudy and Research. del 9-25-15 - addcorequisites PA 8330 and PA 8332 per Darrenand got Valerie's approval. Del


PA 8331 Archer Center Independent Study andResearch (3 semester credit hours) Studentspursue independent study and research whileparticipating in the Archer Program. InstructorConsent Required. Corequisite: PA 8330 and PAPA8332 and8332 and instructor consent required. (3-0) Y










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2016-open add *pa8332 (r1)pa8332.4group_headseries_head

PA 8332 Archer Center Washington Internship (3semester credit hours) Students arecompetitively selected to participate in an11-week summer program in Washington, D.C.The internship experience provides students withthe opportunity not only to view the activity of thegovernment, but to participate in it as well. Theinternships, which are monitored by the ArcherCenter, integrate the student into the work of theoffice or agency, treating the intern like a juniorstaff member. Students thus participate in andcome to understand the nature, the pace, thecontext, and the intensity of federal governmentpolicy making. The internship is complementedby a required 3-semester credit hour, academiccourse. Pass/Fail only. Corequisites: PA 8330and PA 8331 and instructor consent required.(3-0) Y


9-25-15 - add corequisites PA 8330 and PA 8331and instructor consent required per Darren withValerie Brunell's approval. del 9-30-15 - changedcomponent to Independent Study approved byDr. Goodman and informed Valerie Brunell. Del


PA 8332 Archer Center Washington Internship (3semester credit hours) Students arecompetitively selected to participate in an11-week summer program in Washington, D.C.The internship experience provides students withthe opportunity not only to view the activity of thegovernment, but to participate in it as well. Theinternships, which are monitored by the ArcherCenter, integrate the student into the work of theoffice or agency, treating the intern like a juniorstaff member. Students thus participate in andcome to understand the nature, the pace, thecontext, and the intensity of federal governmentpolicy making. The internship is complementedby a required 3-semester credit hour, academiccourse. Pass/Fail only. Corequisites: PA 8330and PA 8331 and instructor consent required.(3-0) Y










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2016-2016 remove *pa8630 (r3)pa8630.6group_headseries_head


PA 8630 Archer Center Washington Internship (6PA 8630 Archer Center Washington Internship (6semester credit hours) Students aresemester credit hours) Students arecompetitively selected to participate in ancompetitively selected to participate in an11-week summer program in Washington, D.C.11-week summer program in Washington, D.C.The internship experience provides students withThe internship experience provides students withthe opportunity not only to view the activity of thethe opportunity not only to view the activity of thegovernment, but to participate in it as well. Thegovernment, but to participate in it as well. Theinternships, which are monitored by the Archerinternships, which are monitored by the ArcherCenter, integrate the student into the work of theCenter, integrate the student into the work of theoffice or agency, treating the intern like a junioroffice or agency, treating the intern like a juniorstaff member. Students thus participate in andstaff member. Students thus participate in andcome to understand the nature, the pace, thecome to understand the nature, the pace, thecontext, and the intensity of federal governmentcontext, and the intensity of federal governmentpolicy making. The internship is complementedpolicy making. The internship is complementedby a required 3-semester credit hour, academicby a required 3-semester credit hour, academiccourse. Pass/Fail only. Corequisites: PA 8330course. Pass/Fail only. Corequisites: PA 8330and instructor consent required. (6-0) Yand instructor consent required. (6-0) Y


Changed grading basis to Pass/Fail only due to8000 level; ok'd by Vy Trang / program head, 10/13/14. Course title revision requested by Dr.Harpham 4-1-15; he reported that DeanCunningham/Graduate Council approved therevision due to Memorandum of Understandingbetween Archer Center and UT Dallas / EPPS,4-2-15..


PA 8630 Archer Center Washington Internship (6semester credit hours) Students arecompetitively selected to participate in an11-week summer program in Washington, D.C.The internship experience provides students withthe opportunity not only to view the activity of thegovernment, but to participate in it as well. Theinternships, which are monitored by the ArcherCenter, integrate the student into the work of theoffice or agency, treating the intern like a juniorstaff member. Students thus participate in andcome to understand the nature, the pace, thecontext, and the intensity of federal governmentpolicy making. The internship is complementedby a required 3-semester credit hour, academiccourse. Pass/Fail only. Corequisites: PA 8330and instructor consent required. (6-0) Y










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2016-open add *pppe6338 (r1)pppe6338.3group_headseries_head

PPPE 6338 (PSCI 6338) Politics and Policy inChina (3 semester credit hours) This courseintroduces the political and policy processes inChina with a focus on economic reform anddevelopment. It will give comprehensivecoverage of the political system in China underthe Chinese Communist Party (CCP) and howpolicy making processes evolve from a sovietstyle to market reform to state-marketcollaborations in many policy areas. The party-state system permeates every level of the policyprocess from central government to localagencies. Cases include one child policy,minority policy (Uyghurs and Tibet), foreignaffairs regarding Hong Kong, Macau and Taiwan,housing policy, fiscal and monetary policies, andbilateral relations with the United States. Thiscourse engages each student in reading,discussions, and formulating research ideas viacollaborative projects. At end of course, studentswill coauthor with group members a policy-related research report specializing in one policyarea. Instructor consent required. (3-0) R


9-24-15 Made some changes using Oxfordcomma per Darren's direction. - del

diff previous req: pppe6338.2diff previous req: pppe6338.2

PPPE 6338 (PSCI 6338) Politics and Policy inChina (3 semester credit hours) This courseintroduces the political and policy processes inChina with a focus on economic reform anddevelopment. It will give comprehensivecoverage of the political system in China underthe Chinese Communist Party (CCP) and howpolicy making processes evolve from a sovietstyle to market reform to state-marketcollaborations in many policy areas. The party-state system permeates every level of the policyprocess from central government to localagencies. Cases include one child policy,minority policy (Uyghurs and Tibet), foreignaffairs regarding Hong Kong, Macau and Taiwan,housing policy, fiscal and monetary policiespoliciespolicies,policies, and bilateral relations with the UnitedStates. This course engages each student inreading, discussionsdiscussions discussions,discussions, andformulating research ideas via collaborativeprojects. At end of course, students will coauthorwith group members aa policy-related researchreport specializing in one policy area. InstructorInstructorconsent required.consent required. (3-0) R

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http://coursebook.utdallas.edu/year_all/all/diff/pppe6338

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PPPE 6351 (PSCI 6351) Politics of East Asia (3semester credit hours) This is a survey course toprepare students from multiple disciplines tocomprehend, study, and connect with the Asianworld. Specifically, this course focuses on China,Taiwan, Japan, Hong Kong, Macau, North Korea,and South Korea, with emphasis on the role ofthe United States. It examines and compares thepolitics of the Asia nations in their politicalinstitutions, actors, and issues. The students willstudy extensively the history, political geography,political economy, development, anddemocratization of the countries in the region.Instructor consent required. (3-0) R


PPPE 6351 (PSCI 6351) Politics of East Asia (3semester credit hours) This is a survey course toprepare students from multiple disciplines tocomprehend, study, and connect with the Asianworld. Specifically, this course focuses on China,Taiwan, Japan, Hong Kong, Macau, North Korea,and South Korea, with emphasis on the role ofthe United States. It examines and compares thepolitics of the Asia nations in their politicalinstitutions, actors, and issues. The students willstudy extensively the history, political geography,political economy, development, anddemocratization of the countries in the region.Instructor consent required.Instructor consent required. (3-0) R










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2016-open edit *poec6361pppe6361 (r2)pppe6361.3group_headseries_head

PPPE 6361 (PSCI 6361) Civil Conflict (3semester credit hours) This course examines therange of contentious politics within states and thebreakdown of political order. Topics includeprotests, riots, terrorist campaigns, insurgencies,and civil war. Students will develop anunderstanding of multiple theoreticalperspectives and empirical approaches to thestudy of civil conflict. (3-0) T


PPPE 6361 (PSCI 6361) Political Violence andPolitical Violence andTerrorismTerrorism Civil ConflictCivil Conflict (3 semester credit hours)In this discussion-based seminar, we will coverIn this discussion-based seminar, we will coverThis course examines the range of contentiousThis course examines the range of contentiouspolitics within states andpolitics within states and the topicstopics breakdownbreakdown ofterrorism,terrorism, political violence,violence, order. Topics includeorder. Topics includeprotests, riots, terrorist campaigns, insurgencies,protests, riots, terrorist campaigns, insurgencies,and civil war. WeWe StudentsStudents will examineexamineconcepts, causes, and consequences of differentconcepts, causes, and consequences of differenttypes of political violence. Additionally, we willtypes of political violence. Additionally, we willdiscuss topics relevant to research, includingdiscuss topics relevant to research, includingdiscussionsdiscussions develop an understandingdevelop an understanding ofdifferent approaches (quantitative, qualitative,different approaches (quantitative, qualitative,and formal)and formal) multiple theoretical perspectivesmultiple theoretical perspectives anda perusal of different data sources. We will takea perusal of different data sources. We will takeadvantageadvantage empirical approaches to the studyempirical approaches to the study ofliterature from multiple disciplines.literature from multiple disciplines. civil conflict.civil conflict.(3-0) T









http://coursebook.utdallas.edu/year_all/all/diff/poec6361


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PPPE 7313 (PSCI 7313) Counterterrorism andCounterinsurgency (3 semester credit hours) Inthis discussion-based seminar, we will examinethe different policy responses to terrorism andinsurgency. Additionally, we will discuss issues ofpolicing and efforts to prevent radicalization. Wewill explore different approaches (quantitative,qualitative, and formal) and will take advantageof literature from multiple disciplines. Instructorconsent required. (3-0) R


9-24-15 Instructor Consent Required was added.del


PPPE 7313 (PSCI 7313) Counterterrorism andcounterinsurgencycounterinsurgency CounterinsurgencyCounterinsurgency (3semester credit hours) In this discussion-basedseminar, we will examine the different policyresponses to terrorism and insurgency.Additionally, we will discuss issues of policingand efforts to prevent radicalization. We willexplore different approaches (quantitative,qualitative, and formal) and will take advantageof literature from multiple disciplines. InstructorConsent Required.Consent Required. consent required.consent required. (3-0) R










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2016-open add *psci6338 (r1)psci6338.4group_headseries_head

PSCI 6338 (PPPE 6338) Politics and Policy inChina (3 semester credit hours) This courseintroduces the political and policy processes inChina with a focus on economic reform anddevelopment. It will give comprehensivecoverage of the political system in China underthe Chinese Communist Party (CCP) and howpolicy making processes evolve from a sovietstyle to market reform to state-marketcollaborations in many policy areas. The party-state system permeates every level of the policyprocess from central government to localagencies. Cases include one child policy,minority policy (Uyghurs and Tibet), foreignaffairs regarding Hong Kong, Macau and Taiwan,housing policy, fiscal and monetary policies, andbilateral relations with the United States. Thiscourse engages each student in reading,discussions, and formulating research ideas viacollaborative projects. At end of course, studentswill coauthor with group members a policy-related research report specializing in one policyarea. Instructor consent required. (3-0) R


9-24-15 Made some changes using Oxfordcomma per Darren's direction. - del

diff previous req: psci6338.3diff previous req: psci6338.3

PSCI 6338 (PPPE 6338) Politics and Policy inChina (3 semester credit hours) This courseintroduces the political and policy processes inChina with a focus on economic reform anddevelopment. It will give comprehensivecoverage of the political system in China underthe Chinese Communist Party (CCP) and howpolicy making processes evolve from a sovietstyle to market reform to state-marketcollaborations in many policy areas. The party-state system permeates every level of the policyprocess from central government to localagencies. Cases include one child policy,minority policy (Uyghurs and Tibet), foreignaffairs regarding Hong Kong, Macau and Taiwan,housing policy, fiscal and monetary policies, andbilateral relations with the United States. Thiscourse engages each student in reading,discussions, and formulating research ideas viacollaborative projects. At end of course, studentswill coauthor with group members a policy-related research report specializing in one policyarea. Instructor Consent Required.Consent Required. consentconsentrequired.required. (3-0) R

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http://coursebook.utdallas.edu/year_all/all/diff/psci6338

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PSCI 6351 (PPPE 6351) Politics of East Asia (3semester credit hours) This is a survey course toprepare students from multiple disciplines tocomprehend, study, and connect with the Asianworld. Specifically, this course focuses on China,Taiwan, Japan, Hong Kong, Macau, North Korea,and South Korea, with emphasis on the role ofthe United States. It examines and compares thepolitics of the Asia nations in their politicalinstitutions, actors, and issues. The students willstudy extensively the history, political geography,political economy, development, anddemocratization of the countries in the region.Instructor consent required. (3-0) R


PSCI 6351 (PPPE 6351)(PPPE 6351) Politics of East Asia //Crosslist PPPECrosslist PPPE (3 semester credit hours) This isa survey course to prepare students frommultiple disciplines to comprehend, study, andconnect with the Asian world. Specifically, thiscourse focuses on China, Taiwan, Japan, HongKong, Macau, North Korea, and South Korea,with emphasis on the role of the United States. Itexamines and compares the politics of the Asianations in their political institutions, actors, andissues. The students will study extensively thehistory, political geography, political economy,development, and democratization of thecountries in the region. Instructor consentInstructor consentrequired.required. (3-0) R










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2016-open edit *psci6361 (r4)psci6361.5group_headseries_head

PSCI 6361 (PPPE 6361) Civil Conflict (3semester credit hours) This course examines therange of contentious politics within states and thebreakdown of political order. Topics includeprotests, riots, terrorist campaigns, insurgencies,and civil war. Students will develop anunderstanding of multiple theoreticalperspectives and empirical approaches to thestudy of civil conflict. (3-0) T


PSCI 6361 (PPPE 6361) Political Violence andPolitical Violence andTerrorismTerrorism Civil ConflictCivil Conflict (3 semester credit hours)In this discussion-based seminar, we will coverIn this discussion-based seminar, we will coverThis course examines the range of contentiousThis course examines the range of contentiouspolitics within states andpolitics within states and the topicstopics breakdownbreakdown ofterrorism,terrorism, political violence,violence, order. Topics includeorder. Topics includeprotests, riots, terrorist campaigns, insurgencies,protests, riots, terrorist campaigns, insurgencies,and civil war. WeWe StudentsStudents will examineexamineconcepts, causes, and consequences of differentconcepts, causes, and consequences of differenttypes of political violence. Additionally, we willtypes of political violence. Additionally, we willdiscuss topics relevant to research, includingdiscuss topics relevant to research, includingdiscussionsdiscussions develop an understandingdevelop an understanding ofdifferent approaches (quantitative, qualitative,different approaches (quantitative, qualitative,and formal)and formal) multiple theoretical perspectivesmultiple theoretical perspectives anda perusal of different data sources. We will takea perusal of different data sources. We will takeadvantageadvantage empirical approaches to the studyempirical approaches to the study ofliterature from multiple disciplines.literature from multiple disciplines. civil conflict.civil conflict.(3-0) T










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PSCI 7313 (PPPE 7313) Counterterrorism andCounterinsurgency (3 semester credit hours) Inthis discussion-based seminar, we will examinethe different policy responses to terrorism andinsurgency. Additionally, we will discuss issues ofpolicing and efforts to prevent radicalization. Wewill explore different approaches (quantitative,qualitative, and formal) and will take advantageof literature from multiple disciplines. Instructorconsent required. (3-0) R


9-24-15 Instructor Consent Required was added.del


PSCI 7313 (PPPE 7313) Counterterrorism andcounterinsurgencycounterinsurgency CounterinsurgencyCounterinsurgency (3semester credit hours) In this discussion-basedseminar, we will examine the different policyresponses to terrorism and insurgency.Additionally, we will discuss issues of policingand efforts to prevent radicalization. We willexplore different approaches (quantitative,qualitative, and formal) and will take advantageof literature from multiple disciplines. InstructorInstructorconsent required.consent required. (3-0) R










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PSCI 7318 Conflict Management (3 semestercredit hours) Examines the conditions thatinfluence the processes and outcomes of conflictmanagement between and within nation-states.Assesses various approaches used in conflictmanagement research with a special emphasison the relationship between conflict managementand theories of IR. Instructor consent required.(3-0) R


9-23-15 added instructor consent required.


PSCI 7318 Conflict Management (3 semestercredit hours) Examines the conditions thatinfluence the processes and outcomes of conflictmanagement between and within nation-states.Assesses various approaches used in conflictmanagement research with a special emphasison the relationship between conflict managementand theories of IR. Instructor consent required.Instructor consent required.(3-0) R










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2016-open edit *psci7330 (r3)psci7330.3group_headseries_head

PSCI 7330 International Conflict (3 semestercredit hours) This course examines the scientificresearch on international conflict with a particularemphasis on the causes of conflict andconditions for peace. Among other factors,students will study the effects of domesticpolitics, regime types, interdependence, power,the environment, non-state actors, and conflictdiffusion. Readings will come from every level ofanalysis (individual, national, dyadic, andsystematic) and will be primarily quantitative.(3-0) T


PSCI 7330 ContemporaryContemporary International SecuritySecurityConflictConflict (3 semester credit hours) An examinationAn examinationof currentof current This course examines the scientificThis course examines the scientificresearch on security and interstate conflict,security and interstate conflict,international conflictinternational conflict with a particulara particular emphasison social-scientific explanations for why warssocial-scientific explanations for why warsoccur and how they can be prevented. Theoccur and how they can be prevented. Thecourse begins with theoriescourse begins with theories the causesthe causes of warwarconflictconflict and models of crisis bargaining, thenmodels of crisis bargaining, thenproceeds to empirical analysisproceeds to empirical analysis conditions forconditions forpeace. Among other factors, students will studypeace. Among other factors, students will studythe effectsthe effects of how war-making is affected by suchhow war-making is affected by suchfactors as regime type,factors as regime type, domestic audiences,audiences,economiceconomic politics, regime types,politics, regime types,interdependence, multinational production,multinational production,balances ofbalances of power, environmentalenvironmental thetheenvironment, non-state actors,environment, non-state actors, and demographicdemographicpressures, intergovernmental organizations,pressures, intergovernmental organizations,American hegemony, international hierarchies,American hegemony, international hierarchies,conflict diffusion. Readings will come from everyconflict diffusion. Readings will come from everylevel of analysis (individual, national, dyadic,level of analysis (individual, national, dyadic, andsocial networks.social networks. systematic) and will be primarilysystematic) and will be primarilyquantitative.quantitative. (3-0) T








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2016-open add *mais5300(r5)mais5300.8group_headseries_head

MAIS 5300 Foundations of Interdisciplinary Inquiry (3semester credit hours) This course provides acomprehensive, graduate-level introduction toInterdisciplinary Studies and functions as a corecourse for the Masters of Arts in InterdisciplinaryStudies (MAIS) degree at UT-Dallas. It will includeattention to the history of interdisciplinary studies,models of interdisciplinary inquiry, and the ways inwhich interdisciplinary studies draws from yet isdistinct from traditional disciplines. It will guidestudents in the development of an interdisciplinaryplan for research and writing. (3-0) S

diff previous req: mais5300.7diff previous req: mais5300.7

MAIS 5300 Foundations of Interdisciplinary Inquiry (3semester credit hours) This course provides acomprehensive, graduate-level introduction toInterdisciplinary Studies and functions as a corecourse for the Masters of Arts in InterdisciplinaryStudies (MAIS) degree at UT-Dallas. It will includeattention to the history of interdisciplinary studies,models of interdisciplinary inquiry, and the ways inwhich interdisciplinary studies draws from yet isdistinct from traditional disciplines. It will guidestudents in the development of an interdisciplinaryplan for research and writing. (3-3)(3-3) (3-0)(3-0) S

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update req group

http://coursebook.utdallas.edu/catbookreport/232ca2962de9164e4ee2dc9c67a88ac6/makepdf 1/1

http://coursebook.utdallas.edu/catbookreport/d307a0bfff298230886dfcb28a315644

http://coursebook.utdallas.edu/catbookreport/d307a0bfff298230886dfcb28a315644/makepdf



http://coursebook.utdallas.edu/year_all/all/diff/mais5300


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2016-open edit *acct6305 (r7)acct6305.10group_headseries_head

ACCT 6305 (SYSM 6337) Accounting for Managers(3 semester credit hours) Fundamental concepts inaccounting and financial reporting are presentedfrom the perspective of business managers. May notbe used to fulfill degree requirements in MSAccounting. Credit cannot be received for bothcourses, (ACCT 6201 or ACCT 6202) and ACCT6305. (3-0) S

diff previous req: acct6305.9diff previous req: acct6305.9

ACCT 6305 (SYSM 6337)(SYSM 6337) Accounting for Managers(3 semester credit hours) Fundamental concepts inaccounting and financial reporting are presentedfrom the perspective of business managers. May notbe used to fulfill degree requirements in MSAccounting. Credit cannot be received for bothcourses, (ACCT 6201 or ACCT 6202) and ACCT6305. (3-0) S

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http://coursebook.utdallas.edu/catbookreport/c6f4b523e037c63029e1e42df5d8be96/makepdf 1/55

http://coursebook.utdallas.edu/catbookreport/6296de9ed5211d9ff3021679d25bcdd9

http://coursebook.utdallas.edu/catbookreport/6296de9ed5211d9ff3021679d25bcdd9/makepdf



http://coursebook.utdallas.edu/year_all/all/diff/acct6305

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2016-open edit *acct6320 (r4)acct6320.11group_headseries_head

ACCT 6320 (BUAN 6320 and MIS 6320 and OPRE6393) Database Foundations (3 semester credithours) The course provides database knowledge fornon-MIS business students to function effectively intheir functional area. The course covers conceptualdata modeling with the entity-relationship diagram,the fundamentals of relational data model anddatabase queries, and the basic concepts of datawarehousing. Structured Query Language will beused extensively. Applications of databases foraccounting, finance, marketing, and other areas ofbusiness will be emphasized. May not be used tofulfill degree requirements in MS InformationTechnology and Management. Credit cannot bereceived for both courses, MIS 6320 and MIS 6326.(3-0) Y


Added OPRE 6393 cross-listing per Dr. Alborz. 9/16/15


ACCT 6320 (BUAN 6320 and MIS 6320)6320) 6320 and6320 andOPRE 6393)OPRE 6393) Database Foundations (3 semestercredit hours) The course provides databaseknowledge for non-MIS business students to functioneffectively in their functional area. The course coversconceptual data modeling with the entity-relationshipdiagram, the fundamentals of relational data modeland database queries, and the basic concepts ofdata warehousing. Structured Query Language willbe used extensively. Applications of databases foraccounting, finance, marketing, and other areas ofbusiness will be emphasized. May not be used tofulfill degree requirements in MS InformationTechnology and Management. Credit cannot bereceived for both courses, MIS 6320 and MIS 6326.(3-0) Y








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2016-open add *acct6367 (r1)acct6367.5group_headseries_head

ACCT 6367 Multijurisdictional Taxation (3 semestercredit hours) This course introduces the taxation ofbusiness entities and individuals by competing taxingjurisdictions. This course also addresses statetaxation concepts, including nexus, allocation, andapportionment issues and examines cross-borderand international tax issues emphasizing "outbound"investments and activities of U.S. taxpayers. ACCT3350 will also be counted as a prerequisite.Prerequisite: ACCT 6350 or equivalent orPrerequisite or Corequisite ACCT 6353. (3-0) Y


Please check my prerequisite or corequisite foraccuracy.


ACCT 6367 Multijurisdictional Taxation (3 semestercredit hours) This course introduces the taxation ofbusiness entities and individuals by competing taxingjurisdictions. This course also addresses statetaxation concepts, including nexus, allocationallocationallocation,allocation, and apportionment issues and examinescross-border and international tax issuesemphasizing "outbound" investments and activities ofU.S. taxpayers. ACCT 3350 will also be counted as aprerequisite. Prerequisite: ACCT 6350 or equivalentor Prerequisite or Corequisite ACCT 6353. (3-0) Y




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2016-open add *acct6391 (r1)acct6391.5group_headseries_head

ACCT 6391 (FIN 6391) Risk Accounting (3 semestercredit hours) This course develops a framework forexplaining the nature, uses, and financial reporting ofderivatives. The course introduces the measurementof operational and financial risks and valuation offinancial derivatives. Further analysis of theconceptual framework will be performed based onthe extensive use of cases to allow students tocreate their own accounting interpretation of thehedging strategy. Prerequisites: (ACCT 3331 andACCT 3332) or (ACCT 6330 and ACCT 6332) orInstructor consent required. (3-0) Y


Umit Gurun requested this new course on 03/03/15.


ACCT 6391 (FIN 6391) Risk Accounting (3 semestercredit hours) This course develops a framework forexplaining the nature, uses, and financial reporting ofderivatives. The course introduces the measurementof operational and financial risks and valuation offinancial derivatives. Further analysis of theconceptual framework will be performed based onthe extensive use of cases to allow students tocreate their own accounting interpretation of thehedging strategy. Prerequisites: (ACCT 3331 andACCT 3332) or (ACCT 6330 and ACCT 6332) orInstructor consent required. (3-0) Y




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2016-open edit *bps6254 (r2)bps6254.5group_headseries_head

BPS 6254 Performance Transformation (2 semestercredit hours) Executive Education Course. Thiscourse provides students with a toolbox of strategymodels to develop corporate strategies andimplement corporate transformation. Instructorconsent required. (2-0) Y

diff previous req: bps6254.4diff previous req: bps6254.4

BPS 6254 EnterpriseEnterprise PerformancePerformance Transformation (2semester credit hours) Executive Education Course.ProvidesProvides This course providesThis course provides students with atoolbox of strategy models to develop corporatestrategies and implement corporate transformation.Instructor consent required. (2-0) Y

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http://coursebook.utdallas.edu/year_all/all/diff/bps6254

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2016-open edit *bps6310 (r6)bps6310.14group_headseries_head

BPS 6310 Strategic Management (3 semester credithours) Strategic management consists of theanalysis, decisions, and actions that organizationstake to create sustainable competitive advantages.The course examines a variety of issues includingenvironmental, competitor, and stakeholder analysis;strategy formulation; and strategy implementationand control. The central role of ethics and corporategovernance as well as global issues will beaddressed. Prerequisites: ((ACCT 6201 and ACCT6202) or ACCT 6305) and FIN 6301 and MKT 6301and OB 6301. (3-0) S

diff previous req: bps6310.13diff previous req: bps6310.13

BPS 6310 Strategic Management (3 semester credithours) Strategic management consists of theanalysis, decisions, and actions that organizationstake to create sustainable competitive advantages.The course examines a variety of issues includingenvironmental, competitor, and stakeholder analysis;strategy formulation; and strategy implementationand control. The central role of ethics and corporategovernance as well as global issues will beaddressed. Prerequisites: ACCTACCT ((ACCT 6201 andACCT 6202) or ACCT 6305))6305)) 6305)6305) and FIN 6301and MKT 6301 and OB 6301. (3-0) S

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http://coursebook.utdallas.edu/year_all/all/diff/bps6310

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2016-open edit *buan6320(r2)buan6320.2group_headseries_head

BUAN 6320 (ACCT 6320 and MIS 6320 and OPRE6393) Database Foundations (3 semester credithours) The course provides database knowledge fornon-MIS business students to function effectively intheir functional area. The course covers conceptualdata modeling with the entity-relationship diagram,the fundamentals of relational data model anddatabase queries, and the basic concepts of datawarehousing. Structured Query Language will beused extensively. Applications of databases foraccounting, finance, marketing, and other areas ofbusiness will be emphasized. May not be used tofulfill degree requirements in MS InformationTechnology and Management. Credit cannot bereceived for both courses, MIS 6320 and MIS 6326.(3-0) Y


Added OPRE 6393 to cross-listing per Dr. Alborz. 9/16/15

diff previous req: buan6320.1diff previous req: buan6320.1

BUAN 6320 (ACCT 6320 and MIS 6320)6320) 6320 and6320 andOPRE 6393)OPRE 6393) Database Foundations (3 semestercredit hours) The course provides databaseknowledge for non-MIS business students to functioneffectively in their functional area. The course coversconceptual data modeling with the entity-relationshipdiagram, the fundamentals of relational data modeland database queries, and the basic concepts ofdata warehousing. Structured Query Language willbe used extensively. Applications of databases foraccounting, finance, marketing, and other areas ofbusiness will be emphasized. May not be used tofulfill degree requirements in MS InformationTechnology and Management. Credit cannot bereceived for both courses, MIS 6320 and MIS 6326.(3-0) Y

show fields: buan6320.2show fields: buan6320.2






http://coursebook.utdallas.edu/year_all/all/diff/buan6320

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2016-open edit *buan6324(r2)buan6324.7group_headseries_head

BUAN 6324 (MIS 6324 and OPRE 6399) BusinessAnalytics With SAS (3 semester credit hours) Thiscourse covers theories and applications of businessanalytics. The focus is on extracting businessintelligence from firms' business data for variousapplications, including (but not limited to) customersegmentation, customer relationship management(CRM), personalization, online recommendationsystems, web mining, and product assortment. Theemphasis is placed on the 'know-how' -- knowinghow to extract and apply business analytics toimprove business decision-making. Students will alsoacquire hands-on experience with business analyticssoftware in the form of SAS Enterprise Miner. Creditcannot be received for both courses, BUAN 6324and BUAN 6356. (3-0) Y


BUAN 6324 (MIS 6324 and OPRE 6399) BusinessBusinessAnalytics With SAS (3 semester credit hours) Thiscourse covers theories and applications of businessanalytics. The focus is on extracting businessintelligence from firms' business data for variousapplications, including (but not limited to) customersegmentation, customer relationship management(CRM), personalization, online recommendationsystems, web mining, and product assortment. Theemphasis is placed on the 'know-how' -- knowinghow to extract and apply business analytics toimprove business decision-making. Students will alsoacquire hands-on experience with business analyticssoftware in the form of SAS Enterprise Miner. Creditcannot be received for both courses, BUAN 6324and BUAN 6356. (3-0) Y








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2016-open add *buan6335(r1)buan6335.5group_headseries_head

BUAN 6335 (SYSM 6335) Organizing for BusinessAnalytics: A Systems Approach (3 semester credithours) The course develops conceptualunderstanding of business analytics and keybusiness drivers that lead to business initiatives. Thecourse takes a systems and organizational approachand examines how decision-makers in key functionalareas of an enterprise rely on business analytics,how they develop analytical techniques, and how keyroles are played by business analytics professionals.The course also emphasizes developing thebusiness case for analytics through defining andexecuting strategy and addresses how tosuccessfully integrate analytical processes,technologies, and people in all aspects of businessoperations. (3-0) T


Rajiv Shah requested (this is a parent course)


BUAN 6335 (SYSM 6335) Organizing for BusinessAnalytics: A Systems Approach (3 semester credithours) The course develops conceptualunderstanding of business analytics and keybusiness drivers that lead to business initiatives. Thecourse takes a systems and organizational approachand examines how decision-makers in key functionalareas of an enterprise rely on business analytics,how they develop analytical techniques, and how keyroles are played by business analytics professionals.The course also emphasizes developing thebusiness case for analytics through defining andexecuting strategy and addresses how tosuccessfully integrate analytical processes,technologiestechnologies technologies,technologies, and people in all aspectsof business operations. (3-0) T








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BUAN 6345 (MIS 6345) High Performance Analytics(3 semester credit hours) This course providesstudents with in-depth knowledge of SAN HANAimplementation modeling techniques and SAP dataservices. The course covers HANA architecture,graphic and SQL modeling tools in SAP HANA usingtext search and analysis, managing modelingcontent, security and authorizations, and using dataservices to bring data into SAP HANA as well asnon-SAP, data warehouse concepts and sources.Students learn such concepts using hands-onexercises and practical assignments and the dataservices focused on bringing data into SAP HANA.(3-0) Y


BUAN 6345 (MIS 6345) High Performance Analytics(3 semester credit hours) This course providesstudents with in-depth knowledge of SAN HANAimplementation modeling techniques and SAP dataservices. The course covers HANA architecture,graphic and SQL modeling tools in SAP HANA usingtext search and analysis, managing modelingcontent, security and authorizations, and using dataservices to bring data into SAP HANA as well asnon-SAP, data warehouse concepts and sources.Students learn such concepts using hands-onexercises and practical assignments and the dataservices focusesfocuses focusedfocused on bringing data into SAPHANA. (3-0) Y








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BUAN 6346 (MIS 6346) Big Data Analytics (3semester credit hours) The course covers topicsincluding: (1) understanding of big data concepts, (2)manipulation of big data with popular tools, and (3)distributed analytics programming. The course isproject-oriented, thus students are required toestablish a big data environment, perform variousanalytics, and report on project findings. In additionto concepts and theoretical aspects, the courseemphasizes on the actual operations of a big datasystem. Students manipulate the big dataenvironment, use various dedicated big data tools,and perform distributed analytics programming withpopular computer languages. Prerequisites: BUAN6324 and MIS 6326. (3-0) Y


BUAN 6346 (MIS 6346) Big Data Analytics (3semester credit hours) The course covers topicsincluding: (1) understanding of big data concepts, (2)manipulation of big data with popular tools, and (3)distributed analytics programming. The course isproject-oriented, thus students are required toestablish a big data environment, perform variousanalyticsanalytics analytics,analytics, and report on project findings. Inaddition to concepts and theoretical aspects, thecourse emphasizes on the actual operations of a bigdata system. Students manipulate the big dataenvironment, use various dedicated big data toolstoolstools,tools, and perform distributed analytics programmingwith popular computer languages. Prerequisites:BUAN 6324 and MIS 6326. (3-0) Y








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BUAN 6356 (MIS 6356) Business Analytics With R (3semester credit hours) This course covers theoriesand applications of business analytics. The focus ison extracting business intelligence from firms'business data for various applications, including (butnot limited to) customer segmentation, customerrelationship management (CRM), personalization,online recommendation systems, web mining, andproduct assortment. The emphasis is placed on the'know-how' -- knowing how to extract and applybusiness analytics to improve business decision-making. Students will also acquire hands-onexperience with business analytics software in theform of R. Credit cannot be received for bothcourses, BUAN 6324 and BUAN 6356. (3-0) Y


BUAN 6356 (MIS 6356) Business Analytics With R (3semester credit hours) This course covers theoriesand applications of business analytics. The focus ison extracting business intelligence from firms'business data for various applications, including (butnot limited to) customer segmentation, customerrelationship management (CRM), personalization,online recommendation systems, web miningmining mining,mining,and product assortment. The emphasis is placed onthe 'know-how' -- knowing how to extract and applybusiness analytics to improve business decision-making. Students will also acquire hands-onexperience with business analytics software in theform of R. Credit cannot be received for bothcourses, BUAN 6324 and BUAN 6356. (3-0) Y








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2016-open edit *entp6390 (r8)entp6390.11group_headseries_head

ENTP 6390 Business Model Innovation (3 semestercredit hours) Business model innovation is a logicaland internally consistent approach to the design andoperations of a new venture, capturing the essenceof how the business will be focused and providing aconcise representation of how an interrelated set ofdecision variables will be addressed to createsustainable competitive advantage. This course willexplore the range and diversity of existing businessmodels and the analytical tools essential to theirunderstanding, define a logical and internallyconsistent approach to the choice or development ofan appropriate business model for a new enterprise,and demonstrate the application of these tools andtechniques through case studies and exercises.Prerequisite: ENTP 6370 or instructor consentrequired. (3-0) S

diff previous req: entp6390.10diff previous req: entp6390.10

ENTP 6390 Business Model Innovation (3 semestercredit hours) Business model innovation is a logicaland internally consistent approach to the design andoperations of a new venture, capturing the essenceof how the business will be focused and providing aconcise representation of how an interrelated set ofdecision variables will be addressed to createsustainable competitive advantage. This course willexplore the range and diversity of existing businessmodels and the analytical tools essential to theirunderstanding, define a logical and internallyconsistent approach to the choice or development ofan appropriate business model for a new enterpriseenterpriseenterprise,enterprise, and demonstrate the application of thesetools and techniques through case studies andexercises. Prerequisite: ENTP 6370 or instructorconsent required. (3-0) S

show fields: entp6390.11show fields: entp6390.11



sxa0630002015-10-0113:42:2800526052.0701.00.16audit: -8 mindex: -8 m



http://coursebook.utdallas.edu/year_all/all/diff/entp6390

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2016-open edit *entp6v97 (r5)entp6v97.9group_headseries_head

ENTP 6V97 Innovation and EntrepreneurshipInternship (1-3 semester credit hours) Student willgain experience and improve skills throughappropriate developmental work assignments in areal business environment. Student must identify andsubmit specific business learning objectives at thebeginning of the semester. The student mustdemonstrate exposure to the managerial perspectivevia involvement or observation. At semester end,student prepares an oral or poster presentation, or awritten paper reflecting on the work experience.Student performance is evaluated by the worksupervisor. Pass/Fail only. May be repeated forcredit as topics vary (3 semester credit hoursmaximum). JSOM Internship Coordinator consentrequired. ([1-3]-0) S

diff previous req: entp6v97.8diff previous req: entp6v97.8

ENTP 6V97 EntrepreneurialEntrepreneurial Innovation andInnovation andEntrepreneurshipEntrepreneurship Internship (1-3 semester credithours) Student will gain experience and improveskills through appropriate developmental workassignments in a real business environment. Studentmust identify and submit specific business learningobjectives at the beginning of the semester. Thestudent must demonstrate exposure to themanagerial perspective via involvement orobservation. At semester end, student prepares anoral or poster presentation, or a written paperreflecting on the work experience. Studentperformance is evaluated by the work supervisor.Pass/Fail only. May be repeated for credit as topicsvary (3 semester credit hours maximum). JSOMInternship Coordinator consent required. ([1-3]-0) S


Students can take the internship course for 1, 2 or 3semester credit hours with the same or a differentcompany as internship objectives vary (3 semestercredit hours maximum).

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http://coursebook.utdallas.edu/year_all/all/diff/entp6v97

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2016-open add *fin6385 (r1)fin6385.4group_headseries_head

FIN 6385 Enterprise Risk Management (3 semestercredit hours) The course explains the enterprise riskmanagement in all of its various dimensions and howit is used to increase firm value. Prerequisite: FIN6360 or FIN 6381 or instructor consent required.(3-0) R

diff previous req: fin6385.3diff previous req: fin6385.3

FIN 6385 Enterprise Risk Management (3 semestercredit hours) The course explains the enterprise riskmanagement in all of its various dimensions and howit is used to increase firm value. Prerequisite: FIN6360 or FIN 6381 or instructor consent required.(3-0) YY RR

show fields: fin6385.4show fields: fin6385.4






FIN 6390 Futures and Options Trading (3 semestercredit hours) This course is designed for studentsinvolved in the practice of trading futures and optionsand managing an investment portfolio containingsuch financial instruments. Prerequisites: FIN 6360and instructor consent required. (3-0) Y


FIN 6390 Futures and Options Trading (3 semestercredit hours) This course is designed for studentsinvolved in the practice of trading futures and optionsand managing an investment portfolio containingsuch financial instruments. Prerequisites: FIN 6360and instructor consent required. (3-0) Y







http://coursebook.utdallas.edu/year_all/all/diff/fin6385


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FIN 6391 (ACCT 6391) Risk Accounting (3 semestercredit hours) This course develops a framework forexplaining the nature, uses, and financial reporting ofderivatives. The course introduces the measurementof operational and financial risks and valuation offinancial derivatives. Further analysis of theconceptual framework will be performed based onthe extensive use of cases to allow students tocreate their own accounting interpretation of thehedging strategy. Prerequisites: (ACCT 3331 andACCT 3332) or (ACCT 6330 and ACCT 6332) orInstructor consent required. (3-0) Y


Umit Gurun requested this new course on 03/03/15to be cross listed with FIN 6391.


FIN 6391 (ACCT 6391) Risk Accounting (3 semestercredit hours) This course develops a framework forexplaining the nature, uses, and financial reporting ofderivatives. The course introduces the measurementof operational and financial risks and valuation offinancial derivatives. Further analysis of theconceptual framework will be performed based onthe extensive use of cases to allow students tocreate their own accounting interpretation of thehedging strategy. Prerequisites: (ACCT 3331 andACCT 3332) or (ACCT 6330 and ACCT 6332) orInstructor consent required. (3-0) Y








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2016-open edit *hmgt6322(r5)hmgt6322.7group_headseries_head

HMGT 6322 Healthcare Cost Management andControl (3 semester credit hours) Examines howhealthcare organizations allocate and report costsand use that information for managerial decision-making. Additional topics include how activity basedcosting can be used to more accurately determinethe true cost of medical services and the use of thebalanced scorecard to manage the conflictingimperatives of controlling costs and improving care.Prerequisite: ACCT 6305 (3-0) T

diff previous req: hmgt6322.6diff previous req: hmgt6322.6

HMGT 6322 Healthcare Cost Management andControl (3 semester credit hours) Examines howhealthcare organizations allocate and report costsand use that information for managerial decision-making. Additional topics include how activity basedcosting can be used to more accurately determinethe true cost of medical services and the use of thebalanced scorecard to manage the conflictingimperatives of controlling costs and improving care.Prerequisite: ACCT 6305 (3-0) T

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HMGT 6327 Electronic Health Records Applications(3 semester credit hours) An interactive, experientialcourse in which students will utilize hands-on,practice-oriented opportunities to learn the corecomponents of clinical information systems used bymajor health care systems in the United States. Thecourse will include a lab-based component in whichstudents will follow guided exercises andassignments using a leading EMR software as wellas case analyses. Prerequisite: HMGT 6323. (3-0) Y


HMGT 6327 Electronic Health Records Applications(3 semester credit hours) An interactive, experientialcourse in which students will utilize hands-on,practice-oriented opportunities to learn the corecomponents of clinical information systems used bymajor health care systems in the United States. Thecourse will include a substantialsubstantial lab-basedcomponent in which students will follow guidedexercises and assignments using a leading EMRsoftware. The semester-long course will include asoftware. The semester-long course will include amix of classroom lectures, lab-basedmix of classroom lectures, lab-based softwareexercises, andexercises, and as well asas well as case analyses.Prerequisite: HMGT 6323. (3-0) Y







http://coursebook.utdallas.edu/year_all/all/diff/hmgt6322


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HMGT 6401 Negotiation and Conflict Management inHealthcare (4 semester credit hours) ExecutiveEducation Course. Develops the critical negotiatingskills needed to increase personal influence andeffectiveness. Topics include recognizing andleveraging sources of power in a negotiation,identifying the opposing party's interests as distinctfrom their position, and negotiating effectively againsta stronger opponent. (4-0) T


HMGT 6401 Negotiation and Conflict Management inHealthcare (4 semester credit hours) ExecutiveEducation Course. Develops the critical negotiatingskills needed to increase personal influence andeffectiveness. Topics include recognizing andleveraging sources of power in a negotiation,identifying identifyidentify the opposing party's interests asdistinct from their positionposition position,position, and negotiatingeffectively against a stronger opponent. (4-0) T







HMGT 6402 Financial Management of HealthcareOrganizations (4 semester credit hours) ExecutiveEducation Course. Develops the critical ability tomake financial decisions that reduce risk and createeconomic value. Topics include how to analyze andinterpret healthcare financial statements, usingdiscounted cash flow analysis to financially evaluatemajor spending and investment decisions, and howto financially evaluate a proposed healthcareacquisition, partnership or joint venture. (4-0) T


HMGT 6402 Financial Management of HealthcareOrganizations (4 semester credit hours) ExecutiveEducation Course. Develops the critical ability tomake financial decisions that reduce risk and createeconomic value. Topics include how to analyze andinterpret healthcare financial statements, using useusediscounted cash flow analysis to financially evaluatemajor spending and investment decisions, and howto financially evaluate a proposed healthcareacquisition, partnership andand oror joint venture. (4-0) T









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HMGT 6403 Medical Cost and PerformanceManagement (4 semester credit hours) ExecutiveEducation Course. Develops powerful tools tomeasure and control healthcare costs and improveoperating performance. Topics include identifyingand controlling key cost drivers in a medical practice,determining the true cost of individual medicalservices, and using flexible budgeting and costvariance analysis to effectively control spending.(4-0) T


HMGT 6403 Medical Cost and PerformanceManagement (4 semester credit hours) ExecutiveEducation Course. Develops powerful tools tomeasure and control healthcare costs and improveoperating performance. Topics include identifyingand controlling important medicalimportant medical keykey cost drivers,drivers,using flexible budgeting to improve operatingusing flexible budgeting to improve operatingperformance, measuringperformance, measuring drivers in a medicaldrivers in a medicalpractice, determiningpractice, determining the profitabilityprofitability true costtrue cost ofindividual medical servicesservices services,services, and developingdevelopingboth financialboth financial using flexible budgetingusing flexible budgeting and non-non-financial measures of organizational performance.financial measures of organizational performance.cost variance analysis to effectively control spending.cost variance analysis to effectively control spending.(4-0) T








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HMGT 6404 Quality and Performance Improvementin Healthcare (4 semester credit hours) ExecutiveEducation Course. Develops the knowledge andskills needed to improve the quality of both clinicaland patient service processes. Topics include how toincrease patient safety and create a patient-centricservice culture, evaluate the efficiency andeffectiveness of existing clinical processes, andidentify and eliminate redundancy, bottlenecks andnon-value added activities in key service processes.(4-0) T


HMGT 6404 Quality and Performance Improvementin Healthcare (4 semester credit hours) ExecutiveEducation Course. ProvidesProvides DevelopsDevelops the toolstoolsphysicians needphysicians need knowledge and skills neededknowledge and skills needed togrow their practices by improvinggrow their practices by improving improveimprove the qualityof theirtheir both clinical andboth clinical and patient service processes.Topics include how to identifyidentify increase patient safetyincrease patient safetyand improve keyimprove key create a patient-centriccreate a patient-centric serviceculture, evaluate the efficiency and effectiveness ofculture, evaluate the efficiency and effectiveness ofexisting clinicalexisting clinical processes, redesigning criticalredesigning criticalservice processes to improve operating efficiency,service processes to improve operating efficiency,and developing productsdeveloping products identifyidentify and services thatservices thatadd patient value.add patient value. eliminate redundancy, bottleneckseliminate redundancy, bottlenecksand non-value added activities in key serviceand non-value added activities in key serviceprocesses.processes. (4-0) T








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HMGT 6405 Healthcare Information Managementand Technology (4 semester credit hours) ExecutiveEducation Course. Analyzes how clinical andadministrative data is collected, organized,distributed, and used in medical decision-making.Topics include big data and the future of healthanalytics, the major obstacles to effectively usingclinical data to create value, and the physician's rolein healthcare data design and governance. (4-0) T


HMGT 6405 Healthcare Information Managementand Technology (4 semester credit hours) ExecutiveEducation Course. Analyzes how clinical andadministrative data is collected, organized,distributeddistributed distributed,distributed, and used in medical decision-making. Topics include big data and the future ofhealth analytics, the major obstacles to effectivelyusing clinical data to create value, and thephysician's role in healthcare data design andgovernance. (4-0) T







HMGT 6406 Strategic Management of HealthcareOrganizations (4 semester credit hours) ExecutiveEducation Course. Develops the strategic thinkingskills needed to create a sustainable competitiveadvantage. Topics include how to critically assess ahealthcare organization's competitive environmentand internal strengths and weaknesses, using valuechain analysis to strategically position a medicalpractice, and identifying a set of medical servicesthat offers a unique patient value. (4-0) T


HMGT 6406 Strategic Management of HealthcareOrganizations (4 semester credit hours) ExecutiveEducation Course. Develops the strategic thinkingskills requiredrequired neededneeded to create aa sustainablecompetitive advantage in a healthcare organization.advantage in a healthcare organization.advantage.advantage. Topics include how tohow to critically assessingassessingassessassess a medicalmedical healthcarehealthcare organization'scompetitive environment and internalenvironment and internal strengths andweaknesses, analyzing competitive threatsanalyzing competitive threats usingusingvalue chain analysisvalue chain analysis to long-term survival, strategylong-term survival, strategyformulationformulation strategically position a medical practice,strategically position a medical practice,and the identificationthe identification identifying a setidentifying a set of potentialpotentialstrategic partners.strategic partners. medical services that offers amedical services that offers aunique patient value.unique patient value. (4-0) T









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HMGT 6407 Healthcare Policy and Regulation (4semester credit hours) Executive Education Course.This class meets in Washington, D.C., wherephysicians meet with key legislators, lobbyists, andadministrators to study the complex process bywhich healthcare legislation makes its way throughCongress, explore the role of lobbyists and themedia in shaping Congressional and public opinionon health policy issues, and learn how theadministrative bureaucracy transforms legislation intostatutory law. (4-0) T


HMGT 6407 Healthcare Policy and Regulation (4semester credit hours) Executive Education Course.This class meets in Washington, D.C., wherephysicians meet with key legislators, lobbyistslobbyistslobbyists,lobbyists, and administrators to study the complexprocess by which healthcare legislation makes itsway through Congress, explore the role of lobbyistsand the media in shaping Congressional and publicopinion on health policy issues, and learn how theadministrative bureaucracy transforms legislation intostatutory law. (4-0) T








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HMGT 6408 Competencies of Effective PhysicianLeaders (4 semester credit hours) ExecutiveEducation Course. Develops the key skills andcompetencies that physician leaders need to besuccessful in their leadership role. Topics includehow emotional intelligence and motivational needsinfluence leadership success, making effective use ofthe levers of power and personal influence, andcommunicating a vision and motivating people. (4-0)T


HMGT 6408 Competencies of Effective PhysicianLeaders (4 semester credit hours) ExecutiveEducation Course. AnalyzesAnalyzes DevelopsDevelops the types oftypes ofbehaviors which leadbehaviors which lead key skills and competencieskey skills and competenciesthat physician leaders needthat physician leaders need to high performancehigh performancewithin healthcare organizations.within healthcare organizations. be successful inbe successful intheir leadership role.their leadership role. Topics include individualindividualbehavior and motivation, behavioral job requirementsbehavior and motivation, behavioral job requirementshow emotional intelligencehow emotional intelligence and job/person matching,job/person matching,the differences betweenthe differences between motivational needs influencemotivational needs influenceleadership success, making effective use of thesuccess, making effective use of thelevers of powerlevers of power and managerial behavior, and how tomanagerial behavior, and how toestablishestablish personal influence,personal influence, and maintainmaintaincommunicatingcommunicating a high performance work climate.high performance work climate.vision and motivating people.vision and motivating people. (4-0) T








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HMGT 6410 Leading in Complex Organizations (4semester credit hours) Executive Education Course.Analyzes the structural design, decision hierarchy,and organizational culture of complex contemporaryhealthcare organizations. Topics include re-designing organizational structure to improvephysician performance, leading change through theuse of adaptive leadership practices, and buildingcoalitions and managing internal conflict. (4-0) T


HMGT 6410 Leading in Complex Organizations (4semester credit hours) Executive Education Course.Analyzes the structural design, decision hierarchyhierarchyhierarchy,hierarchy, and organizational culture of complexcontemporary healthcare organizations. Topicsinclude re-designing organizational structure toimprove physician performance, leading changethrough the use of adaptive leadership practices, andbuilding coalitions and managing internal conflict.(4-0) T








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2016-open add *mas6373 (r1)mas6373.4group_headseries_head

MAS 6373 Performance Based Logistics in Defense(3 semester credit hours) Performance BasedLogistics (PBL) is a product support strategy fordefense systems that is outcomes based andincentivizes product support providers to reducecosts through innovations and improvements. Thecourse discusses the current state of PBL, theelements that make up a strong PBL arrangement,the role of the Department of Defense (DoD) in PBLcontracts, the role of the contractor in PBL contracts,risks and rewards shared by the DoD andcontractors, risk management, performancemanagement and baseline performance setting, andcontract execution issues. The course uses realexamples from the defense industry whereverpossible to reinforce the topics. (3-0) R

diff previous req: mas6373.3diff previous req: mas6373.3

MAS 6373 Performance Based Logistics in Defense(3 semester credit hours) Performance BasedLogistics (PBL) is a product support strategy fordefense systems that is outcomes based andincentivizes product support providers to reducecosts through innovations and improvements. Thecourse discusses the current state of PBL, theelements that make up a strong PBL arrangement,the role of thethe Department of Defense (DoD) in PBLcontracts, the role of the contractor in PBL contracts,risks and rewards shared by thethe DoD andcontractors, risk management, performancemanagement and baseline performance setting, andcontract execution issues. The course uses realexamples from the defense industry whereverpossible to reinforce the topics. (3-0) R

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http://coursebook.utdallas.edu/year_all/all/diff/mas6373

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MAS 6374 Lean Six-Sigma in Defense (3 semestercredit hours) Lean Six Sigma is a structuredmethodology and set of tools and techniques usedextensively in the defense industry to improve qualityand performance of business processes for theDepartment of Defense (DoD), contractors, andsuppliers. The course provides the knowledge andskills to apply the Lean Six Sigma methodologythrough Green Belt projects at defense-relatedorganizations, but also any type of organization.Examples from the DoD and major defensecontractors will be used throughout the course toshow Lean Six Sigma in action. In addition, thecourse prepares students for taking the Six SigmaGreen Belt (SSGB) Certification exam through theAmerican Society for Quality (ASQ) to obtain theprofessional certification. (3-0) R


MAS 6374 Lean Six-Sigma in Defense (3 semestercredit hours) Lean Six Sigma is a structuredmethodology and set of tools and techniques usedextensively in the defense industry to improve qualityand performance of business processes for thetheDepartment of Defense (DoD), contractors, andsuppliers. The course provides the knowledge andskills to apply the Lean Six Sigma methodologythrough Green Belt projects at defense-relatedorganizations, but also any type of organization.Examples from thethe DoD and major defensecontractors will be used throughout the course toshow Lean Six Sigma in action. In addition, thecourse prepares students for taking the Six SigmaGreen Belt (SSGB) Certification exam through theAmerican Society for Quality (ASQ) to obtain theprofessional certification. (3-0) R








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MAS 6375 Defense Supply Chain Risk Management(3 semester credit hours) Supply chains for defensesystems can be incredibly large and complex, whichcreates unique challenges for managing risks. Thecourse discusses the types of supply chainstructures used for defense systems, typicalmanagement policies of prime contractors andsuppliers, challenges with multi-tier supply chains,challenges with supporting fleets of systemsworldwide, problems associated with readiness andaging systems, along with types of risks and typicalrisk mitigation or avoidance techniques. The coursealso uses case studies based on actual defense-related supply chain examples and supply chainsimulation assist with the learning concepts. (3-0) R


MAS 6375 [This is a new blank[This is a new blank Defense SupplyDefense SupplyChain Risk Management (3 semester credit hours)Chain Risk Management (3 semester credit hours)Supply chains for defense systems can be incrediblySupply chains for defense systems can be incrediblylarge and complex, which creates unique challengeslarge and complex, which creates unique challengesfor managing risks. Thefor managing risks. The course - edit it to build your- edit it to build yourcourse.course. discusses the types of supply chaindiscusses the types of supply chainstructures used for defense systems, typicalstructures used for defense systems, typicalmanagement policies of prime contractors andmanagement policies of prime contractors andsuppliers, challenges with multi-tier supply chains,suppliers, challenges with multi-tier supply chains,challenges with supporting fleets of systemschallenges with supporting fleets of systemsworldwide, problems associated with readiness andworldwide, problems associated with readiness andaging systems, along with types of risks and typicalaging systems, along with types of risks and typicalrisk mitigation or avoidance techniques.risk mitigation or avoidance techniques. Thepermanentpermanent course prefixprefix also uses case studiesalso uses case studiesbased on actual defense-related supply chainbased on actual defense-related supply chainexamplesexamples and number will be assigned afternumber will be assigned afterapproval fromapproval from supply chain simulation assist withsupply chain simulation assist with theregistrars office.]registrars office.] learning concepts. (3-0) Rlearning concepts. (3-0) R








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MAS 6376 Contracts Management for Defense (3semester credit hours) This course discusses theunique acquisition and management processes fordefense contracts. Topics include acquisitionlifecycle, legal structures of defense contracts,source selection planning, proposal development,solicitation management, source selectionevaluation, contract award, and contractordebriefings. The course also covers contractadministration, transitioning to performance, qualitymanagement, subcontract management, financialmanagement, performance monitoring, changemanagement, and contract closeout. The course alsouses real-world examples from the defense industryfor case studies and practical exercises. (3-0) R


MAS 6376 Contracts Management for Defense (3semester credit hours) This course discusses theunique acquisition and management processes fordefense contracts. Topics include acquisitionlifecycle, legal structures of defense contracts,source selection planning, proposal development,solicitation management, source selectionevaluation, contract awardaward award,award, and contractordebriefings. The course also covers contractadministration, transitioning to performance, qualitymanagement, subcontract management, financialmanagement, performance monitoring, changemanagement, and contract closeout. The course alsouses real-world examples from the defense industryfor case studies and practical exercises. (3-0) R








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2016-open edit *meco6355(r3)meco6355.10group_headseries_head

MECO 6355 (OPRE 6355) Deal Making Strategies (3semester credit hours) This course uses experientialhands-on learning to develop students' skills ineffectively managing competitive and collaborativebusiness situations. Students will learn: (1)Behavioral principles for effective bargaining. (2) Theprinciples for designing, conducting, and participatingin procurement auctions. (3) Methods for increasingcooperation and trust in competitive andcollaborative settings. (4) Behavioral principles fordesigning trading. Each topic in the course will becentered around a set of hands-on businesssimulations and case studies, in which students willtake on the role of market participants workingthrough a business problem. (3-0) R


Shawn Alborz modified the title and descriptionbased on request from Elena Katok.

diff previous req: meco6355.9diff previous req: meco6355.9

MECO 6355 (OPRE 6355) Deal Making Strategies (3semester credit hours) This course uses experientialhands-on learning to develop students' skills ineffectively managing competitive and collaborativebusiness situations. Students will learn: (1)Behavioral principles for effective bargaining. (2) Theprinciples for designing, conducting, and participatingin procurement auctions. (3) Methods for increasingcooperation and trust in competitive andcollaborative settings. (4) Behavioral principles fordesigning trading. Each topic in the course will becentered around a set of hands-on businesssimulations and case studies, in which students willtake on the role of market participants workingthrough a business problem. (3-0) R

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http://coursebook.utdallas.edu/year_all/all/diff/meco6355

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2016-open edit *mis6320 (r9)mis6320.16group_headseries_head

MIS 6320 (ACCT 6320 and BUAN 6320 and OPRE6393) Database Foundations (3 semester credithours) The course provides database knowledge fornon-MIS business students to function effectively intheir functional area. The course covers conceptualdata modeling with the entity-relationship diagram,the fundamentals of relational data model anddatabase queries, and the basic concepts of datawarehousing. Structured Query Language will beused extensively. Applications of databases foraccounting, finance, marketing, and other areas ofbusiness will be emphasized. May not be used tofulfill degree requirements in MS InformationTechnology and Management. Credit cannot bereceived for both courses, MIS 6320 and MIS 6326.(3-0) Y


Added OPRE 6393 to cross-listing per Dr. Alborz. 9/16/15

diff previous req: mis6320.15diff previous req: mis6320.15

MIS 6320 (ACCT 6320 and BUAN 6320)6320) 6320 and6320 andOPRE 6393)OPRE 6393) Database Foundations (3 semestercredit hours) The course provides databaseknowledge for non-MIS business students to functioneffectively in their functional area. The course coversconceptual data modeling with the entity-relationshipdiagram, the fundamentals of relational data modeland database queries, and the basic concepts ofdata warehousing. Structured Query Language willbe used extensively. Applications of databases foraccounting, finance, marketing, and other areas ofbusiness will be emphasized. May not be used tofulfill degree requirements in MS InformationTechnology and Management. Credit cannot bereceived for both courses, MIS 6320 and MIS 6326.(3-0) Y

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http://coursebook.utdallas.edu/year_all/all/diff/mis6320

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2016-open edit *mis6324(r10)mis6324.18group_headseries_head

MIS 6324 (BUAN 6324 and OPRE 6399) BusinessAnalytics With SAS (3 semester credit hours) Thiscourse covers theories and applications of businessanalytics. The focus is on extracting businessintelligence from firms' business data for variousapplications, including (but not limited to) customersegmentation, customer relationship management(CRM), personalization, online recommendationsystems, web mining, and product assortment. Theemphasis is placed on the 'know-how' -- knowinghow to extract and apply business analytics toimprove business decision-making. Students will alsoacquire hands-on experience with business analyticssoftware in the form of SAS Enterprise Miner. Creditcannot be received for both courses, MIS 6324 andMIS 6356. (3-0) Y


MIS 6324 (BUAN 6324,6324, 6324 and6324 and OPRE 6399)Business Analytics With SAS (3 semester credithours) This course covers theories and applicationsof business analytics. The focus is on extractingbusiness intelligence from firms' business data forvarious applications, including (but not limited to)customer segmentation, customer relationshipmanagement (CRM), personalization, onlinerecommendation systems, web mining, and productassortment. The emphasis is placed on the 'know-how' -- knowing how to extract and apply businessanalytics to improve business decision-making.Students will also acquire hands-on experience withbusiness analytics software in the form of SASEnterprise Miner. Credit cannot be received for bothcourses, MIS 6324 and MIS 6356. (3-0) Y








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MIS 6332 Advanced ERP: Configurations (3semester credit hours) The class focuses onadvanced process and configuration issues relatedto ERP implementation. The functional side of sales,distribution, delivery, and billing as well as integrationwith materials management, production, financial,and management accounting is emphasized. SAP iscurrently used to discuss and provide hands-onexperience with key ideas. Some sales theory willalso be discussed. Prerequisite: MIS 6319 orinstructor consent required. (3-0) Y


MIS 6332 Advanced ERP: Configurations (3semester credit hours) The class focuses onadvanced process and configuration issues relatedto ERP implementation. The functional side of sales,distribution, deliverydelivery delivery,delivery, and billing as well asintegration with materials management, production,financialfinancial financial,financial, and management accounting isemphasized. SAP is currently used to discuss andprovide hands-on experience with key ideas. Somesales theory will also be discussed. Prerequisite: MIS6319 or instructor consent required. (3-0) Y








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MIS 6334 Advanced Business Analytics With SAS (3semester credit hours) This course is SAS basedand is part of the 4-course curriculum for the SASdata mining certificate program. It will cover thetopics as required by the SAS certificate programincluding data manipulation, imputation, variableselection, SAS/STA, SAS/ETS, SAS/QC (DOE), andvarious SAS stat modules. Students will also learnvarious advanced business intelligence topicsincluding business data analytics, model analytics,customer analytics, web intelligence analytics,business performance analytics, and decision-making analytics. Tool to be used includes SAS.Credit cannot be received for both courses, MIS6334 and MIS 6357. Prerequisites: OPRE 6301 andMIS 6324. (3-0) Y


MIS 6334 Advanced Business Analytics With SAS (3semester credit hours) This course is SAS basedand is part of the 4-course curriculum for the SASdata mining certificate program. It will cover thetopics as required by the SAS certificate programincluding data manipulation, imputation, variableselection, SAS/STA, SAS/ETS, SAS/QC (DOE)(DOE)(DOE),(DOE), and various SAS stat modules. Students willalso learn various advanced business intelligencetopics including business data analytics, modelanalytics, customer analytics, web intelligenceanalytics, business performance analyticsanalytics analytics,analytics,and decision-making analytics. Tool to be usedincludes SAS. Credit cannot be received for bothcourses, MIS 6334 and MIS 6357. Prerequisites:OPRE 6301 and MIS 6324. (3-0) Y








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2016-open add *mis6345 (r1)mis6345.3group_headseries_head

MIS 6345 (BUAN 6345) High Performance Analytics(3 semester credit hours) This course providesstudents with in-depth knowledge of SAN HANAimplementation modeling techniques and SAP dataservices. The course covers HANA architecture,graphic and SQL modeling tools in SAP HANA usingtext search and analysis, managing modelingcontent, security and authorizations, and using dataservices to bring data into SAP HANA as well asnon-SAP, data warehouse concepts and sources.Students learn such concepts using hands-onexercises and practical assignments and the dataservices focused on bringing data into SAP HANA.(3-0) Y


MIS 6345 (BUAN 6345) High Performance Analytics(3 semester credit hours) This course providesstudents with in-depth knowledge of SAN HANAimplementation modeling techniques and SAP dataservices. The course covers HANA architecture,graphic and SQL modeling tools in SAP HANA usingtext search and analysis, managing modelingcontent, security and authorizations, and using dataservices to bring data into SAP HANA as well asnon-SAP, data warehouse concepts and sources.Students learn such concepts using hands-onexercises and practical assignments and the dataservices focusesfocuses focusedfocused on bringing data into SAPHANA. (3-0) Y








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MIS 6346 (BUAN 6346) Big Data Analytics (3semester credit hours) The course covers topicsincluding: (1) understanding of big data concepts, (2)manipulation of big data with popular tools, and (3)distributed analytics programming. The course isproject-oriented, thus students are required toestablish a big data environment, perform variousanalytics, and report on project findings. In additionto concepts and theoretical aspects, the courseemphasizes on the actual operations of a big datasystem. Students manipulate the big dataenvironment, use various dedicated big data tools,and perform distributed analytics programming withpopular computer languages. Prerequisites: MIS6324 and MIS 6326. (3-0) Y


MIS 6346 (BUAN 6346) Big Data Analytics (3semester credit hours) The course covers topicsincluding: (1) understanding of big data concepts, (2)manipulation of big data with popular tools, and (3)distributed analytics programming. The course isproject-oriented, thus students are required toestablish a big data environment, perform variousanalyticsanalytics analytics,analytics, and report on project findings. Inaddition to concepts and theoretical aspects, thecourse emphasizes on the actual operations of a bigdata system. Students manipulate the big dataenvironment, use various dedicated big data toolstoolstools,tools, and perform distributed analytics programmingwith popular computer languages. Prerequisites: MIS6324 and MIS 6326. (3-0) Y








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MIS 6356 (BUAN 6356) Business Analytics With R (3semester credit hours) This course covers theoriesand applications of business analytics. The focus ison extracting business intelligence from firms'business data for various applications, including (butnot limited to) customer segmentation, customerrelationship management (CRM), personalization,online recommendation systems, web mining, andproduct assortment. The emphasis is placed on the'know-how' -- knowing how to extract and applybusiness analytics to improve business decision-making. Students will also acquire hands-onexperience with business analytics software in theform of R. Credit cannot be received for bothcourses, MIS 6324 and MIS 6356. (3-0) Y


MIS 6356 (BUAN 6356) Business Analytics With R (3semester credit hours) This course covers theoriesand applications of business analytics. The focus ison extracting business intelligence from firms'business data for various applications, including (butnot limited to) customer segmentation, customerrelationship management (CRM), personalization,online recommendation systems, web miningmining mining,mining,and product assortment. The emphasis is placed onthe 'know-how' -- knowing how to extract and applybusiness analytics to improve business decision-making. Students will also acquire hands-onexperience with business analytics software in theform of R. Credit cannot be received for bothcourses, MIS 6324 and MIS 6356. (3-0) Y








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MIS 6357 Advanced Business Analytics With R (3semester credit hours) This course is based on theopen-source R software. Topics include datamanipulation, imputation, variable selection, as wellas advanced analytic methods. Students will alsolearn various advanced business intelligence topicsincluding business data analytics, modeling,customer analytics, web intelligence analytics,business performance analytics, and decision-making analytics. Tool to be used includes R. Creditcannot be received for both courses, MIS 6334 andMIS 6357. Prerequisites: OPRE 6301 and MIS 6356.(3-0) Y


MIS 6357 Advanced Business Analytics With R (3semester credit hours) This course is based on theopen-source R software. It will cover the topicsIt will cover the topicsincludingincluding Topics includeTopics include data manipulation,imputation, variable selection, as well as advancedanalytic methods. Students will also learn variousadvanced business intelligence topics includingbusiness data analytics, modeling, customeranalytics, web intelligence analytics, businessperformance analyticsanalytics analytics,analytics, and decision-making analytics. Tool to be used includes R. Creditcannot be received for both courses, MIS 6334 andMIS 6357. Prerequisites: OPRE 6301 and MIS 6356.(3-0) Y








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2016-open add *mkt6201 (r1)mkt6201.5group_headseries_head

MKT 6201 Marketing Management with HealthcareApplication (2 semester credit hours) ExecutiveEducation Course. This course discusses themarketing management methods includinghealthcare for-profit and not-for-profit applicationsand covers principles and concepts including theFive Ps of marketing: product, pricing, promotion andplace (or distribution) and people (or customerservice/sales), market segmentation, targeting, andpositioning. Instructor consent required. (2-0) Y

diff previous req: mkt6201.4diff previous req: mkt6201.4

MKT 6201 Marketing Management with HealthcareApplication (2 semester credit hours) ExecutiveEducation Course. This course discusses themarketing management methods includinghealthcare for-profit and not-for-profit applicationsand covers principles and concepts including theFive Ps of marketing: product, pricing, promotion andplace (or distribution) and people (or customerservice/sales), market segmentation, targetingtargetingtargeting,targeting, and positioning. Instructor consentrequired. (2-0) Y

show fields: mkt6201.5show fields: mkt6201.5






http://coursebook.utdallas.edu/year_all/all/diff/mkt6201

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2016-open edit *mkt6335 (r5)mkt6335.6group_headseries_head

MKT 6335 Advertising Research (3 semester credithours) The course serves as a central basis formarketing communication related decision makingand provides an introduction to advertising researchdesigns and procedures. The course is practical,quantitative, and an emphases on tools andapplications that take advantage of informationtracking technologies in the digital environment.Topics include (1) the acquisition, evaluation, andanalysis of information needed for informedadvertising decision making and planning; (2)methods used in pre-testing advertising messages,post campaign (tracking studies) testing, concepttesting, observational research, ethnographicresearch, surveys, focus groups, and varioussources of secondary data; (3) new trends inadvertising research such as the use of social mediadata and geo-location information collected frommobile devices. Prerequisite: MKT 6301 or instructorconsent required. (3-0) T


MKT 6335 Advertising Research (3 semester credithours) The course serves as a central basis formarketing communication related decision makingand provides an introduction toto advertising researchdesigns and procedures. The course is practical,quantitativequantitative quantitative,quantitative, and anan emphases on toolsand applications that take advantage of informationtracking technologies in the digital environment.Topics include (1) the acquisition, evaluation, andanalysis of information needed for informedadvertising decision making and planning; (2)methods used in pre-testing advertising messages,post campaign (tracking studies) testing, concepttesting, observational research, ethnographicresearch, surveys, focus groups, and varioussources of secondary data; (3) new trends inadvertising research such as the use of social mediadata and geo-location information collected frommobile devices. Prerequisite: MKT 6301 or instructorconsent required. Prerequisite: MKT 6301 orPrerequisite: MKT 6301 orinstructor consent required.instructor consent required. (3-0) T








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MKT 6339 Capstone Marketing Decision Making (3semester credit hours) This is a simulation basedcourse where students form groups and compete formarket share, profits, and stock price in acompetitive fictional market. Teams make tacticaldecisions about production quantity, price,advertising, sales force allocation and develop newproduct specifications to compete with other teamsfor different segments in the market place. Thecourse provides a hands-on experience in marketingdecision-making and allows students to integrate theknowledge they learned to make more effectivedecisions. Prerequisite: MKT 6301. (3-0) Y


MKT 6339 Capstone Marketing Decision Making (3semester credit hours) This is a simulation basedcourse where students form groups and compete formarket share, profitsprofits profits,profits, and stock price in acompetitive fictional market. Teams make tacticaldecisions about production quantity, price,advertising, sales force allocation and develop newproduct specifications to compete with other teamsfor different segments in the market place. Thecourse provides a hands-on experience in marketingdecision-making and allows students to integrate theknowledge they learned to make more effectivedecisions. Prerequisite: MKT 6301. (3-0) Y








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MKT 6341 Campaign Management and DigitalAnalytics Lab (3 semester credit hours) This courseprovides students with both theoretical and practicalknowledge using campaign management software.The course covers marketing automation,optimization and testing, retargeting, attribution, andespecially the use and deployment of web analytics.The analytical, direct marketing, and decision makingtechniques are an overarching component of thecourse. Prerequisite: MKT 6301 or instructor consentrequired. (0-3) Y


MKT 6341 MarketingMarketing Campaign Management andandDigital AnalyticsDigital Analytics Lab (3 semester credit hours) Thiscoursecourse provides students with both theoretical andpractical knowledge using campaign managementsoftware. The course covers marketing automation,optimization and testing, retargeting, attribution, andespecially the use and deployment of web analytics.The analytical, direct marketing, and decision makingtechniques are an overarching component of thecourse. Prerequisite: MKT 6301 or instructor consentrequired. (0-3) Y








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MKT 6342 Marketing Customer InsightsDevelopment (3 semester credit hours) This courseprovides managers with a foundation in analysis andpresentation techniques. Students will learn how tocreate and use data visualization, apply estimationtechniques, solve problems by applying frameworksand extract insights from data. The art and techniqueof preparing and delivering executive levelpresentations will be emphasized. A significantcomponent of the course will consist of criticalthinking, problem-solving and decision makingtechniques using in customer insight development.Prerequisites: MKT 6301 or instructor consentrequired. (3-0) Y


MKT 6342 Marketing Customer InsightsDevelopment (3 semester credit hours) This courseprovides managers with a foundation in analysis andpresentation techniques. Students will learn how tocreate and use data visualization, apply estimationtechniques, how tohow to solve problems by applyingframeworks and extractingextracting extractextract insights from data.The art and technique of preparing and deliveringexecutive level presentations will be emphasized. Asignificant component of the course will consist ofcritical thinking, problem-solving and decision makingtechniques using in customer insight development.Prerequisites: MKT 6301 or instructor consentrequired. (3-0) Y








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MKT 6365 Marketing Digital Lab (3 semester credithours) This course offers students the opportunity tolearn and work with different digital applicationsfrequently used by marketing/advertising companiesand agencies. The course incorporates the use ofemerging digital tools utilized in user experience(UX) web and mobile testing, data visualization,website creation, web based apps, search engineoptimization, and paid search campaigns (i.e. GoogleAdWords). Prerequisites: (MKT 6301 and MKT 6321)or instructor consent required. (0-3) T


MKT 6365 Marketing Digital Lab (3 semester credithours) This course offers students the opportunity tolearn and work with different digital applicationsfrequently used by marketing/advertising companiesand agencies. The course incorporates the use ofemerging digital tools utilized in user experience(UX) web and mobile testing, data visualization,website creation, web based apps, search engineoptimizationoptimization optimization,optimization, and paid searchcampaigns (i.e. Google AdWords). Prerequisites:(MKT 6301 and MKT 6321) or instructor consentrequired. (0-3) T








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2016-open edit *mkt6v99 (r5)mkt6v99.12group_headseries_head

MKT 6V99 Special Topics in Marketing (1-6semester credit hours) Study of rapidly emerging orchanging areas within marketing. The specific topicwill fall under one of the following categories:advertising, branding, digital marketing, productmanagement, sales, marketing management ormarketing analytics and market research. The coursemay consist of participation in one or more majormarketing competitions. May be lecture, readings,individualized study or team based competitions.May be repeated for credit as topics vary (6semester credit hours maximum). Prerequisites:(MKT 6301 or MKT 6309) and MKT 6310 orinstructor consent required. ([1-6]-0) Y

diff previous req: mkt6v99.11diff previous req: mkt6v99.11

MKT 6V99 Special Topics in Marketing (1-4(1-4 (1-6(1-6semester credit hours) Study of rapidly emerging orchanging areas within marketing. The specific topicwill fall under one of the following categories:advertising, branding, digital marketing, productmanagement, sales, marketing management ormarketing analytics and market research. The coursemay consist of participation in one or more majormarketing competitions. May be lecture, readings,individualized study or team based competitions.May be repeated for credit as topics vary (6semester credit hours maximum). Prerequisites:(MKT 6301 or MKT 6309) and MKT 6310 orinstructor consent required. ([1-6]-0) Y


This course covers different topics so that studentscan benefit from exposure to a wider range of topicsby repeating this course take it multiple times (6semester credit hours maximum).

show fields: mkt6v99.12show fields: mkt6v99.12

• cat_repeat_units:cat_repeat_units: 6• cat_delivery_method:cat_delivery_method: deliverymethod_100• cat_core:cat_core:• cat_subtitles:cat_subtitles: yes_subtitles





http://coursebook.utdallas.edu/year_all/all/diff/mkt6v99

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2016-open edit *ob6253 (r3)ob6253.8group_headseries_head

OB 6253 Coaching Practicum (2 semester credithours) Executive Education Course. Individualsessions with a supervising coach and small-groupsupervised sessions. For the individual sessions,students will be required to submit recordings forreview or provide for real-time attendance by thesupervising coach so that an evaluation of theircoaching competence can occur. Feedback andguidance will help students develop their coachingskills. A comprehensive exam will be used toevaluate coaching competency. The exam will testfor their knowledge, skills, and abilities as anexecutive and professional coach. Instructor consentrequired. Pass/Fail only. (2-0) T

diff previous req: ob6253.7diff previous req: ob6253.7

OB 6253 Coaching Practicum (2 semester credithours) Executive Education Course. Individualsessions with a supervising coach and small-groupsupervised sessions. For the individual sessions,students will be required to submit recordings forreview or provide for real-time attendance by thesupervising coach so that an evaluation of theircoaching competence can occur. Feedback andguidance will help students develop their coachingskills. A comprehensive exam will be used toevaluate coaching competency. The exam will testfor their knowledge, skills, and abilities as anexecutive and professional coach. Instructor consentrequired. Pass/Fail only.Pass/Fail only. (2-0) T

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http://coursebook.utdallas.edu/year_all/all/diff/ob6253

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OB 6255 Capstone in Organizational Behavior andCoaching (2 semester credit hours) ExecutiveEducation Course. The capstone course is theculmination of the program. Students are requiredthrough research to integrate the major theories andprinciples of the entire curriculum. Students furtherdevelop their knowledge of organizational behaviorand executive coaching through application of fieldexperiences. Department consent required. (2-0) S


Requested by Dr. Shawn Alborz, 2-13-15, througheForm. Course to be offered in fall 2015.


OB 6255 Capstone in Organizational Behavior andCoaching (2 semester credit hours) ExecutiveEducation Course. The capstone course is theculmination of the program. Students are requiredthrough research to integrate the major theories andprinciples of the entire curriculum. Students furtherdevelop their knowledge of organizational behaviorand executive coaching through application of fieldexperiences. Department consent required. (2-0) S








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OB 6351 Coaching in the Business or OrganizationalSetting (3 semester credit hours) ExecutiveEducation Course. This course prepares coaches towork with individuals and teams in a corporate orbusiness environment. Topics include coaching andorganizational behavior theories and models thatfacilitate client change within an organizationalsetting, coaching executives with an emphasis onachieving business results, coaching methods forgroups, and research practices. (3-0) T


OB 6351 Coaching in the Business or OrganizationalSetting (3 semester credit hours) ExecutiveEducation Course. This course prepares coaches towork with individuals and teams in a corporate orbusiness environment. Topics include coaching andorganizational behavior theories and models thatfacilitate client change within an organizationalsetting, coaching executives with an emphasis onachieving business results, coaching methods forgroupsgroups groups,groups, and research practices. (3-0) T







OB 6352 Advanced Coaching Models and Methods(3 semester credit hours) Executive EducationCourse. The course provides students with advancedprinciples and practices for coaching individualswithin the corporate setting. Topics includeappreciative inquiry models and techniques, apractical lab in team coaching, a survey of evidence-based coaching models, the use of language topromote change, research practices, and evidencebased positive psychology. (3-0) T


OB 6352 Advanced Coaching Models and Methods(3 semester credit hours) Executive EducationCourse. The course provides students with advancedprinciples and practices for coaching individualswithin the corporate setting. Topics includeappreciative inquiry models and techniques, apractical lab in team coaching, a survey of evidence-based coaching models, the use of language topromote change, research practicespractices practices,practices, andevidence based positive psychology. (3-0) T









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2016-open edit *opre6355 (r2)opre6355.8group_headseries_head

OPRE 6355 (MECO 6355) Deal Making Strategies (3semester credit hours) This course uses experientialhands-on learning to develop students' skills ineffectively managing competitive and collaborativebusiness situations. Students will learn: (1)Behavioral principles for effective bargaining. (2) Theprinciples for designing, conducting, and participatingin procurement auctions. (3) Methods for increasingcooperation and trust in competitive andcollaborative settings. (4) Behavioral principles fordesigning trading. Each topic in the course will becentered around a set of hands-on businesssimulations and case studies, in which students willtake on the role of market participants workingthrough a business problem. (3-0) R


Shawn Alborz modified the title and descriptionbased on request from Elena Katok.

diff previous req: opre6355.7diff previous req: opre6355.7

OPRE 6355 (MECO 6355) Deal Making Strategies (3semester credit hours) This course uses experientialhands-on learning to develop students' skills ineffectively managing competitive and collaborativebusiness situations. Students will learn: (1)Behavioral principles for effective bargaining. (2) Theprinciples for designing, conducting, and participatingin procurement auctions. (3) Methods for increasingcooperation and trust in competitive andcollaborative settings. (4) Behavioral principles fordesigning trading. Each topic in the course will becentered around a set of hands-on businesssimulations and case studies, in which students willtake on the role of market participants workingthrough a business problem. (3-0) R

show fields: opre6355.8show fields: opre6355.8






http://coursebook.utdallas.edu/year_all/all/diff/opre6355

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2016-open edit *opre6364(r10)opre6364.14group_headseries_head

OPRE 6364 Lean Six Sigma (3 semester credithours) This course discusses the Lean and SixSigma quality framework as it applies tomanufacturing, service operations, re-engineeringthe design of products and processes to reducewaste and variability, use of Define-Measure-Improve-Control (DMAIC) methodology, andapplication of Lean for continuous improvement.(3-0) S


OPRE 6364 Lean Six Sigma (3 semester credithours) This course discusses the Lean and SixSigma quality framework as itit applies tomanufacturing, service operations, re-engineeringthe design of products and processes to reducewaste and variability, use of DMAIC methodologyDMAIC methodologyDefine-Measure-Improve-Control (DMAIC)Define-Measure-Improve-Control (DMAIC)methodology,methodology, and application of Lean for continuousimprovement. (3-0) S







OPRE 6377 Demand and Revenue Management (3semester credit hours) This course focuses on theexpense involved in managing conventional andidiosyncratic demand through the supply process.Demand for a single unit or an assembly (network) ofunits requires forecasting that incorporates pricesand macroeconomic factors. Perishable supplies areoptimally priced by considering their amount (inflatedin overbooking), location, vintage, and customerclasses. This approach is relevant for airlines, hotels,parks, rental cars, broadcasters, art/sport events,and retailers. Prerequisite: OPRE 6302. (3-0) Y


OPRE 6377 Demand and Revenue Management (3semester credit hours) This course focuses on theexpense involved in managing conventional andidiosyncratic demand through the supply process.Demand for a single unit or an assembly (network) ofunits requires forecasting that incorporates pricesand macroeconomic factors. Perishable supplies areoptimally priced by considering their amount (inflatedin overbooking), location, vintage, and customerclasses. This approach is relevant for airlines, hotels,parks, rental cars, broadcasters, art/sport eventseventsevents,events, and retailers. Prerequisite: OPRE 6302. (3-0)Y









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OPRE 6393 (ACCT 6320 and BUAN 6320 and MIS6320) Database Foundations (3 semester credithours) The course provides database knowledge fornon-MIS business students to function effectively intheir functional area. The course covers conceptualdata modeling with the entity-relationship diagram,the fundamentals of relational data model anddatabase queries, and the basic concepts of datawarehousing. Structured Query Language will beused extensively. Applications of databases foraccounting, finance, marketing, and other areas ofbusiness will be emphasized. May not be used tofulfill degree requirements in MS InformationTechnology and Management. Credit cannot bereceived for both courses, OPRE 6393 and MIS6326. (3-0) Y


- Reinstated at the request of Dr. Alborz.


OPRE 6393 (ACCT 6320 and BUAN 6320 and MIS6320) Database Foundations (3 semester credithours) The course is designed to provideis designed to provide providesprovidesdatabase knowledge for non-MIS business studentsto function effectively in their functional area. Thecourse covers conceptual data modeling with theconceptual data modeling with theentity-relationship diagram, theentity-relationship diagram, the fundamentals ofrelational databases, relational database structure,databases, relational database structure,data model anddata model and database queries, and reports.reports. thethebasic concepts of data warehousing.basic concepts of data warehousing. StructuredQuery Language will be used extensively.Applications of databases for accounting, finance,marketing, and other areas of business will beemphasized. May not be used to fulfill degreerequirements in MS Information Technology andManagement. Credit cannot be received for bothcourses, MIS 6320MIS 6320 OPRE 6393OPRE 6393 and MIS 6326. (3-0)Y








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OPRE 6399 (BUAN 6324 and MIS 6324) BusinessAnalytics With SAS (3 semester credit hours) Thiscourse covers theories and applications of businessanalytics. The focus is on extracting businessintelligence from firms' business data for variousapplications, including (but not limited to) customersegmentation, customer relationship management(CRM), personalization, online recommendationsystems, web mining, and product assortment. Theemphasis is placed on the 'know-how' -- knowinghow to extract and apply business analytics toimprove business decision-making. Students will alsoacquire hands-on experience with business analyticssoftware in the form of SAS Enterprise Miner. Creditcannot be received for both courses, OPRE 6399and MIS 6356. (3-0) Y


Reinstated per Dr. Alborz.


OPRE 6399 (BUAN 6324 and MIS 6324) BusinessIntelligence Software and TechniquesIntelligence Software and Techniques Analytics WithAnalytics WithSASSAS (3 semester credit hours) This course coverstheories and applications of business analytics. Thefocus is on extracting business intelligence fromfirms' business data for various applications,including (but not limited to) customer segmentation,customer relationship management (CRM),personalization, online recommendation systems,web mining, and product assortment. The emphasisis placed on the 'know-how' -- knowing how to extractand apply business analytics to improve businessdecision-making. Students will also acquire hands-onexperience with business analytics software in theform of SAS Enterprise Miner. Credit cannot bereceived for both courses, OPRE 6399 and MIS6356. (3-0) Y








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SYSM 6314 Manufacturing and Service SystemsSYSM 6314 Manufacturing and Service SystemsPlanning and Analysis (3 semester credit hours)Planning and Analysis (3 semester credit hours)Manufacturing and Service Systems Planning andManufacturing and Service Systems Planning andAnalysis is the study of management related toAnalysis is the study of management related totransforming inputs to outputs for both manufacturingtransforming inputs to outputs for both manufacturingand service organizations. Its fundamental purposeand service organizations. Its fundamental purposeis the adding of value to inputs - materials, labor,is the adding of value to inputs - materials, labor,capital and management - to create outputs -capital and management - to create outputs -products or services which customers want -products or services which customers want -throughout the supply chain. Department consentthroughout the supply chain. Department consentrequired. (3-0) Yrequired. (3-0) Y


This was removed based on request from BrendaRains and Rajiv Shah.


SYSM 6314 Manufacturing and Service SystemsPlanning and Analysis (3 semester credit hours)Manufacturing and Service Systems Planning andAnalysis is the study of management related totransforming inputs to outputs for both manufacturingand service organizations. Its fundamental purposeis the adding of value to inputs - materials, labor,capital and management - to create outputs -products or services which customers want -throughout the supply chain. Department consentrequired. (3-0) Y








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SYSM 6317 The Management of High TechSYSM 6317 The Management of High TechProducts (3 semester credit hours) Building on theProducts (3 semester credit hours) Building on thepremise that successful product managementpremise that successful product managementinvolves getting the right product to the rightinvolves getting the right product to the rightcustomer at the right price at the right time, thecustomer at the right price at the right time, thecourse will teach techniques in product identificationcourse will teach techniques in product identificationand requirements; product development;and requirements; product development;management of internal resources, includingmanagement of internal resources, includingmanufacturing, sales and management; costing andmanufacturing, sales and management; costing andpricing decisions; product planning and winning thepricing decisions; product planning and winning theright design win. (3-0) Yright design win. (3-0) Y


08/05/15 Rajiv Shah confirmed the removal of thiscourse.


SYSM 6317 The Management of High TechProducts (3 semester credit hours) Building on thepremise that successful product managementinvolves getting the right product to the rightcustomer at the right price at the right time, thecourse will teach techniques in product identificationand requirements; product development;management of internal resources, includingmanufacturing, sales and management; costing andpricing decisions; product planning and winning theright design win. (3-0) Y








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SYSM 6335 (BUAN 6335) Organizing for BusinessAnalytics: A Systems Approach (3 semester credithours) The course develops conceptualunderstanding of business analytics and keybusiness drivers that lead to business initiatives. Thecourse takes a systems and organizational approachand examines how decision-makers in key functionalareas of an enterprise rely on business analytics,how they develop analytical techniques, and how keyroles are played by business analytics professionals.The course also emphasizes developing thebusiness case for analytics through defining andexecuting strategy and addresses how tosuccessfully integrate analytical processes,technologies, and people in all aspects of businessoperations. (3-0) T


Rajiv Shah requested and cross listed with theparent BUAN 6335. Changed CIP code per Shah &Yurkovich 9.8.15 bgr


SYSM 6335 (BUAN 6335) Organizing for BusinessAnalytics: A Systems Approach (3 semester credithours) The course develops conceptualunderstanding of business analytics and keybusiness drivers that lead to business initiatives. Thecourse takes a systems and organizational approachand examines how decision-makers in key functionalareas of an enterprise rely on business analytics,how they develop analytical techniques, and how keyroles are played by business analytics professionals.The course also emphasizes developing thebusiness case for analytics through defining andexecuting strategy and addresses how tosuccessfully integrate analytical processes,technologies, and people in all aspects of businessoperations. (3-0) T








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SYSM 6336 Earned Value Management System (3semester credit hours) This course introduces theearned value management (EVM) concept as amanagement tool for effective project administrationwhich allows project teams to have a solid visibility interms of cost, schedule, and technical progress of aproject or program. This course investigates thepractical application of EVM for any size project andexplains how all project activities are planned,budgeted, and scheduled in time-phased incrementsand how the project performance is measured. TheEVM approach allows managers to develop a projectframework to handle the competing requirements ofmanaging limited resources and meeting a fixedduration. Instructor consent required. (3-0) T


Changed CIP Code per Shah & Yurkovich 9.8.15 bgr


SYSM 6336 Earned Value Management System (3semester credit hours) This course introduces theearned value management (EVM) concept as amanagement tool for effective project administrationwhich allows project teams to have a solid visibility interms of cost, schedule, and technical progress of aproject/program.project/program. project or program.project or program. This courseinvestigates the practical application of EVM for anysize project and explains how all project activities areplanned, budgeted, and scheduled in time-phasedincrements and how the project performance ismeasured. The EVM approach allows managers todevelop a project framework to handle the competingrequirements of managing limited resources andmeeting a fixed duration. Instructor consent required.(3-0) T








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SYSM 6337 (ACCT 6305) Accounting for Managers(3 semester credit hours) Fundamental concepts inaccounting and financial reporting are presentedfrom the perspective of business managers. May notbe used to fulfill degree requirements in MSAccounting. Credit cannot be received for bothcourses, (ACCT 6201 or ACCT 6202) and ACCT6305. (3-0) S


Rajiv Shah requested on 08/04/15 to be cross listed.Changed CIP Code per Shah & Yurkovich 9.8.15 bgr


SYSM 6337 (ACCT 6305) Accounting for Managers(3 semester credit hours) Fundamental concepts inaccounting and financial reporting are presentedfrom the perspective of business managers. May notbe used to fulfill degree requirements in MSAccounting. Credit cannot be received for bothcourses, (ACCT 6201 or ACCT 6202) and ACCT6305. (3-0) S






update req group




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2016-open add *biol5322 (r1)biol5322.3group_headseries_head

BIOL 5322 (SCI 5322) Basis of Evolution (3semester credit hours) From Assembling the Tree ofLife to new drug developments, evolution theory isat the core of biology advancements. The conceptof evolution is discussed for its relevance as a basicunderstanding for a scientifically literate society andprocesses and mechanisms of natural selection areexamined. Topics include pertinent history, thefossil record, extinction, emergent species, thehuman experience, and applied evolutiontechnologies. Students will explore the origins ofevolution theory, public misconceptions, teaching,and evolution education research. An intensivescientific argumentation component (rather thandebate) through discourse, advanced readings,presentations, panel discussions, and formal writingis required. Viewpoints examined include those ofevolutionary biologists and research scientists. (3-0)T


New Course Created. Cross listed with SCI 5322.

diff previous req: biol5322.2diff previous req: biol5322.2

BIOL 5322 (SCI 5322) Basis of Evolution (3semester credit hours) From Assembling the Tree ofLife to new drug developments, evolution theory isat the core of biology advancements. The conceptof evolution is discussed for its relevance as a basicunderstanding for a scientifically literate society andprocesses and mechanisms of natural selection areexamined. Topics include pertinent history, thefossil record, extinction, emergent species, thehuman experience, and applied evolutiontechnologies. Students will explore the origins ofevolution theory, public misconceptions, teaching,and evolution education research. An intensivescientific argumentation component (rather thandebate) through discourse, advanced readings,presentations, panel discussions, and formal writingis required. Viewpoints examined include those ofevolutionary biologists and research scientists. (3-0)T

show fields: biol5322.3show fields: biol5322.3




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http://coursebook.utdallas.edu/catbookreport/6f5c5bad22da47d6a53b2869215d46b9/makepdf 1/23

http://coursebook.utdallas.edu/catbookreport/909fd0178365ac53daca6ca34fd03a5c

http://coursebook.utdallas.edu/catbookreport/909fd0178365ac53daca6ca34fd03a5c/makepdf



http://coursebook.utdallas.edu/year_all/all/diff/biol5322

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BIOL 5324 (SCI 5324) Ecology (3 semester credithours) This course will examine interrelationshipsbetween organisms and their environments in boththeoretical and field-based contexts. Students willexamine general ecological principles and theirapplications. Communities considered will be assmall as the roadside and as vast as interconnectedglobal systems. Topics analyzed by students in thecontext of ecological studies will include the flow ofenergy and matter through systems, predator/preyrelationships, genetic diversity, evolution, populationdynamics, interactions between microscopic andmacroscopic organisms, and human impacts.Fieldwork examining North Texas ecosystems maybe required. Critical thinking, metacognition, andreflections on the relevance of ecology in theteaching and learning of life and environmentalsciences will be emphasized throughout the course.(3-0) T


New course created. Cross listed with SCI 5324.


BIOL 5324 [This is a new blank[This is a new blank (SCI 5324) Ecology(SCI 5324) Ecology(3 semester credit hours) This(3 semester credit hours) This course - edit it to- edit it tobuild your course. The permanent course prefixbuild your course. The permanent course prefix willwillexamine interrelationships between organisms andexamine interrelationships between organisms andtheir environments in both theoretical and field-their environments in both theoretical and field-based contexts. Students will examine generalbased contexts. Students will examine generalecological principlesecological principles and numbernumber their applications.their applications.Communities consideredCommunities considered will be assigned afterassigned afterapproval fromapproval from as small asas small as the registrars office.]registrars office.]roadside and as vast as interconnected globalroadside and as vast as interconnected globalsystems. Topics analyzed by students in the contextsystems. Topics analyzed by students in the contextof ecological studies will include the flow of energyof ecological studies will include the flow of energyand matter through systems, predator/preyand matter through systems, predator/preyrelationships, genetic diversity, evolution, populationrelationships, genetic diversity, evolution, populationdynamics, interactions between microscopic anddynamics, interactions between microscopic andmacroscopic organisms, and human impacts.macroscopic organisms, and human impacts.Fieldwork examining North Texas ecosystems mayFieldwork examining North Texas ecosystems maybe required. Critical thinking, metacognition, andbe required. Critical thinking, metacognition, andreflections on the relevance of ecology in thereflections on the relevance of ecology in theteaching and learning of life and environmentalteaching and learning of life and environmentalsciences will be emphasized throughout the course.sciences will be emphasized throughout the course.(3-0) T(3-0) T









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BIOL 5330 (SCI 5330) Emerging Topics in Biology(3 semester credit hours) The media frequentlyannounce biology advancements and research thataffect human health, basic living needs, and biologyeducation without critical analysis, often resulting inconfusing the public and curtailing scientific literacy.Examination of resources and methods to criticallyevaluate biological information and scientific articlesfor sound theory development, research methods,and practical application. Topics include recentdiscoveries in the life sciences that meet the needsof society, health, and environmental issues.Although the topics build on emerging issues, theymay include content areas such as cell andmolecular biology, agriculture, epidemiology, andglobal warming. Students will examine effectiveways to bring in new curricula into establishedcourse settings. Advanced curriculum writingcomponent focused on science literacy. Viewpointsinclude those of biological research scientists,health professionals, and science educationresearchers. (3-0) T


New Course Created. Cross Listed with SCI 5330


BIOL 5330 (SCI 5330) Emerging Topics in Biology(3 semester credit hours) The media frequentlyannounce biology advancements and research thataffect human health, basic living needs, and biologyeducation without critical analysis, often resulting inconfusing the public and curtailing scientific literacy.Examination of resources and methods to criticallyevaluate biological information and scientific articlesfor sound theory development, research methods,and practical application. Topics include recentdiscoveries in the life sciences that meet the needsof society, health, and environmental issues.Although the topics build on emerging issues, theymay include content areas such as cell andmolecular biology, agriculture, epidemiology, andglobal warming. Students will examine effectiveways to bring in new curricula into establishedcourse settings. Advanced curriculum writingcomponent focused on science literacy. Viewpointsinclude those of biological research scientists,health professionals, and science educationresearchers. (3-0) T









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BIOL 6317 Pathobiology and Animal Models ofHuman Diseases (3 semester credit hours) Thiscourse is designed to provide graduate studentswith comprehensive and integrated advances ofrecent biomedical research within a clinicallyoriented framework. Topics including cancer,metabolic diseases, inflammation, and tissueinjuries are presented with the aim that students willbecome aware of the contributions of various animalmodels to future developments of diagnosis andtreatments. Students are also expected to acquirethe necessary skills to interpret and present recentlandmark research articles. Sessions includelectures, seminars from invited guest lecturers, andjournal article presentation. (3-0) S


BIOL 6317 Pathobiology and Animal Models ofHuman Diseases (3 semester credit hours) Thiscourse is designed to provide graduate studentswith comprehensive and integrated advances ofrecent biomedical research within a clinicallyoriented framework. Topics including cancer,metabolic diseases, inflammation, and tissueinjuries are presented with the aim that students willbecome aware of the contributions of various animalmodels to future developments of diagnosis andtreatments. Students are also expected to acquirethe necessary skills to interpret and present recentlandmark research articles. Sessions includelectures, seminars from invited guest lecturers, andjournal article presentation. (3-0) S









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2016-open add *chem5361(r1)chem5361.5group_headseries_head

CHEM 5361 Advanced Biochemistry (3 semestercredit hours) Modern concepts in biochemistryaddressing topics in bioenergetics as well as thestructure, function, and interaction ofmacromolecules. Prerequisite: CHEM 3361 or BIOL3361 or equivalent. (3-0) Y

diff previous req: chem5361.4diff previous req: chem5361.4

CHEM 5361 Advanced Biochemistry (3 semestercredit hours) Modern concepts in biochemistryaddressing topics in bioenergetics as well as thestructure, functionfunction function,function, and interaction ofmacromolecules. Prerequisite: CHEM 3361 or BIOL3361 or equivalent. (3-0) Y

show fields: chem5361.5show fields: chem5361.5




dieckgr2015-09-3014:46:16NOLINK26.0202.00.02audit: -9.8 mindex: -9.8 m


2016-open add *geos5335(r1)geos5335.5group_headseries_head

GEOS 5335 Introductory Seismology (3 semestercredit hours) This course covers the fundamentalsof seismology and seismic wave propagation. Anintroduction to the theory of wave propagation inacoustic, elastic, anelastic and anisotropic medium,and observational methods in seismology applicableto the deep planetary structure of the Earth as wellas petroleum deposits in the crust. The theory ofearthquakes and methods for retrieving seismicsource information will also be addressed. Classprojects will emphasize the use of seismic data frompublic databases and processing using pythonpackages. (3-0) Y

diff previous req: geos5335.4diff previous req: geos5335.4

GEOS 5335 Introductory Seismology (3 semestercredit hours) This course covers the fundamentalsof seismology and seismic wave propagation. Anintroduction to the theory of wave propagation inacoustic, elastic, anelastic and anisotropic mediummediummedium,medium, and observational methods in seismologyapplicable to the deep planetary structure of theEarth as well as petroleum deposits in the crust.The theory of earthquakes and methods forretrieving seismic source information will also beaddressed. Class projects will emphasize the use ofseismic data from public databases and processingusing python packages. (3-0) Y

show fields: geos5335.5show fields: geos5335.5




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http://coursebook.utdallas.edu/year_all/all/diff/chem5361

http://coursebook.utdallas.edu/year_all/all/diff/geos5335

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2016-open add *geos5336(r1)geos5336.4group_headseries_head

GEOS 5336 Computational Geophysics (3semester credit hours) An introduction to numericalmethods, including finite-difference, finite-element,and spectral-element methods, used incomputational geophysics. Basic surface andvolume elements, representation of fields,quadrature, assembly, local versus global meshes,domain decomposition, time marching, and stabilitywill be considered. Implementation of the numericalmethods using parallel processing on computerclusters will be emphasized. Data assimilationtechniques and related adjoint methods will beconsidered for parameter estimation and imaging.The course offers hands-on experience inmultidimensional model building as well asnumerical solution of partial differential equationsrelevant to geophysics. (3-0) T


DDC: Updated per Dr. Ferguson. 10/22/15

diff previous req: geos5336.3diff previous req: geos5336.3

GEOS 5336 Computational Geophysics (3semester credit hours) An introduction to numericalmethods, including finite-difference, finite-elementfinite-elementfinite-element,finite-element, and spectral-element methods, usedin computational geophysics. Basic surface andvolume elements, representation of fields,quadrature, assembly, local versus global meshes,domain decomposition, time marchingmarching marching,marching,and stability will be considered. Implementation ofthe numerical methods using parallel processing oncomputer clusters will be emphasized. Dataassimilation techniques and related adjoint methodswill be considered for parameter estimation andimaging. The course offers hands-on lablab experiencein multidimensional model building as well asnumerical solution of partial differential equationsrelevant to geophysics. (3-0) T

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http://coursebook.utdallas.edu/year_all/all/diff/geos5336

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2016-open edit *math5305(r8)math5305.10group_headseries_head

MATH 5305 Practical Applications in HigherGeometry (3 semester credit hours) Topics inmodern Euclidean geometry including distinguishedpoints of a triangle, circles including the nine-pointcircle, cross ratio, transformations; introduction toprojective geometry. May not be used to fulfilldegree requirements for mathematical sciencesmajors except those in the Master of Arts inTeaching (MAT) program. Prerequisite: Junior-levelmathematics course. (3-0) T

diff previous req: math5305.9diff previous req: math5305.9

MATH 5305 Practical Applications inPractical Applications in HigherGeometry for Teachersfor Teachers (3 semester credit hours)Topics in modern Euclidean geometry includingdistinguished points of a triangle, circles includingthe nine-point circle, cross ratio, transformations;introduction to projective geometry. May not beused to fulfill degree requirements for mathematicalsciences majors except those in the Master of Artsin Teaching (MAT) program. Prerequisite: Junior-level mathematics course. (3-0) T

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MATH 5306 Practical Applications in Non-EuclideanGeometry (3 semester credit hours) The relationsamong elliptic, Euclidean and hyperbolicgeometries, Euclidean models of elliptic andhyperbolic geometries. May not be used to fulfilldegree requirements for mathematical sciencesmajors except those in the Master of Arts inTeaching (MAT) program. Prerequisite: Junior-levelmathematics course. (3-0) T


MATH 5306 Practical Applications inPractical Applications in Non-EuclideanGeometry for Teachersfor Teachers (3 semester credit hours)The relations among elliptic, Euclidean andhyperbolic geometries, Euclidean models of ellipticand hyperbolic geometries. May not be used to fulfilldegree requirements for mathematical sciencesmajors except those in the Master of Arts inTeaching (MAT) program. Prerequisite: Junior-levelmathematics course. (3-0) T








http://coursebook.utdallas.edu/year_all/all/diff/math5305


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2016-open add *math6327(r1)math6327.4group_headseries_head

MATH 6327 Stability and Bifurcations of SwitchedSystems (3 semester credit hours) This course willcover finite-time, asymptotic, and global stability ofequilibria of switched systems, switched equilibria,stability of limit cycles of switched systems(including stick-slip oscillations and cycles withjumps), dimension reduction, and extension tolarger classes of nonlinear switched systems viabifurcation theory. Prerequisites: DifferentialEquations and Multivariable Calculus and instructorconsent required. (3-0) T


MATH 6327 Stability and Bifurcations of SwitchedSystems (3 semester credit hours) This course willcover finite-time, asymptotic, and global stability ofequilibria of switched systems, switched equilibria,stability of limit cycles of switched systems(including stick-slip oscillations and cycles withjumps), dimension reduction, and extension tolarger classes of nonlinear switched systems viabifurcation theory. Prerequisites: MATH 2420MATH 2420Differential EquationsDifferential Equations and MATH 2451MATH 2451 MultivariableMultivariableCalculusCalculus and instructor consent requiredrequired required.required.(3-0) T





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MATH 6331 Mathematics of Signals, Systems, andControls (3 semester credit hours) Basic principlesof systems and control theory: state spacerepresentations, stability, observableness,controllability, realization theory, transfer functions,and feedback. Prerequisites: Linear algebra anddifferential equations or instructor consent required.(3-0) T


Prerequisite change per Dr. Goeckner's Sept 12themail. Instructor consent added due to inability toprogram requirement in Orion.


MATH 6331 Linear SystemsLinear Systems Mathematics ofMathematics ofSignals, Systems,Signals, Systems, and SignalsSignals ControlsControls (3 semestercredit hours) Basic principles of systems and controltheory: state space representations, stability,observableness, controllability, realization theory,transfer functions, andand feedback. Prerequisites:Linear algebra and differential equations orinstructor consent required. (3-0) T









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2016-open edit *mthe5300(r2)mthe5300.3group_headseries_head

MTHE 5300 Foundations in Algebra (3 semestercredit hours) The course is designed to enhanceconceptual understanding of mathematics content.Topics include variables, functions, patterns,equations, and polynomials. Emphasis on problemsolving, precise reasoning, and communicatingmathematics both orally and in writing. Does notcount toward Master's degree in Mathematics. Mustregister in department office. Instructor consentrequired. Admission to Master of Arts (MAT)program. (3-0) R


Requested by Dr. Homer Montgomery; approved byDr. Mary Urquhart, 12-15-14.

diff previous req: mthe5300.2diff previous req: mthe5300.2

MTHE 5300 Foundations in Algebra (3 semestercredit hours) The course is designed to enhanceconceptual understanding of mathematics content.Topics include variables, functions, patterns,equations, and polynomials. Emphasis on problemsolving, precise reasoning, and communicatingmathematics both orally and in writing. Does notcount toward Master's degree in Mathematics. Mustregister in department office. Instructor consentrequired. Admission to Master of Arts (MAT)program. (3-0) YY RR

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http://coursebook.utdallas.edu/year_all/all/diff/mthe5300

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MTHE 5301 Foundations in Geometry (3 semestercredit hours) The course is designed to enhanceconceptual understanding of mathematics contentrelated to Euclidean and analytic geometry,including triangles, circles, areas and volumes,trigonometric functions, and their connections withalgebra. Emphasis on problem solving, precisereasoning, and communicating mathematics bothorally and in writing. Does not count toward Master'sdegree in Mathematics. Must register in departmentoffice. Instructor consent required. Admission toMaster of Arts (MAT) program. (3-0) R




MTHE 5301 Foundations in Geometry (3 semestercredit hours) The course is designed to enhanceconceptual understanding of mathematics contentrelated to Euclidean and analytic geometry,including triangles, circles, areas and volumes,trigonometric functions, and their connections withalgebra. Emphasis on problem solving, precisereasoning, and communicating mathematics bothorally and in writing. Does not count toward Master'sdegree in Mathematics. Must register in departmentoffice. Instructor consent required. Admission toMaster of Arts (MAT) program. (3-0) YY RR










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MTHE 5302 Foundations in Probability and Statistics(3 semester credit hours) The course is designed toprovide tools to collect, display, analyze, and interpretdata. Topics include basic statistics and probability,data analysis, and their applications. Emphasis onproblem solving, precise reasoning, andcommunicating mathematics both orally and in writing.Does not count toward Master's degree inMathematics. Must register in department office.Instructor consent required. Admission to Master ofArts (MAT) program. (3-0) R


Requested by Dr. Homer Montgomery; approved byDr. Mary Urquhart, 12-15-14. DDC: Description wasentered incorrectly during initial setup. Corrected tooriginal text from email provided by MJV, 12-03-15.


MTHE 5302 Foundations in Probability and Statistics(3 semester credit hours) The course is designed toenhance conceptual understanding of mathematicsenhance conceptual understanding of mathematicscontent relatedcontent related provide toolsprovide tools to EuclideanEuclidean collect,collect,display, analyze,display, analyze, and analytic geometry, includinganalytic geometry, includingtriangles, circles, areastriangles, circles, areas interpret data. Topics includeinterpret data. Topics includebasic statisticsbasic statistics and volumes, trigonometric functions,volumes, trigonometric functions,probability, data analysis,probability, data analysis, and their connections withconnections withalgebra.algebra. applications.applications. Emphasis on problem solving,precise reasoning, and communicating mathematicsboth orally and in writing. Does not count towardMaster's degree in Mathematics. Must register indepartment office. Instructor consent required.Admission to Master of Arts (MAT) program. (3-0) R



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http://coursebook.utdallas.edu/catbookreport/b9071e0fec8ed6c247fdb7eab0c0c592/makepdf 1/1

http://coursebook.utdallas.edu/catbookreport/f8252c68e28dde1cb87ef131ba6ab61b

http://coursebook.utdallas.edu/catbookreport/f8252c68e28dde1cb87ef131ba6ab61b/makepdf




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2016-open edit *phys5301(r8)phys5301.9group_headseries_head

PHYS 5301 Mathematical Methods of Physics I (3semester credit hours) Vector analysis (and indexnotation); orthogonal coordinates; Sturm-Liouvilletheory; Legendre functions; integral transforms;differential equations (including Green functions).(3-0) Y

diff previous req: phys5301.8diff previous req: phys5301.8

PHYS 5301 Mathematical Methods of Physics I (3semester credit hours) Vector analysis (and indexnotation); Cylindrical and SphericalCylindrical and Spherical orthogonalorthogonalcoordinates; Sturm-Liouville theory; Legendrefunctions; integral transforms; differential equations(including Green functions). (3-0) Y

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jhoffman2015-09-1115:51:4501030540.0801.00.02audit: -9.9 mindex: -9.9 m



PHYS 5302 Mathematical Methods of Physics II (3semester credit hours) Functions of ComplexVariable (including contour integration and theresidue theorem); Tensor Analysis; Gamma andBeta functions; and Bessel functions. (3-0) Y


PHYS 5302 Mathematical Methods of Physics II (3semester credit hours) Functions of complexcomplexvariablevariable Complex VariableComplex Variable (including contourintegration and the residue theorem); gammagammaTensor Analysis; GammaTensor Analysis; Gamma and beta functions;beta functions;BesselBessel BetaBeta functions; and Tensor analysis.Tensor analysis. BesselBesselfunctions.functions. (3-0) Y








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PHYS 5333 (SCI 5333) Conceptual Physics III:Atoms, Charges, and Interactions (3 semester credithours) Focus is on deepening the participants'conceptual understanding of physics, emphasizingcritical thinking and applications to the pre-collegeand undergraduate classroom. Uses inquiry-basedapproaches including examples of physics in theeveryday world and connections to other fields ofscience. This third class in the Conceptual Physicsseries builds on concepts from SCI 5331 and SCI5332 to explore interactions between particles ofmatter. Topics include inter- and intra-molecularforces, light, electricity and magnetism, and thenature of the atom. (3-0) T


PHYS 5333 (SCI 5333) Conceptual Physics III:Atoms, Charges, and Interactions (3 semester credithours) Focus is on deepening the participants'conceptual understanding of physics, emphasizingcritical thinking and applications to the pre-collegeand undergraduate classroom. Uses inquiry-basedapproaches including examples of physics in theeveryday world and connections to other fields ofscience. This third class in the Conceptual Physicsseries builds on concepts from SCI 5331 and SCI5332 to explore interactions between particles ofmatter. Topics include inter- and intra-molecularforces, light, electricity and magnetism, and thenature of the atom. (3-1)(3-1) (3-0)(3-0) T









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2016-open edit *sci5322 (r10)sci5322.11group_headseries_head

SCI 5322 (BIOL 5322) Basis of Evolution (3semester credit hours) From Assembling the Tree ofLife to new drug developments, evolution theory isat the core of biology advancements. The conceptof evolution is discussed for its relevance as a basicunderstanding for a scientifically literate society andprocesses and mechanisms of natural selection areexamined. Topics include pertinent history, thefossil record, extinction, emergent species, thehuman experience, and applied evolutiontechnologies. Students will explore the origins ofevolution theory, public misconceptions, teaching,and evolution education research. An intensivescientific argumentation component (rather thandebate) through discourse, advanced readings,presentations, panel discussions, and formal writingis required. Viewpoints examined include those ofevolutionary biologists and research scientists. (3-0)T


Added cross-listing with BIOL 5322 per Dr. Miller. 9/11/15

diff previous req: sci5322.10diff previous req: sci5322.10

SCI 5322 (BIOL 5322)(BIOL 5322) Basis of Evolution (3semester credit hours) From Assembling the Tree ofLife to new drug developments, evolution theory isat the core of biology advancements. The conceptof evolution is discussed for its relevance as a basicunderstanding for a scientifically literate society andprocesses and mechanisms of natural selection areexamined. Topics include pertinent history, thefossil record, extinction, emergent species, thehuman experience, and applied evolutiontechnologies. Students will explore the origins ofevolution theory, public misconceptions, teaching,and evolution education research. An intensivescientific argumentation component (rather thandebate) through discourse, advanced readings,presentations, panel discussions, and formal writingis required. Viewpoints examined include those ofevolutionary biologists and research scientists. (3-0)T

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http://coursebook.utdallas.edu/year_all/all/diff/sci5322

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SCI 5324 (BIOL 5324) Ecology (3 semester credithours) This course will examine interrelationshipsbetween organisms and their environments in boththeoretical and field-based contexts. Students willexamine general ecological principles and theirapplications. Communities considered will be assmall as the roadside and as vast as interconnectedglobal systems. Topics analyzed by students in thecontext of ecological studies will include the flow ofenergy and matter through systems, predator/preyrelationships, genetic diversity, evolution, populationdynamics, interactions between microscopic andmacroscopic organisms, and human impacts.Fieldwork examining North Texas ecosystems maybe required. Critical thinking, metacognition, andreflections on the relevance of ecology in theteaching and learning of life and environmentalsciences will be emphasized throughout the course.(3-0) T


Added cross-listing with BIOL5324 per Dr. Miller 9/11/15


SCI 5324 (BIOL 5324)(BIOL 5324) Ecology (3 semester credithours) This course will examine interrelationshipsbetween organisms and their environments in boththeoretical and field-based contexts. Students willexamine general ecological principles and theirapplications. Communities considered will be assmall as the roadside and as vast as interconnectedglobal systems. Topics analyzed by students in thecontext of ecological studies will include the flow ofenergy and matter through systems, predator/preyrelationships, genetic diversity, evolution, populationdynamics, interactions between microscopic andmacroscopic organisms, and human impacts.Fieldwork examining North Texas ecosystems maybe required. Critical thinking, metacognition, andreflections on the relevance of ecology in theteaching and learning of life and environmentalsciences will be emphasized throughout the course.(3-0) T









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SCI 5328 Marine Science (3 semester credit hours)Acquaint STEM teachers with basic principles ofmarine science and with issues surrounding our useof the oceans and their resources. Students will alsogain experience in conducting research, presentingresults, and developing lessons for their students.(3-0) R


SCI 5328 Marine Science (3 semester credit hours)Acquaint STEM teachers with basic principles ofmarine science and with issues surrounding our useof the oceans and their resources. Students will alsogain experience in conducting research, presentingresults, and developing lessons for their students.(2-3) Y(2-3) Y (3-0) R(3-0) R









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SCI 5330 (BIOL 5330) Emerging Topics in Biology(3 semester credit hours) The media frequentlyannounce biology advancements and research thataffect human health, basic living needs, and biologyeducation without critical analysis, often resulting inconfusing the public and curtailing scientific literacy.Examination of resources and methods to criticallyevaluate biological information and scientific articlesfor sound theory development, research methods,and practical application. Topics include recentdiscoveries in the life sciences that meet the needsof society, health, and environmental issues.Although the topics build on emerging issues, theymay include content areas such as cell andmolecular biology, agriculture, epidemiology, andglobal warming. Students will examine effectiveways to bring in new curricula into establishedcourse settings. Advanced curriculum writingcomponent focused on science literacy. Viewpointsinclude those of biological research scientists,health professionals, and science educationresearchers. (3-0) T


Added cross-listing with BIOL 5330 per Dr. Miller. 9/11/15


SCI 5330 (BIOL 5330)(BIOL 5330) Emerging Topics in Biology(3 semester credit hours) The media frequentlyannounce biology advancements and research thataffect human health, basic living needs, and biologyeducation without critical analysis, often resulting inconfusing the public and curtailing scientific literacy.Examination of resources and methods to criticallyevaluate biological information and scientific articlesfor sound theory development, research methods,and practical application. Topics include recentdiscoveries in the life sciences that meet the needsof society, health, and environmental issues.Although the topics build on emerging issues, theymay include content areas such as cell andmolecular biology, agriculture, epidemiology, andglobal warming. Students will examine effectiveways to bring in new curricula into establishedcourse settings. Advanced curriculum writingcomponent focused on science literacy. Viewpointsinclude those of biological research scientists,health professionals, and science educationresearchers. (3-0) T









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SCI 5333 (PHYS 5333) Conceptual Physics III:Atoms, Charges, and Interactions (3 semester credithours) Focus is on deepening the participants'conceptual understanding of physics, emphasizingcritical thinking and applications to the pre-collegeand undergraduate classroom. Uses inquiry-basedapproaches including examples of physics in theeveryday world and connections to other fields ofscience. This third class in the Conceptual Physicsseries builds on concepts from SCI 5331 and SCI5332 to explore interactions between particles ofmatter. Topics include inter- and intra-molecularforces, light, electricity and magnetism, and thenature of the atom. (3-0) T


SCI 5333 (PHYS 5333) Conceptual Physics III:Atoms, Charges, and Interactions (3 semester credithours) Focus is on deepening the participants'conceptual understanding of physics, emphasizingcritical thinking and applications to the pre-collegeand undergraduate classroom. Uses inquiry-basedapproaches including examples of physics in theeveryday world and connections to other fields ofscience. This third class in the Conceptual Physicsseries builds on concepts from SCI 5331 and SCI5332 to explore interactions between particles ofmatter. Topics include inter- and intra-molecularforces, light, electricity and magnetism, and thenature of the atom. (3-1)(3-1) (3-0)(3-0) T









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SCI 5337 Rockin' Around Texas (3 semester credithours) Provides greater familiarity with earthscience and a bank of resources and instructionalmaterials needed to lead geology field tripsanywhere in Texas. Teachers will participate inextensive field, laboratory, and class work mostlyconducted in a problem-based learning format. (3-0)T


SCI 5337 Rockin' Around Texas (3 semester credithours) Provides greater familiarity with earthscience and a bank of resources and instructionalmaterials needed to lead geology field tripsanywhere in Texas. Teachers will participate inextensive field, laboratory, and class work mostlyconducted in a problem-based learning format. (2-3)(2-3)(3-0)(3-0) T









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SCI 5338 Conceptual Chemistry: The Atom and theBridge from Physics to Biology (3 semester credithours) This class will focus on deepeningparticipants' conceptual understanding of chemistrythrough laboratory demonstrations and activities aswell as inquiry-based approaches. Students willprepare their own demonstrations and lab activities,with an emphasis on both presentation skills andconceptual content with applications to pre-collegeand undergraduate students. The class will use realworld examples to explore topics such as elementproperties, behaviors of gases, and solutions. (3-0)T




SCI 5338 Conceptual Chemistry: The Atom and theBridge from Physics to Biology (3 semester credithours) This class will focus on deepeningparticipants' conceptual understanding of chemistrythrough laboratory demonstrations and activities aswell as inquiry-based approaches. Students willprepare their own demonstrations and lab activities,with an emphasis on both presentation skills andconceptual content with applications to pre-collegeand undergraduate students. The class will use realworld examples to explore topics such as elementproperties, behaviors of gasesgases gases,gases, and solutions.(2-3)(2-3) (3-0)(3-0) T









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2016-open add *sci5339 (r1)sci5339.2group_headseries_head

SCI 5339 Practical Approaches in Genetics (3semester credit hours) This graduate course isdesigned to cover key concepts and laboratorytechniques in the field of Genetics. Students willanalyze genetic model systems, such as Planaria,Drosophila, Caenorhabditis elegans, and Zebrafish,and their applications in the context of constructingunderstanding of essential biological processes thatare not only interesting, but also often relevant tohuman health and welfare issues. The experimentsconducted in the course will examine basicprinciples of genetic model systems, transmissiongenetics, cytological genetics, and moleculargenetics. This exploratory experience will focus onboth concepts in genetics and the basic culturing,genetic manipulation, and phenotypic analysistechniques necessary to utilize genetic modelorganisms in investigations of stem cells, celldivision, modes of inheritance, genetic mutations,and much more. Throughout this inquiry-basedcourse participants will be given "DiscussionQuestions" to ponder in which there may not beright or wrong answers for the purpose of examiningthe creative and discovery aspect of science.Critical thinking, metacognition, and reflections onthe relevance of practical experience with modelorganisms in the teaching and learning of geneticswill be emphasized throughout the course.Department consent required. (3-0) T


Add per Dr. Urquhart. 10/21/15


SCI 5339 [This is a new blank[This is a new blank Practical ApproachesPractical Approachesin Genetics (3 semester credit hours) This graduatein Genetics (3 semester credit hours) This graduatecourse - edit it- edit it is designedis designed to build your course.build your course.cover key concepts and laboratory techniques in thecover key concepts and laboratory techniques in thefield of Genetics. Students will analyze geneticfield of Genetics. Students will analyze geneticmodel systems, such as Planaria, Drosophila,model systems, such as Planaria, Drosophila,Caenorhabditis elegans, and Zebrafish, and theirCaenorhabditis elegans, and Zebrafish, and theirapplications in the context of constructingapplications in the context of constructingunderstanding of essential biological processes thatunderstanding of essential biological processes thatare not only interesting, but also often relevant toare not only interesting, but also often relevant tohuman health and welfare issues.human health and welfare issues. The permanentpermanentexperiments conducted in the course will examineexperiments conducted in the course will examinebasic principles of genetic model systems,basic principles of genetic model systems,transmission genetics, cytological genetics, andtransmission genetics, cytological genetics, andmolecular genetics. This exploratory experience willmolecular genetics. This exploratory experience willfocus on both concepts in genetics and the basicfocus on both concepts in genetics and the basicculturing, genetic manipulation, and phenotypicculturing, genetic manipulation, and phenotypicanalysis techniques necessary to utilize geneticanalysis techniques necessary to utilize geneticmodel organisms in investigations of stem cells, cellmodel organisms in investigations of stem cells, celldivision, modes of inheritance, genetic mutations,division, modes of inheritance, genetic mutations,and much more. Throughout this inquiry-basedand much more. Throughout this inquiry-basedcourse prefixprefix participants will be given "Discussionparticipants will be given "DiscussionQuestions" to ponder in which there may not beQuestions" to ponder in which there may not beright or wrong answers for the purpose of examiningright or wrong answers for the purpose of examiningthe creative and discovery aspect of science.the creative and discovery aspect of science.Critical thinking, metacognition,Critical thinking, metacognition, and numbernumber


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reflections on the relevance of practical experiencereflections on the relevance of practical experiencewith model organisms in the teaching and learningwith model organisms in the teaching and learningof geneticsof genetics will be assigned after approval fromassigned after approval fromemphasized throughoutemphasized throughout the registrars office.]registrars office.]course. Department consent required. (3-0) Tcourse. Department consent required. (3-0) T





SCI 5340 Statistics for Science/MathematicsEducation (3 semester credit hours) Understandingand application of statistical techniques needed indesign and interpretation of research in Science/Mathematics Education. Includes descriptive andinferential statistics, computer-based tools, andother appropriate topics. (3-0) T


SCI 5340 Statistics for Science/MathematicsEducation (3 semester credit hours) Understandingand application of statistical techniques needed indesign and interpretation of research in Science/Mathematics Education. Includes descriptive andinferential statistics, computer-based tools, andother appropriate topics. (3-0) YY TT


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MTHE 5302 Foundations in Probability and Statistics(3 semester credit hours) The course is designed toprovide tools to collect, display, analyze, and interpretdata. Topics include basic statistics and probability,data analysis, and their applications. Emphasis onproblem solving, precise reasoning, andcommunicating mathematics both orally and in writing.Does not count toward Master's degree inMathematics. Must register in department office.Instructor consent required. Admission to Master ofArts (MAT) program. (3-0) R


Requested by Dr. Homer Montgomery; approved byDr. Mary Urquhart, 12-15-14. DDC: Description wasentered incorrectly during initial setup. Corrected tooriginal text from email provided by MJV, 12-03-15.


MTHE 5302 Foundations in Probability and Statistics(3 semester credit hours) The course is designed toenhance conceptual understanding of mathematicsenhance conceptual understanding of mathematicscontent relatedcontent related provide toolsprovide tools to EuclideanEuclidean collect,collect,display, analyze,display, analyze, and analytic geometry, includinganalytic geometry, includingtriangles, circles, areastriangles, circles, areas interpret data. Topics includeinterpret data. Topics includebasic statisticsbasic statistics and volumes, trigonometric functions,volumes, trigonometric functions,probability, data analysis,probability, data analysis, and their connections withconnections withalgebra.algebra. applications.applications. Emphasis on problem solving,precise reasoning, and communicating mathematicsboth orally and in writing. Does not count towardMaster's degree in Mathematics. Must register indepartment office. Instructor consent required.Admission to Master of Arts (MAT) program. (3-0) R



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http://coursebook.utdallas.edu/catbookreport/b9071e0fec8ed6c247fdb7eab0c0c592/makepdf 1/1

http://coursebook.utdallas.edu/catbookreport/f8252c68e28dde1cb87ef131ba6ab61b

http://coursebook.utdallas.edu/catbookreport/f8252c68e28dde1cb87ef131ba6ab61b/makepdf




Faculty Initiated

After a final grade has been recorded by the Office of the Registrar, faculty may change grades only to correct a clerical error, or replace a grade of "incomplete”, or replace a grade of “NR”.." A faculty initiated change of a final grade requires the written approval of the instructor and , the department, or program head or Associate Dean, as determined by the school., Associate Dean of Undergraduate Education, and the School Dean . Grade changes must be submitted by the end of the eighth week of the following long semester after the grade was awarded. Any grade change initiated after the eighth week of the long semester requires the written approval of the instructor, the department, t or program head or Associate Dean, as determined by the school, Associate Dean of Undergraduate Education, the School Dean, and the Dean of Graduate Graduate StudiesStudies..

Student Request

After a final grade has been recorded by the Office of the Registrar, aA student has the right to request a review of of thethat grades received in any class. If a student believes he or she has been assigned a grade on the basis of a clerical error or that the grade is arbitrary or capricious, the student should first seek to discuss the grade with the instructor.

The only grounds for considering a grade to be incorrect are either clerical error or that the grade is arbitrary or capricious. Examples of clerical error would include, but are not limited to, a mistake in adding component grades, a mistake in recording grades, or attributing a paper or examination to the wrong student. "Arbitrary or capricious" means that the grade cannot be considered reasonable given the material of the course, the overall performance of the class, and the individual performance of the student. The University assumes that coursework is best evaluated by the instructor in the immediate context of the course activity. Requests for reconsideration must show with clear and convincing evidence why this assumption should be set aside.

Students must petition for a grade review within sixty calendar days after the course grade was posted.

If a student believes he or she has been assigned a grade on the basis of a clerical error or that the grade is arbitrary or capricious, the student should first seek to discuss the grade with the instructor. If this does not lead to satisfactory understandingprocess does not resolve the student’s matter, the student may file a formal appeal following the procedures described for academic grievances in the Rules, Regulations, and Statutory Requirements Section C. (See "Academic Grievances" in Appendix I).

Students must petition for a grade review by the end of the eighth week of the following long semester after the grade was received. The request must be submitted in

Formatted: Not Highlight



writing to the appropriate faculty member who then has the remainder of that semester to take action.

Faculty Initiated

After a final grade has been recorded by the Office of the Registrar, faculty may change grades only to correct a clerical error, or replace a grade of "incomplete”, or replace a grade of “NR”.." A faculty initiated change of a final grade requires the written approval of the instructor and , the department, or program head or Associate Dean, as determined by the school., Associate Dean of Undergraduate Education, and the School Dean. . Grade changes must be submitted by the end of the eighth week of the following long semester after the grade was awarded. Any grade change initiated after the eighth week of the long semester requires the written approval of the instructor, the department, t or program head or Associate Dean, as determined by the school, Associate Dean of Undergraduate Education, the School Dean, and the Dean of Graduate Undergraduate EducationStudies..

Student Request

After a final grade has been recorded by the Office of the Registrar, aA student has the right to request a review of of thethat grades received in any class. If a student believes he or she has been assigned a grade on the basis of a clerical error or that the grade is arbitrary or capricious, the student should first seek to discuss the grade with the instructor.

The only grounds for considering a grade to be incorrect are either clerical error or that the grade is arbitrary or capricious. Examples of clerical error would include, but are not limited to, a mistake in adding component grades, a mistake in recording grades, or attributing a paper or examination to the wrong student. "Arbitrary or capricious" means that the grade cannot be considered reasonable given the material of the course, the overall performance of the class, and the individual performance of the student. The University assumes that coursework is best evaluated by the instructor in the immediate context of the course activity. Requests for reconsideration must show with clear and convincing evidence why this assumption should be set aside.

Students must petition for a grade review within sixty calendar days after the course grade was posted.

If a student believes he or she has been assigned a grade on the basis of a clerical error or that the grade is arbitrary or capricious, the student should first seek to discuss the grade with the instructor. If this does not lead to satisfactory understandingprocess does not resolve the student’s matter, the student may file a formal appeal following the procedures described for academic grievances in the Rules, Regulations, and Statutory Requirements Section C. (See "Academic Grievances" in Appendix I).

Students must petition for a grade review by the end of the eighth week of the following long semester after the grade was received. The request must be submitted in




writing to the appropriate faculty member who then has the remainder of that semester to take action.

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DUAL DEGREE PROGRAM AGREEMENT The University Pierre et Marie Curie (UPMC), 4, place Jussieu, F-75230 Paris Cedex 05, France Represented by Mr. Jean Chambaz, President And The University of Texas at Dallas (UT Dallas) 800 West Campbell Road, Richardson, TX USA 75080-302 Represented by B. Hobson Wildenthal, President Have entered into the following agreement regarding the enrollment of Miss Anna RYNDER in doctoral studies and research at both institutions.

TITLE I Generalities

ARTICLE 1 That Miss Anna RYNDER can be concurrently enrolled as a Ph.D. student at both UPMC and UT Dallas working under the joint supervision of Prof. Yves CHABAL, Head of the Materials Science and Engineering department at UT Dallas, and Prof. Olivier PLUCHERY, Institut des NanoSciences de Paris of the University Pierre and Marie Curie. ARTICLE 2 That his research topic is entitled: “Gold nanoparticles and organic layers on silicon for molecular electronics.” ARTICLE 3 That Intellectual Property rights relative to the results, the protection of the thesis subject, the publication, exploitation obtained during the common research programs, will be protected according to the laws in force in each country. Should any faculty-student collaboration result in any potential for intellectual property, the parties will immediately meet through designated representatives and seek an equitable and fair understanding as to ownership and other property interests that may arise. Any such discussions will at all times strive to preserve a harmonious and continuing relationship between the parties. UT Dallas is accredited by the Southern Association of Colleges and School’s Commission on Colleges to award State of Texas degrees. This accreditation of UT Dallas does not extend to or include UPMC or its students. Although UT Dallas may accept certain course work in transfer toward a credential from UPMC, or collaborates in other ways for generation of course credits or program credentials, other colleges and universities may or may not accept this work in transfer, even if it appears on a

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transcript from UT Dallas. This decision is made by the institution subsequently considering the possibility of accepting such credits. The parties agree to comply with all applicable federal, state, and municipal laws, ordinances, rules, and regulations; all applicable requirements of any accreditation authority, and to certify such compliance upon request. In the case of UT Dallas, these are the rules and guidelines of the Texas Higher Education Coordinating Board and the Southern Association of Colleges and Schools Commission on Colleges as well as the laws and regulations of the State of Texas and the United States. The PhD diploma issued by UPMC is accredited by the French Ministry for Higher Education and Research (Ministère de l'Enseignement Supérieur et de la Recherche). ARTICLE 4 That the results obtained in the course of research programs do not allow registration of a patent or commercial exploitation by one University without written permission given by the other. It is agreed that the partners will meet to negotiate specific agreements to resolve individual cases concerning intellectual property rights.

TITLE II Administrative modalities

ARTICLE 5 That the concurrent enrolment of Miss Anna RYNDER is effective from September 2014 and the duration of program is fixed at 3 years. An extension to this timeline will only be considered in exceptional circumstances, after approval by the two institutions upon recommendation by the Ph.D. advisors. Furthermore an application for extension must be submitted 6 months before the termination of the agreement. ARTICLE 6 That the sequencing of the research to be conducted at both institutions will be developed and agreed upon by the faculty advisors. Student’s calendar (below) will be reviewed and updated based on findings and progress. Any modification of this calendar must be submitted to the two institutions by the Ph.D. advisors at least 1 month in advance.

UPMC Contractinginstitution

Provisionalscheduleatalternatingperiodsineachcountry(aminimum1/3ofthePhDperformedateachinstitution):

From01/03/2016to

31/08/2017

From01/09/2014to

28/02/2016

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ARTICLE 7 That Miss Anna RYNDER must be registered at both institutions. The registration and tuition fees will be paid to UT Dallas, the contracting University. The University Pierre et Marie Curie will not collect any registration fees. ARTICLE 8 That Miss Anna RYNDER must have all necessary personal and health insurance coverage at both UPMC and UT Dallas. As a Ph.D. international student, Miss Anna RYNDER must be in compliance with the UT Dallas International Student Services Office and in good immigration status. The Doctoral student must take out liability insurance for the periods of research conducted at UPMC. ARTICLE 9 At the time of signing this agreement, it is assumed that the funding for the Doctoral student is assured over a period of three years under the following conditions: funding from UTD and UPMC (Grant by the Doctoral Program ED 397 at UPMC). The actual funding of the Doctoral student can be confirmed during the enrolment at each institution. ARTICLE 10

That Prof. Yves CHABAL, Head of the Materials Science and Engineering department at UT Dallas, and Prof. Olivier PLUCHERY, Institut des NanoSciences de Paris of the University Pierre and Marie Curie will serve as Ph.D. advisors for Miss Anna RYNDER for the duration of this agreement. The will ensure the follow-up of the student in the conditions required by each institution. They will exchange regularly on the research progress of the Ph.D. student.

TITLE III Pedagogical modalities

ARTICLE 11 That each institution will authorize the submission of the thesis according to their respective regulations, and after the review the results and findings of the research conducted by Miss Anna RYNDER and the recommendation of the appropriate departments. The composition of the thesis committee will be designated by the legal authorities of the institution where the thesis is submitted, after agreement from the cosignatory institution. It will be composed on a proportional balanced basis by academic representatives from both universities. Moreover, the thesis committee must include appointees with relevant research expertise who may be external to both universities. The number of the members of the thesis committee cannot exceed eight. The results and findings of the research study will be summarized in a thesis submission in conformity with their regulations of both institutions. ARTICLE 12 That the approved thesis will be written in English and presented at UT Dallas in English. A summary will be written in French and English.

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ARTICLE 13 That a short report of the thesis will be prepared in English and translated into French. This report will allow the faculty at University Pierre et Marie Curie to evaluate the contribution and the capability of Miss Anna RYNDER to present her work and show her mastery of her research subject. Upon favourable review by the committee and satisfaction of UPMC and UT Dallas graduation requirements, UT Dallas will confer its PhD degree and the University Pierre et Marie Curie its doctoral degree. ARTICLE 14 That Miss Anna RYNDER will be subject to UPMC and UT Dallas regulations as Ph.D. student. Each party will notify the other of the rules, regulations, and procedures that need to be followed in order to assure an effective academic experience, including granting of research permits, and other requirements prescribed by national and/or local and/or institutional authorities. That Miss Anna RYNDER must follow the rules of both institutions concerning the registration for, formatting of and reproduction of the approved thesis copy. The University of Texas at Dallas (UT Dallas) is accredited by the Southern Association of Colleges and Schools Commission on Colleges to award baccalaureate, master’s, and doctoral degrees. The Université Pierre et Marie Curie is not accredited by SACS Commission on Colleges and the accreditation of UT Dallas does not extend to or include The Université Pierre et Marie Curie or its students. Further, although UT Dallas may agree to accept certain course work from The Université Pierre et Marie Curie to be applied toward an award from UT Dallas, that course work may not be accepted by other colleges or universities in transfer, even if it appears on transcript from UT Dallas. The decision to accept course work in transfer from any institution is made by the institution considering the acceptance of credits or course work. ARTICLE 15 This Agreement serves only as a statement of the general intention of the Parties. No oral agreement or conduct of the Parties (including partial performance) in respect of matters stated in this Agreement shall be deemed to impose any obligation or liability on either Party. ARTICLE 16 That the present convention will hold for 3 years. It can only be extended following conditions described in article 5.

Dallas,

Paris,

President of The University of Texas at Dallas

B. Hobson Wildenthal

President of University Pierre et Marie Curie

Jean CHAMBAZ Date: Date :

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Dean of Graduate Studies


Marion Underwood

Director of the Doctoral School of University Pierre et Marie Curie

Christian Bonhomme Date: Date:

PhD Advisor The University of Texas at Dallas

Yves J. Chabal

PhD Advisor University Pierre et Marie Curie

Olivier Pluchery Date: Date:

PhD student

Anna Rynder

Date:

UT Dallas 2015 Graduate Catalog

Graduate Admission

About Graduate Admission

The University of Texas at Dallas is a comprehensive, state supported institution of higher learning, offering a variety of programs at the undergraduate, masters, and doctoral levels. UT Dallas is committed to providing quality education to a diverse student body and offers programs designed for both full-time and part-time students. The University of Texas at Dallas accepts applications for admission to graduate degree programs for the fall, spring and summer semesters.

Admission to UT Dallas is open to all candidates on the basis of academic preparation, ability, and availability of space without regard to race, color, religion, national origin, gender, age, disability, citizenship, veteran status, or sexual orientation.

For more detailed information, contact the Graduate department or program to which you are applying since each program has specific admission requirements listed at http://www.utdallas.edu/admissions/graduate/degrees.

Graduate application deadlines and available terms of entry may vary by program. Please refer to the application section in this catalog. International applicants may have different deadlines; please refer to both the application section in this catalog and the International Students graduate admissions website for more information.

As with all state institutions of higher education, the procedures and criteria for admission used by UT Dallas are effective as of the publication date of this catalog but are subject to change by actions of the Texas Legislature or the Board of Regents.

Admission Requirements

Each program has specific admission requirements listed at www.utdallas.edu/admissions/graduate/degrees.

At a minimum, all applicants must meet the following admissions requirements:

Master's Programs

The minimum requirement for admission to any master's degree program at UT Dallas is an earned UT Dallas baccalaureate degree or its equivalent from an accredited institution with a grade average of B or better in upper-division (junior and senior level) work in the student's major field and related fields.

Applicants in their final year of undergraduate study may be admitted to a master's degree program at UT Dallas. Evidence for the conferral of the baccalaureate degree must be presented before enrollment the master's degree program is permitted.

Students who have completed a relevant and acceptable master's degree and have submitted official degree conferral documentation are only required to submit unofficial copies of their baccalaureate degree transcripts and degree conferral.

Doctoral Programs

The minimum requirement for admission to any doctoral program is an appropriate earned UT Dallas master's degree or its equivalent from an accredited graduate institution, with an average of at least B+. Applicants currently enrolled in post baccalaureate study may be admitted on the condition that official documentation confirming the conferral of their master's degree is presented before enrollment at UT Dallas is permitted.

Some departments admit directly to the doctoral program from a bachelor's degree for highly qualified candidates.

Graduate Certificate Programs

UT Dallas offers a number of graduate level certificate programs that typically involve 9 to 15 semester credit hours of graduate coursework in a focused area of study. Each certificate at UT Dallas consists of a subset of the courses from a current master's degree program offering. For a full list of our current certificate offerings please refer to www.utdallas.edu/academics/certificates.html.

Each certificate provides specialized training to help expand a student's areas of expertise, teaches them about new developments in their field, augments their professional skills and provides credentials that help advance their careers. In addition the certificate offering enables students to test the waters before deciding to pursue a master's degree in that area. Students who are later accepted to the master's program may be allowed to count some or all of their completed certificate courses with grades of B or better toward their masters degrees. A student may pursue graduate certificate and master's degree concurrently.

Admission to graduate-level certificate programs requires a bachelor's degree and an undergraduate record indicative of readiness for graduate work. Many certificate programs do not require admissions tests such as the Graduate Record Examination (GRE) or Graduate Management Admission Test (GMAT) unless or until a student seeks admission to a related master's program.

Admission Requirements Documentation

Official Transcripts

The term "Official Transcript" is understood to refer to the official recorded results of the student's academic work in a sealed envelope signed and stamped by the registrar or by an authorized official of the issuing college or university. It is the responsibility of the applicant to provide English translations of transcripts and documents that are in a language other than English. This documentation should be sent to:

Office of Admission and Enrollment The University of Texas at Dallas 800 West Campbell Road Richardson, Texas 75080-3021

All materials submitted in the process of applying to the University become the property of the University and will not be returned to the applicant. Falsifying or omitting information may result in withdrawal of any offer of acceptance, cancellation of enrollment, and/or disciplinary actions.

Admission to a master's degree requires that an official transcript demonstrating the completion of a bachelor's degree with a grade average of B or better in upper-division (junior and senior level) work in the student's major field and related fields from UT Dallas or another accredited institution be submitted at the time of enrollment. An applicant who has earned a baccalaureate degree under the "academic fresh start statute" (Texas Education Code, Section 51.931) will be evaluated only on the grade point average (GPA) of the coursework completed for that baccalaureate degree and the other criteria stated in this catalog.

Students who have completed a relevant master's degree and have submitted official master's degree conferral documentation are only required to submit unofficial copies of their baccalaureate degree transcripts and degree conferral.

An official transcript demonstrating the completion of a master's degree, submitted at the time of enrollment, is required for admission to a doctoral degree. Some departments admit highly qualified candidates directly to the doctoral program from a bachelor's degree.

Graduate Admission Examination Scores (GRE, GMAT)

Standardized test scores must be official and reported directly by the Educational Testing Service (ETS) should be sent to The University of Texas at Dallas, Code 6897. The Graduate Management Admissions Test (GMAT) is required if applying to the Naveen Jindal School of Management and the Graduate Record Examination (GRE) revised General Test is required if applying to all other schools except the School of Arts and Humanities. Each degree program sets its own criteria for what constitutes a satisfactory score for degree-seeking admission (see http://www.utdallas.edu/admissions/graduate/degrees).

The information about the GRE and GMAT examinations given below was current at the time this catalog was published. Applicants should be advised that both examinations are undergoing changes in format and design.

Graduate Record Examination (GRE)

The GRE revised general test is offered on a year-round basis at regional testing centers in a computer-based testing (CBT) format. Information on regional CBT testing may be obtained directly from Graduate Record Examination, Educational Testing Service, P.O. Box 6000; Princeton, NJ 08541-6000; by phone 1-610-771-7670 or 1-866-473-4373, via email through its email form or direct email, or go to http://www.ets.org/gre. Applicants should specify by both institution and code that the test score be sent to The University of Texas at Dallas, Code 6897.

Graduate Management Admission Test (GMAT)

The GMAT is offered on a year-round basis at regional testing centers in a computer-based testing (CBT) format. Information on regional CBT testing sites may be obtained directly from the GMAT website; by phone 1-800-717-GMAT (4628); via email; or go to http://www.mba.com. Applicants should specify by both institution and code that the test score be sent to The University of Texas at Dallas, Code 6897.

Narrative

A narrative is submitted by the applicant outlining academic interests in the UT Dallas degree program of interest, current or long-range interests in research, teaching, or other professional objectives; describing publications or other scholarly endeavors; listing of academic and professional organizations and fellowships, scholarships, or other honors received (for additional information see http://www.utdallas.edu/admissions/graduate/degrees).

Request for Recommendation Forms

Applicants must ask three individuals (employers, community leaders, teachers, etc.) who are able to judge their ability to complete the graduate study program and their probable success in graduate school by completing recommendation forms. These letters of recommendation may be sent directly to the contact listed for the degree program. The form is located at: http://www.utdallas.edu/admissions/graduate/documents/GradReqRecommendation.pdf. Letters of recommendation can also be requested online as a part of the Graduate Application for Admission.

International applicants without Permanent Resident Visas must submit evidence of financial support (financial affidavit and original bank statement) before they can receive the I-20 or other required documents needed for visa application.

In accordance with Chapter 51, of the Texas Education Code, decisions on admission to degree-granting graduate programs at UT Dallas are based on holistic considerations of all submitted information regarding the academic, career, and personal histories of the applicants. Standardized test scores and coursework GPA levels cited in the catalog descriptions of some degree programs are listed for advisory purposes only, to indicate the typical achievement levels of students enrolled and succeeding in the various programs. No single quantitative or qualitative measure, or any specific combination thereof, constitutes a definitive standard for admission. Rather, each application will be considered individually and each applicant's complete profile of strengths and prospects for successful completion of the program will be evaluated by the admissions committee. Applicants are encouraged to contact the graduate advisor in the degree program in which they expect to enroll to discuss specific admission requirements.

Applicants who satisfy all of the above criteria qualify for regular admission to the degree program. Certain admission requirements, such as GRE or GMAT scores, may be subject to the terms of approved program agreements between UTDallas and other partner institutions.

Special Admission Requirements

Students denied the regular admission status may qualify for admission under one of the following special admission requirements:

Conditional Degree-Seeking Graduate Student

Upon review of the credentials of an applicant seeking regular admission to a UT Dallas degree program, the graduate studies committee of that degree program may recommend, and seek concurrence of the Dean of Graduate Studies, that the applicant being admitted be subjected to specific conditions being satisfied over a specified time period. Such conditions might include requiring additional semester credit hours to be taken, and/or a specific GPA to be maintained. A student satisfying the conditional requirements within the specified time period will then qualify for regular admission. The graduate advisor in the academic program will monitor compliance with the admissions conditions. A student who does not

fulfill the specified conditions within the time period specified at the time of admission will be barred from continued registration in the degree program.

Normally a student cannot remain in conditional status for more than one calendar year. Exceptions to the one-year limitation can be granted only by the Dean of Graduate Studies upon recommendation of the graduate program. Under no circumstances will the student be allowed to remain enrolled under Conditional Status for more than 15 semester credit hours or two consecutive years, whichever comes first. Within these limits, specified graduate level coursework taken as a conditionally admitted student can be applied to the degree program.

Non-Degree Seeking Graduate Student

A student wishing to take graduate level coursework without becoming a candidate for a graduate degree may apply for admission to UT Dallas as a non-degree seeking graduate student. The non-degree student seeking admission to the master's degree program must satisfy the condition of having an earned baccalaureate degree for admission to a master's degree program at UT Dallas. The applicant should consult with the department or program offering the graduate level coursework to determine GRE/GMAT and letters of recommendation requirements.

The applicant should consult with the graduate advisor in the department or program offering the graduate level coursework. The graduate advisor in the degree program will define specific eligibility requirements and admit students to the courses open to non-degree enrollment each semester. Enrollment as a non-degree student is restricted to the regular registration period each semester. Please refer to the graduate catalog in each school for additional information on prerequisite requirements for each course.

Enrollment as a non-degree seeking graduate student is subject to review and approval by the Associate Dean of Graduate Studies in the specific school. No more than 15 semester credit hours taken as a non-degree enrolled student at UT Dallas may be transferred to satisfy the requirements of a graduate degree program, except with the permission of the Dean of Graduate Studies. Students admitted as non-degree seeking may not be eligible for financial aid and should consult the UT Dallas Financial Aid office regarding their status prior to submission of their application for admission.

NOTE: International students are not eligible to maintain F or J immigration status by participating in a non-degree seeking program. Exceptions include those enrolling in pre-established international exchange mobility programs, and transient or visiting F-1 and J-1 students whose immigration documents are issued by another U.S. college or university.

Graduate Student Taking Only Undergraduate Courses

Upon review of the academic background leading to the award of a Bachelor's degree by the academic advisor in the graduate program, a student may elect to take or be restricted to taking only undergraduate level courses. The Associate Dean of Graduate Studies and/or Associate Dean for Undergraduate Studies in the specific school must approve enrollment in the undergraduate courses and the student will be required to maintain the same scholastic standards as regularly admitted undergraduates. In addition the student will receive academic guidance from the advisor in the school. Students restricted to taking undergraduate courses may not take graduate courses in a degree program at the same time. Consultation with the UT Dallas Office of Financial Aid regarding aid eligibility is strongly advised before enrolling.

English Proficiency Requirements for International Applicants

International applicants expecting to hold a non-immigrant visa type, from non-English speaking countries, whose primary language is not English and who graduated from a non-U.S. university where the language of instruction and examination was not English, must demonstrate English proficiency.

English proficiency requirements can be met by:

Achieving a minimum score of 550 on the Test of English as a Foreign Language (TOEFL)

PBT (paper-based test),

Achieving a minimum score of 80 on the TOEFL IBT (Internet-based test),

A minimum score of 6.5 on the International English Language Testing System (IELTS) test,

A minimum score of 67 on the Pearson's Test of English Academic (PTE), or

A successful completion in level 112 of English from the ELS Language Centers,

http://www.els.edu.

This requirement should be met at the time the admission application is submitted. Applicants with lower scores will be considered but are advised to improve their test scores and reapply.

Applicants native to a country where the primary language is English and have earned a baccalaureate degree from an accredited institution of higher education where the language of instruction and examination was in English are excused from this requirement. Scores must not be more than two years old, and an official copy must be sent from the testing agency to:

Office of Admission and Enrollment The University of Texas at Dallas 800 West Campbell Road Richardson, Texas 75080-3021

Higher scores may be required if the applicant is to succeed in the competition for Teaching Assistant openings.

English Requirements for Teaching Assistants

Students are required to be able to speak and write English clearly and well. Texas state law and regulations, Texas Education Code, Section 51.917, require that international students appointed as Teaching Assistants (TA's) be proficient in the use of the English language. An English Proficiency Interview conducted under the auspices of the office of the Dean of Graduate Studies will be used to screen for students requiring remedial help in the form of English as a Second Language (ESL) course. International students must satisfy the proficiency requirement upon appointment or pass the ESL course within two semesters to be eligible for consideration of continued appointment as a TA. Regardless of test scores, students must meet the language requirements of their programs.

Updated: 2015-04-30 13:59:55 - v10

Item 11: Committee on

Effective Teaching

Committee on Effective Teaching - UTDPP1024

Policy Charge

Effective Teaching

Policy Statement

The Committee on Effective Teaching is a Concurrent Committee of the Academic Senate of The University of Texas at Dallas. The Committee oversees and encourages the development of a wide range of tools and facilities to promote excellence in teaching across all disciplines and levels within the University. It will, on a continuing basis, refine the definition and measurement of excellence in teaching, and advise the University and Academic Senate of needs for and availability of new technology and training for teachers.

The competitions for all University level teaching awards will be managed by the Committee. It will forward its recommendations for award winners to the President.

The Committee will receive annual reports from each individual School Committee on Effective Teaching and will facilitate and evaluate the work of the School committees. The Committee will forward the individual School reports and its summary evaluation report annually to the Executive Vice President and Provost (Provost).

The Committee will create and refine procedures for the training of and monitoring of the teaching effectiveness of graduate teaching assistants.

The Committee will receive complaints about and requests for improvements in the teaching environments on campus and pass on recommendations for improvements to the University administration.

The Committee will encourage and review the funding of projects in the use of new technology and new teaching methods, both on campus and by transmission to remote sites. It will also advise the University administration and Academic Senate on ways to ease the transition to "the high tech classroom."

As part of the general requirement to improve awareness of new ideas and new technologies, the Committee will occasionally invite renowned speakers to give seminars on campus.

By November 1, the Chair of the Committee will provide the Speaker of the Faculty with a copy of the agenda established by the Committee for its work during the academic year.

Annually, but no later than August 31, the Chair of the Committee will provide the Speaker of the Faculty with a written report for the Academic Senate of the Committee’s activities for the prior academic year.

The Committee is composed of voting members that include one faculty member from each school appointed from the membership of the General Faculty (as defined in UTDPP1088), one graduate student and one undergraduate studenttwo students, and one technical expert or librarian. The Director of teaching-learning initiatives, Dean of Undergraduate Education and such Associate Deans for Undergraduate Education of the schools who have not been appointed as voting members serve as non-voting members, ex officio. The Provost serves as the Responsible University Official.

Unless specified otherwise in this charge, Committee members are appointed to two-year terms, and the Chair and Vice Chair are appointed annually. The terms for appointed members shall be staggered so that no more than one-half of the terms expire in any one year. Members may be reappointed by the President for additional terms upon nomination of the Academic Council. If for any reason a Committee member resigns, the President, upon nomination of the Academic Council, shall appoint another individual to serve the remainder of the unexpired term.

Policy History

Issued: May 1, 1994 Revised: September 1, 1998 Editorial Amendments: September 1, 2000 Revised: December 15, 2000 Editorial Amendments: November 22, 2002 Editorial Amendments: June 29, 2006 Revised: November 3, 2008 Editorial Amendments: May 28, 2015

Policy Links

Permalink for this policy: http://policy.utdallas.edu/utdpp1024 Link to PDF version: http://policy.utdallas.edu/pdf/utdpp1024 Link to printable version: http://policy.utdallas.edu/print/utdpp1024

Item 12: Additional Committee

Replacements

(U9) Institutional Biosafety & Chemical Safety Committee

Lee Bulla is the suggested replacement for Rocky Draper (NSM).

-----------

Staff Council has requested that Deborah Hamlin be the Vice‐chair of the Wellness Committee per the UTDPP1017 change to the committee charge that was discussed at the Academic Senate last month and has been passed through the HOP meeting on December 2, 2015. In addition to that, Nancy Bryant has left the University. Michele Brown has asked to not serve on this committee. Staff Council requested that Sara Asberry and Frances Branham be allowed to serve in place of the above two staff members.

Item 3: UPTDD 1029:

Research Conflict of

Interest

RESEARCH CONFLICT OF INTEREST – UTDPP1029 (Correct version from Conor)

TITLE

Research Conflict of Interest

POLICY STATEMENT

This policy governs the disclosure of individual financial interests and the management and reporting of individual financial conflicts of interest in funded research managed by The University of Texas at Dallas (“University”).

This policy provides requirements for the disclosure of financial interests that comply with the disclosure requirements of federal regulations of the U.S. Department of Health and Human Services (HHS) and the HHS Public Health Service (PHS), and the National Science Foundation (NSF). It also applies to such other research as might be funded by agencies, public or private, that a reasonable person could construe as presenting a likelihood of bias in the conduct of the funded research that could adversely affect the reputation of the university.

This policy applies in addition to general University policies, such as policies on standards of conduct, as well as other policies governing disclosure of activities and financial interests.

If a specific federal or state law or regulation provides different requirements than this policy, the federal or state requirement applies.

RATIONALE This policy provides requirements for the disclosure of financial interests that comply with the disclosure requirements of federal regulations. It also establishes the process for the management and reporting of apparent financial conflicts of interest in research to assure that these conflicts are properly disclosed in resulting reports and publications. SCOPE This policy applies to covered individuals and covered family members, as defined below in Section IV, during the course of conducting funded research managed by the University.

DEFINITIONS

Covered Family Member includes: 1. a spouse;

2. a dependent as defined for determining federal income tax liability during the period covered by the

disclosure statement; and

3. a related or non-related, unmarried adult who resides in the same household as the covered individual and with whom the covered individual is financially interdependent as evidenced, for example, by the maintenance of a joint bank account, mortgage, or investments.

If the covered individual is in doubt about whether an individual is a covered family member, the covered individual should resolve the doubt in favor of disclosure. Covered Individual is an individual who, regardless of title or position, is responsible for the design, conduct, reporting, review, or oversight of research, including a principal investigator, co-investigator, or project director. This definition also applies to any student enrolled at the University who is responsible for the design, conduct, or reporting of research managed by the university under a grant or contract. A student's supervising faculty member who is in doubt about whether the student is a covered individual must request a determination by the conflict of interest official appointed under Section 3.01. Institutional Responsibilities means any of the professional responsibilities of a covered individual performed on behalf of the University, including consultation, teaching, professional practice, research, University committee membership, or service on a University panel such as an Institutional Review Board (IRB) or Data and Safety Monitoring Board (DSMB). Research, for purposes of this policy, means any systematic investigation, study, or experiment designed to produce results that will be represented to the public as based upon evidence available to others beside the author and in principle replicable by others beside the author. The term includes both basic and applied research and product development. Financial Interest is an interest with monetary value which is subject to disclosure under Section 2.02 of this policy. Financial Conflict of Interest is a financial interest which has been determined by the conflict of interest official as having potential for directly and significantly affecting the design, conduct, or reporting of the research or is in an entity whose financial interest appears to be affected by that research.

Management Plans are written agreements that may impose conditions and prescribe actions necessary to manage a financial conflict of interest, including an action reducing or eliminating the financial conflict of interest, to ensure that the design, conduct or reporting of the research is free from bias or the appearance of bias.

POLICY WEBSITE Research Conflict of Interest – UTDPP1029

CONTACTS Office of Research/Conflict of Interest Official (for research) Phone: 972-883-4579 and 972-883-4718 Website: https://research.utdallas.edu/orc/conflict-of-interest

RESPONSIBILITIES AND PROCEDURES Chapter 1. GENERAL PROVISIONS

Sec. 1.01. Collaborators and Contractors

a. If research is carried out in cooperation with or through a subrecipient (subrecipients or consortium members), the University will enter into a written agreement with the subrecipient that provides legally enforceable terms requiring that a financial conflicts of interest policy acceptable to the University applies to the researchers of the subrecipient.

b. If the policy of the subrecipient applies to its researchers, the subrecipient must certify its policy is consistent with the requirements of any applicable federal regulations.

c. If the policy of the subrecipient applies to its researchers, the agreement must specify the time periods for the subrecipient to report identified financial conflicts of interest to the University. The time periods must be sufficient for the University to make any reports required by federal regulation.

Sec. 1.02. Education

a. Each covered individual must acknowledge annually that he or she has read this policy and is aware of the applicable federal regulations.

b. A covered individual must complete training in regard to this policy and applicable policies, regulations, and laws at least once every four years. A covered individual who is new to the University must complete the training before engaging in research at the University or provide evidence of having completed the training at another institution of The University of Texas System within the last four years. A covered individual must complete the training immediately if the University finds that the individual is not in compliance with this policy or the individual’s management plan, or if the University revises this policy in a manner that affects the individual’s duties.

Chapter 2. DISCLOSURE OF FINANCIAL INTERESTS RELATED TO INSTITUTIONAL RESPONSIBILITIES Sec. 2.01. Extent of Disclosure

a. As often as required by Section 2.05, a covered individual must complete or update a financial interest disclosure statement that: 1. identifies all funded research in which the covered individual is engaged at the time of the disclosure that is

likely to present, to a reasonable person, an appearance of conflict of interest such that the results of that research are unlikely to be objective or reliable; and

2. discloses, as provided by Section 2.02, each financial interest of the covered individual and covered family members that reasonably appears to be related to the covered individual’s institutional responsibilities as required to fulfill the terms set forth by the funding entity.

b. In determining whether research or a financial interest should be disclosed, the covered individual should resolve the doubt in favor of disclosure.

Sec. 2.02. Contents of Disclosure: Financial Interests

a. The following interests are considered to be financial interests and, subject to the exclusions provided by subsection (b) of this section, a covered individual’s disclosure statement must include the following information related to the covered individual and covered family members, but only in regard to interests that reasonably

appear to be related to the individual’s institutional responsibilities as required to fulfill the terms set forth by the funding entity: 1. PAYMENTS RECEIVED FROM OR EQUITY INTEREST IN A PUBLICLY TRADED ENTITY: the total

amount and source of payments received in the preceding twelve months from a publicly traded entity and the value of any equity interest held in the entity on the date of disclosure that, when aggregated, exceed $5,000, including: A. as to payments received:

i. salary; and ii. any payment for services other than salary, such as consulting fees, honoraria, or paid authorship;

and B. as to equity interests held, any stock, stock options, or other ownership interest or entitlement to such an

interest, valued by reference to public prices or other reasonable measures of fair market value; 2. PAYMENTS RECEIVED FROM A NON-PUBLICLY TRADED ENTITY OR EQUITY INTEREST IN A

NON-PUBLICLY TRADED ENTITY: A. the total amount and source of payments received in the preceding twelve months from an entity that is

not publicly traded that, when aggregated, exceed $5,000, including i. salary; and

ii. any payment for services other than salary, such as consulting fees, honoraria, or paid authorship; and

B. a description of any equity interest held in an entity that is not publicly traded, including any stock, stock options, or other ownership interests or entitlement to such an interest;

3. INTELLECTUAL PROPERTY AND ROYALTIES: A. a description of intellectual property rights and any agreements to share in royalties related to those rights;

and B. the amount and source of royalty income above the stated minima that the covered individual or covered

family member received or had the right to receive in the preceding twelve months; 4. TRAVEL: reimbursed or sponsored travel in the preceding 12 months, including the purpose of the trip, the

identity of the sponsor/organizer, the destination, and the duration of the trip; 5. GIFTS: the value and source of a single gift that the covered individual received in the preceding twelve

months that exceeds $250 in value, or multiple gifts from a single entity that in the aggregate exceed $250 in value, other than gifts from a covered family member; and

6. FIDUCIARY POSITIONS: a fiduciary position the covered individual held in a for-profit entity in the preceding twelve months, including a position as a member of the board of directors, an officer, or other executive or management position, for which the individual received remuneration, and the name and principal address of the entity.

b. Exclusions. The following interests are not financial interests and need not be disclosed on the disclosure statement: 1. salary, royalties, or other remuneration paid by the University to the covered individual, if the covered

individual is currently employed or otherwise appointed by the University; 2. income from seminars, lectures, or teaching engagements sponsored by a federal, state, or local government,

an institution of higher education as defined by 20 U.S.C. 1001(a), an academic teaching hospital, a medical center, or a research institute affiliated with an institution of higher education;

3. income from service on an advisory committee or review panel for a federal, state, or local government, an institution of higher education as defined by 20 U.S.C. 1001(a), an academic teaching hospital, a medical center, or a research institute affiliated with an institution of higher education;

4. income from investment vehicles, such as mutual funds or retirement accounts, as long as the covered individual does not directly control the investment decisions made in those vehicles; or

5. travel reimbursed or sponsored by a federal, state, or local government agency, an institution of higher education as defined by 20 U.S.C. 1001(a), a non-profit scientific society registered under 501(c) under IRS rules, an academic teaching hospital, a medical center, or a research institute that is affiliated with an institution of higher education.

c. In making disclosures under this section, the covered individual must disclose the value of a financial interest as being within the following ranges: 1. $0 - $4,999; 2. $5,000 - $9,999; 3. $10,000 - $19,999; 4. between $20,000 - $100,000 by increments of $20,000; or 5. above $100,000 by increments of $50,000.

d. When describing a source, the covered individual must provide the name and principal address for the source.

e. The covered individual must distinguish among information pertaining to the covered individual and covered family members whose financial interests and activities are also disclosed by the covered individual.

f. Any appropriate University official, such as the conflict of interest official, a vice president, dean or department chair, may request further information about a covered individual’s travel, including the monetary value of the travel, in order to determine whether the travel constitutes a financial conflict of interest.

Sec. 2.03. Disclosure of Financial Interests of Other Persons: Covered Family Member In disclosing financial interests, the interest of any legal entity, including a foundation or a trust that is controlled or directed by the individual or by the individual and covered family members, is considered to be the interest of the covered individual or covered family member as if the separate legal entity did not exist. Sec. 2.04. Text of Documentation to be Provided on Request If a covered individual discloses payments, intellectual property interests, or royalties, the covered individual must permit review of any related agreement, contract, offer letter, or other documentation on request of:

a. the president of the University;

b. the conflict of interest official; or,

c. the Research Integrity Committee. Sec. 2.05. When to Disclose; Period Covered by Statement

a. A covered individual must submit or update a financial interest disclosure statement: 1. not later than the 30th day of initial employment, covering the 12 months preceding the date of disclosure; 2. annually not later than date mandated by the University; 3. not later than the 30th day after acquiring a new financial interest that requires disclosure under Section 2.02;

and 4. within 30 days from date of travel.

b. A covered individual who is funded under a PHS-funded research project must ensure his or her financial interest disclosure statement is current at the time of application for research funding from the PHS entity, except that an individual who is new to the University and who is planning to participate in an on-going PHS-funded research project must submit the statement not later than the 30th day of initial employment.

c. The president of the University or the conflict of interest official may require a covered individual to submit additional disclosures.

Chapter 3. CONFLICT OF INTEREST OFFICIAL; DISCLOSURE STATEMENT REVIEW Sec. 3.01. Conflict of Interest Official The president or his or her designee will appoint a conflict of interest official to perform the duties required by this policy and other duties as assigned by the president. Sec. 3.02. Disclosure Statement Review; Determination of Financial Conflict of Interest

a. The appropriate conflict of interest official will review each financial interest disclosure statement and make two determinations:

1. whether any financial interest disclosed is related to research in which the covered individual is engaged; and, 2. whether the financial interest of the individual could directly and significantly affect the design, conduct, or reporting of the research.

b. If both determinations are affirmative, the conflict of interest official or Research Integrity Committee will decide:

1. whether the university has an interest in establishing a management plan; and 2. if so, whether the plan should involve disclosure requirements, adjustment of financial interests, or

adjustments of the research in consultation with the funding agencies.

c. A financial conflict of interest is related to research in which the covered individual is engaged if the conflict of interest official reasonably determines the financial interest appears to be affected by the research or is in an entity whose financial interest appears to be affected by the research.

Sec. 3.03. No Expenditure of Funds Prior to Review and Determination The University may not expend research funds unless the conflict of interest official has determined that no financial conflict of interest exists or that any financial conflict of interest is manageable in accordance with the terms of a management plan that has been adopted and implemented in accordance with Chapter 4 of this policy. Sec. 3.04. Cooperation with Institutional Committees The conflict of interest official and the appropriate Institutional Review Board (IRB), Institutional Animal Care and Use Committee (IACUC), Institutional Biosafety Committee (IBC), and other relevant University committees will cooperate in the consideration of whether a covered individual has a financial conflict of interest in regard to research and in the development and implementation of a management plan for that conflict of interest. Chapter 4. MANAGEMENT OF FINANCIAL CONFLICTS OF INTEREST

Sec. 4.01. Management Required for Financial Conflicts of Interest

a. If the conflict of interest official determines that a covered individual has a financial conflict of interest, the official, in cooperation with the covered individual and the Research Integrity Committee, must develop a management plan governing that conflict of interest that shall specify the actions that have been, and shall be, taken to manage such conflict of interest.

b. For financial conflicts of interests managed by the University related to research funded by entities other than PHS, the University should follow guidelines provided by the funding agency or customary and traditional usage in the concerned discipline, with attention to statements of ethics and principles of disciplinary associations.

c. Management of Financial Conflicts of Interests Related to PHS-Funded Research

1. If PHS-funded research is ongoing and a new covered individual discloses a financial interest related to that

research or any other covered individual discloses a new financial interest related to that research, the conflict of interest official must, not later than the 60th day after the filing of the disclosure statement as make a determination as required by Section 3.02 of this policy and, if a financial conflict of interest exists, implement an interim management plan or implement other interim measures to ensure the objectivity of the PHS-funded research.

2. If the conflict of interest official learns of a financial interest related to PHS-funded research that was not timely disclosed or was not timely reviewed, the conflict of interest official must, not later than the 60th day after learning of the interest make a determination as required by Section 3.02 of this policy and, if a financial conflict of interest exists, implement an interim management plan or implement other interim measures to ensure the objectivity of the PHS-funded research.

3. In addition, if a financial conflict of interest related to PHS-funded research was not identified or managed in a timely manner, or if a covered individual fails to comply with a management plan, the conflict of interest official must, not later than the 120th day after determining noncompliance complete and document a retrospective review and determination as to whether PHS-funded research conducted during the period of noncompliance was biased in the design, conduct, or reporting of the research, and implement any measures necessary with regard to the covered individual’s participation in the PHS-funded research between the date that the noncompliance is identified and the date the retrospective review is completed. The retrospective review must cover key elements as specified by federal regulations and may result in updating the Financial Conflict of Interest Report, notifying the PHS, and submitting a mitigation report as required by federal regulation.

Sec. 4.02. Management Plan Design and Agreement A management plan must be in the form of a written agreement and must:

a. provide that the covered individual acknowledges receipt of the plan, understands the requirements of this policy, and understands and agrees to comply with the required actions and other terms of the plan, including the time frames for required actions; and

b. clearly identify each specific person responsible for monitoring compliance with the management plan.

Sec. 4.03. Monitoring and Compliance Each person conducting research under a management plan must comply fully and promptly with the plan, and each person identified in the management plan as having responsibility for monitoring compliance with the plan must carefully and fully monitor that compliance.

Chapter 5. WEB POSTING OF FINANCIAL CONFLICT OF INTEREST INFORMATION Sec. 5.01. Posting of this Policy This policy and each update of this policy must be publicly accessible through the Internet. Sec. 5.02. Availability of Information Regarding Specific Financial Conflicts of Interest in Research Not Funded by PHS For financial conflicts of interests managed by the University related to research funded by entities other than PHS, the University will post the following information on the internet: the name of the researcher, the title of the project, the source of funding, and a brief description of the management plan. Sec. 5.03. Posting of Information Regarding Specific Financial Conflicts of Interest in Research Funded by PHS

a. For each financial conflict of interest in PHS-funded research that is found to exist by the conflict of interest official, the University will make the following information available to the public through the Internet in regard to each covered individual who contributes to the scientific development or execution of the research project in a substantive, measureable way, including a covered individual who is the project director or principal investigator: 1. the covered individual’s name; 2. the covered individual’s title and role with respect to the research; 3. the name of the entity in which the financial interest is held; 4. the nature of the financial interest that constitutes a financial conflict of interest; and 5. the approximate value of the financial interest by range or, if the dollar value cannot be determined by

reference to public prices or other reasonable measures of fair market value, a statement to that effect.

b. The approximate dollar value of the financial interest must be provided within the following ranges if it can determined by reference to public prices or other reasonable measures of fair market value: 1. $0 - $4,999; 2. $5,000 - $9,999 3. $10,000 - $19,999; 4. amounts between $20,000 - $100,000 by increments of $20,000; or 5. amounts above $100,000 by increments of $50,000.

c. The University will update the information required by this section annually. In addition, for any financial conflict

of interest of a covered individual whose information must be posted under this section and for which the information was not previously posted, the University will make the information required by this section available not later than the 60th day after the financial conflict of interest is identified.

d. The website on which the information is posted must note that the information is current as of the date listed and is subject to updates.

e. The information required by this section must remain available on the Internet for three years after its most recent update.

f. This information must be available through the Internet in regard to project directors, principal investigators, and other senior or key personnel before expending PHS funds.

Chapter 6. CERTIFICATION AND REPORTS

Sec. 6.01. Certification and Report Requirement The University will comply with all federal regulations that require certifications and reporting including that each application for funding to the PHS include specific certifications and agreements in regard to this policy and financial conflicts of interest. Sec. 6.02. PHS Financial Conflict of Interest Report Before the expenditure of any funds under a PHS-funded research project, the appropriate University officials will make the Financial Conflict of Interest Report to the PHS awarding component in compliance with 42 CFR Part 50, Subpart F, and 45 CFR Part 94. In general, those regulations require a Financial Conflict of Interest Report regarding those interests that the University determines are financial conflicts of interest, including financial conflicts of interest of subrecipients. The reporting will include specified information sufficient to enable the awarding component to understand the nature and extent of the financial conflict and to assess the appropriateness of the management plan related to the conflict of interest. The federal regulations require reporting within a specified period of financial conflicts of interest identified subsequent to an earlier report and require annual updating of reports regarding previously disclosed financial conflicts of interest. Chapter 7. ENFORCEMENT Federal regulations, 42 CFR Part 50, Subpart F, and 45 CFR Part 94, require the institution to notify the PHS of instances in which the failure of a covered individual to comply with this policy or a management plan appears to have biased the design, conduct, or reporting of PHS-funded research. The PHS awarding component may take enforcement action or require the institution to take action appropriate to maintaining objectivity in the research. The institution must make information available to HHS or the PHS awarding component as required by federal regulation.

If the HHS determines clinical research funded by PHS to evaluate the safety or effectiveness of a drug, medical device, or treatment has been designed, conducted, or reported by a covered individual with a financial conflict of interest that was not managed or reported by the institution as required by federal regulation, the institution will require the covered individual involved to disclose the financial conflict of interest in each public presentation of the results of the research and to request an addendum to previously published presentations. Chapter 8. ADMINISTRATION OF CONFLICTS POLICIES; RECORDS Sec. 8.01. Oversight and Authority The president or his or her designee will appoint a conflict of interest official who is responsible for overseeing implementation of this policy and who may provide additional procedures and supplementary forms, as appropriate, consistent with this policy and applicable sponsor regulations. Sec. 8.02. Records

a. Records regarding the disclosure of financial interests and the management of a conflict of interest, including financial interest disclosure statements, a reviewing official's determinations, and other records of University actions, must be retained for the longer of at least three years after: 1. the date of creation; 2. the date of termination or completion of a research award or contract, or the submission of the final

expenditures report, for research identified in a disclosure statement; or 3. the date of final resolution of any investigation, audit, or similar action involving the records.

b. The University will provide for a centralized repository for financial interest disclosure statements, management

plans, and related records.

c. The conflict of interest official, or another person designated by the president, will provide the chancellor of The University of Texas System with copies of all guidelines, procedures, and forms used by the University relating to financial conflicts of interest and must ensure that the chancellor receives copies of any revised guidelines, procedures, and forms simultaneously with the implementation of the revision.

Sec. 8.03. Audits The University will provide for regular audits of financial interest disclosure statements to determine individual and University compliance with this policy

POLICY FORM Conflict of Interest and Commitment Disclosure Portal

RELEVANT FEDERAL AND STATE STATUTES

National Science Foundation (Award and Administration Guide Chapter IV.A) PHS Federal Regulations (42 CFR Part 50 Subpart F, 45 CFR Part 94)

Texas Government Code Chapter 572 – Personal Financial Disclosure, Standards of Conduct, and Conflict of Interest.

RELEVANT UT SYSTEM POLICIES, PROCEDURES, AND FORMS

UT System Board of Regents' Rules and Regulations: 30103 (Standards of Conduct), 30104 (Conflict of Interest), 60306 (Use of University Resources), Series 90000 (Rules for Intellectual Property)

UT Systemwide Policy 175: Disclosure of Significant Financial Interests and Management and Reporting of Financial Conflicts of Interest in Research

UT Dallas Intellectual Property Policy

UT Dallas Policy on Records Management and Retention

POLICY HISTORY

Issued: October 1, 1995 Editorial Amendments: October 29, 1998 Editorial Amendments: September 1, 2000 Editorial Amendments: June 29, 2006

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