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Course Syllabus

Course Information
Course Number/Section HCS 6368.002
Call Number: 12369
Course Title Language Development
Term Fall 2008
Days & Times Wednesdays 2:30 – 5:15 PM
Location Callier Dallas J202

Professor Contact Information

Professor Anne van Kleeck, PhD
Office Phone 214-905-3147
Email Address annevk@utdallas.edu
Office Location CD A.101
Office Hours Wednesdays, 12:30 – 1:30 PM

COURSE PRE-REQUISITES, CO-REQUISITES, AND/OR OTHER RESTRICTIONS

None. Many students may have had previous coursework in language development, but
this is not essential.

COURSE DESCRIPTION

The goals of this course are to consider the developmental trajectories of the different
components of language; to consider the varied and critical roles of language in human
development; to understand the impact of culture, different languages, child factors and
the environment on development; and to be introduced to the theoretical perspectives
driving research and thinking in this area of inquiry.

STUDENT LEARNING OBJECTIVES

For students in this course who are master’s students in speech-language pathology, this
course has been designed to ensure that students demonstrate required knowledge and
skill as outlined in the Standards and Implementation Guidelines for the Certificate of
Clinical Competence in Speech-Language Pathology. The specific standards addressed in
this class are: III-B, III-C, III-D, III-F, III-G, and IV-G

Students will be able to:

• Analyze myriad perspectives regarding the role of language in human
development (that extend far beyond its obvious role in communication), and
speculate regarding the many and varied ways in which development might
therefore be affected by a language and/or communication delay or disorder (Std.
III-B, III-C).
• Define the various components of language and the basic terminology used to
discuss them (Std. III-B).
• Recall the developmental sequences in English of the various components of
language (phonology, syntax, morphology, semantics, & pragmatics) and apply
them to analyzing children’s language samples (Std III-B, III-C, III-D).
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• Describe how different dialects and different first languages might influence
children’s development of English in systematic ways (Std. III-B, III-C. III-D, III-
F, III-G).
• Analyze and evaluate basic theories of language development, and determine how
each would influence language assessment and intervention (Std. III-B, III-C, III-
D; III-F).
• Interpret data illuminating how profoundly cultural and linguistic differences can
influence all dimensions of language development and communicative processes,
compare and contrast how different cultural values and beliefs might result in
different patterns of communication with children that are often not considered
optimal for language development, and debate the potential applications of this
information to clinical or educational practices (Std. III-B, III-C, III-D, III-F, III-
G).
• Explain endogenous (biological, neurological, cognitive, and psychological) and
exogenous (cultural, socioeconomic, and familial) factors that influence language
development (Std. III-B, III-C, III-D, III-F).
• Analyze, synthesize, and evaluate information in order to draw conclusions from
direct empirical data and reason through discrepancies presented by different data
sets focused on the same area of inquiry (III-B, III-C, III-D, III-F).
• Apply ethical considerations and knowledge about professional issues that relate
to the assessment and treatment of language delays and disorders in children
(Std. IV-G).

SPECIFIC COURSE GUIDELINES

• Since this class meets only once per week, class attendance is critically important.
Attendance requires arriving on time and staying until the scheduled ending time
of class. Attendance will be monitored, but not used in grading.
• Please remember to turn off cell phones. If you know you may need to be
reached in an emergency, please use the silent options on your phone and leave
the classroom to answer the call. I would appreciate it if you would let me know
prior to the start of class time that you will need to have your phone on.
• All assignments are due BEFORE the beginning of class (if they are to be
uploaded) or at the BEGINNING of class (if they are not to be uploaded on to
WebCT, which is sometimes the case).
1. When uploading on WebCT, your file name should begin with your last
name, and then the type and number of your assignment as it occurs on
the Assignments and Calendar table below (e. g., H = homework, R =
reading study guide or critique/commentary, EX = extra credit reading). For
example, when Aaron Balten submits his study guide for the first reading,
the file he uploads in a WORD document will be named: BaltenR1.doc
2. The document will be uploaded under Assignments in WebCT under the
Inbox item with the same type of label on it (e.g., R1 for the first reading in
the Assignments and Calendar table)
3. Once I have accounted for you turning in your assignment (which can only
be indicated in WebCT by “grading” it), you will then also find your “grade”
in the grade book under a column labeled R1 for reading one, or H1 for
homework one, and so forth.
• Make up exams will not be given, nor will late assignments be accepted.
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• Please use APA style in your writing (see for example, how to cite references,
and the specific ways to avoid using sexist language). Some possibly helpful
websites include: http://www.uwsp.edu/psych/apa4b.htm;
http://webster.commnet.edu/apa/index.htm;
http://www.psychwww.com/resource/apacrib.htm.
• Please keep a copy of all assignments turned in.
• If you do not understand the reason you received a specific grade on any exam, I
definitely want you to talk with me about it. If you believe a grade should be
reconsidered, take time to review my comments about your work and follow these
instructions:
1. Please wait at least 24 hours after you received the grade, but no more
than one week to respond to me in writing about it.
2. Submit to me your carefully reasoned written explanation (minimum of one
page, and maximum of two pages) of why you believe you deserve more
credit than you received on a particular assignment (why your response
was a valid one), including cited references where relevant. Please specify
the amount of credit you think you deserve. Attach the original evaluation
to your memo.
3. I will carefully consider your request, and will contact you via e-mail within
one week with my decision about your request. You may, of course, also
come and speak to me in person about the matter after you have received
my decision.
• Please feel free to drop in during office hours to ask questions, or discuss any
concerns regarding the class. If the posted times are not possible for you, other
meeting times can be scheduled by appointment. The easiest way to reach me is
probably by e-mail, which I usually check at least once a day. If you’d like to
make an appointment at a time other than posted office hours, please e-mail
several options of times you might be available.

REQUIRED READINGS AND MATERIALS

1. Readings are available in two places. Some readings (indicated as “UTD

Library Download” in the section entitled “Complete References for Course
Readings”) are available for you to download for free from WebCT because the
library has electronic subscriptions to the journals in which they appear. They
can be found on the home page for the course in a backpack labeled
“Readings,” or for the extra readings for the doctoral students, in a backpack
labeled “Readings DOC." The others are available at http://bit.ly/11PbuD (you
will be given the password for this site in class).

2. Homework assignments and class notes are in a course packet that may be
purchased at:
Off Campus Books
561 W. Campbell Road, Suite 210
Richardson, TX 75080
972-907-8398
e-mail: rleepertx@aol.com (Rachel Leeper)
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ASSIGNMENTS AND CALENDAR

(These descriptions and timelines are subject to change at the discretion of the instructor)

CLASS LECTURE READING AUTHORS, TITLES, AND Reading

TOPIC PUBLICATION DATE* & HOMEWORK DUE DATES

Introduction August 27

Why study van Kleeck & Richardson, 1987, The role of language September 3
language in development (Study Guide) R1*
development?
Kenneally, 2008, When language can hold the Sept. 3
answer (Commentary/Critique) R2

Choi, S., 2006, Influence of language-specific input Sept 3

on spatial cognition: Categories of containment (doctoral
(Commentary/Critique) R DOC1 students only)

Lang. components Owens, 2008a, The territory (Study Guide) R3 September 3

Phonological Stoel-Gammon & Dunn, 1985, Normal phonological Sept. 10

development development (Study Guide) R4

Smith et al., 2006, Phonological development in Sept. 10

lexically precocious 2-year-old (doctoral
(Commentary/Critique) R DOC2 students only)

Cultural Issues van Kleeck, 1994, Potential cultural bias in training Sept. 10
parents as conversational partners with their
language-delayed children (Study Guide) R5
(October 1)
EXAM 1

Homework: Phonological Processes Practice: Sept. 17

H1

Madding, 2002, Socialization practices of Latinos Sept. 17

(extra credit) EX1

Westby, 1994, The effects of culture on genre, Sept. 17

structure, and style of oral and written texts (Study
Guide) R6

Chen et al., 2005, Social functioning and adjustment Sept. 17

in Chinese children (Commentary/Critique) R DOC3 (doctoral
students only)

Family factors Owens, 2008, The social and communicative bases of Sept. 24
early language (extra credit) EX2
Sept. 24
Bruner, 1983, Play, games, and language (Study
Guide) R7
Sept. 24
Dethorne et al., 2008, Genetic effects on children’s (doctoral
conversational language use (Commentary/Critique) students only)
R DOC4

Homework: Family factors: H2

Sept. 24
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Child factors Kuhl, P.K. (2004). Early language acquisition: October 8

Cracking the speech code (Study Guide) R8

Naigles, 2002, Form is easy, meaning is hard: October 8

resolving a paradox (Commentary/Critique) R DOC5 (doc. only)

Casby, M. (2003). The development of play in October 8

(October 29)

infants, toddlers, and young children (Summary) R9

EXAM 2

Syntax Owens, 2008b, Preschool development of language October 15

background; form (Study Guide) R10
Syntax and
morphology Homework: Syntax review: H3 October 15
development
Homework: Adam’s morphology & Berry Talbot October 22
Test: H4 a & b

Homework: Semantic relations: H5 October 22

å
Theories of Vigil & van Kleeck, 1996, Clinical language teaching: November 5
language Theories to guide our responses when children miss
development; our language targets (extra credit) EX3
Historical trends
Chapman, R., 2000, Children’s language learning: An November 5
interactionist perspective (Commentary/Critique)
R11

Dixon & Marchman, 2007, Grammar and the lexicon November 5

(Commentary/Critique) R12

Making meaning: Pan & Uccelli, 2009, Semantic development (Study Nov. 12
Semantic Guide) R13
development
Nelson et al., 2004, When children ask, ‘‘What is Nov. 12
(December 3)

It?’’ what do they want to know about artifacts? (doctoral

(Study Guide) R DOC6 students only)
EXAM 3

Homework: Vocabulary & Linguistic Ambiguity Nov. 12

Humor H6a & b

Putting language to van Kleeck, no date, Pragmatics (Study Guide) R14 November 19
use: Pragmatic
development Bryant, 2009, Language in social contexts: November 19
Communicative competence in the preschool years
(Study Guide) R15

Baldwin, 2000, Interpersonal understanding fuels November 19

knowledge acquisition (Study Guide) R DOC7 (doc. only)

Marsh, Elfenbein, & Ambady, 2003, Nonverbal November 26

“accents” (Commentary/Critique) R DOC8 (doctoral
students only)

Homework: Model building H7 November 26

* This bolded information will be used in three ways – to name your own files, to know where to upload your
files under assignments on WebCT, and to know where to look for your “grade” on that assignment on
WebCT. R=Reading; DOC=doctoral student; H=homework; EX = extra credit
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GRADING POLICY: Plus and minus grades will be given in this course

20%: The first exam will be for one hour at the end of class (multiple choice, matching, short answer,
essay)

20%: The second exam will be for one hour at the end of class (multiple choice, matching, short answer,
essay)

NOTE: The dates set for these quizzes are subject to change due to the rate at which material is
covered in class.

20%: The third exam will be cumulative and will be for three hours during the last day of class on
December 3rd.

20%: Complete all but three (all but five for doctoral students – three from general readings and two from
doctoral readings) reading assignments (Study Guides, Summaries, or Commentary/Critiques) at a
graduate student level of quality and be able to apply information from them to class discussions and
on exams. You remain responsible for the content of all readings, whether or not you turn in the
specific assignment.

These must be completed BEFORE the beginning of class on the day they are due. They will not be
graded, per se, but I will note that they have been turned in and will sometimes monitor to make
sure that you are doing graduate level work on them. I will read and comment on doctoral student
commentary/critiques more carefully.

*Doctoral students are assigned eight additional readings for which they will turn in commentary-
critiques or study guides, and briefly present the articles to the class.

20% Complete all but two homework assignments at a graduate student level of quality and be able to
apply insights gained from them to class discussions and on exams. You remain responsible for the
content of all homework, whether or not you turn it in.

Extra Credit:

You may submit Study Guides for all three of the following chapters to obtain up to a total 3% extra credit
(this could bring a grade of 87% up to an A, or a 77% up to a B). These are due on the dates posted in the
Assignments and Calendar table, and must be considered “excellent” in order for you to receive full credit.
[these three readings are available upon request]

Madding, C. C. (2002). Socialization practices of Latinos. In A. E. Brice (Ed.), The Hispanic child: Speech,
language, culture and education (pp. 68-84). Boston: Allyn & Bacon

Vigil, A., & van Kleeck, A. (1996). Clinical language teaching: Theories and principles to guide our responses
when children miss our language targets. In M. Smith & J. Damico (Eds.), Childhood language
disorders (pp. 64-96). New York: Thieme Medical Publishers.

Owens, R. E., Jr. (2008) The social and communicative bases of early language. In Language development:
An introduction (7th ed., pp. 113-149). Boston: Pearson Education.

COMPLETE REFERENCES FOR COURSE READINGS

Baldwin, D. (2000). Interpersonal understanding fuels knowledge acquisition. Current Directions in

Psychological Science, 9 (2), 40- 45. [UTD Library Download]

Bruner, J. (1983) Play, games, and language. Chapter in book by Bruner, Child's Talk. New York: W. W.
Norton. [http://bit.ly/11PbuD]
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Bryant, J. B. (2009). Language in social contexts: Communicative competence in the preschool years. In J.
B. Gleason & N. B. Ratner (Eds.), The development of language (7th ed., pp. 192-226). Boston:
Pearson Education. [http://bit.ly/11PbuD]

Casby, M. W. (2003). The development of play in infants, toddlers, and young children. Communication
Disorders Quarterly, 24 (4), 163 - 174. [UTD Library Download]

Chapman, R. (2000). Children’s language learning: An interactionist perspective. The Journal of Child
Psychology and Psychiatry and Allied Disciplines, 41, 33 - 54. [UTD Library Download]

Chen, X., Cen, G., Li, D., & He, Y. (2005). Social functioning and adjustment in Chinese children: the imprint
of historical time. Child Development, 76 (1), 182 - 195, [UTD Library Download]

Choi, S., 2006, Influence of language-specific input on spatial cognition: Categories of containment. First
Language, 26 (2), 207 - 232. [UTD Library Download]

Dethorne, L. S., Petrill, S. A., Hart, S. A., Channell, R. W., Campbell, R. J. Deater-Deckard, K., Thompson, L.
A., & Vandenbergh, D. J. (2008). Genetic effects on children’s conversational language use. Journal
of Speech, Language, and Hearing Research, 51, 423 - 435. [UTD Library Download]

Dixon, J. A. & Marchman, V. A., 2007, Grammar and the lexicon: Development ordering in language
acquisition. Child Development, 78 (1), 190 - 212.

Kenneally, Christine. "When Language Can Hold The Answer.(Science Desk)." The New York Times
157.54288 (April 22, 2008): F1(L). InfoTrac Newspapers. Gale. University of Texas at Dallas. 14 May
2008 [UTD Library Download]

Kuhl. P.K. (2004). Early language acquisition: Cracking the speech code. Nature Reviews Neuroscience, 5,
831 - 843. [UTD Library Download]

Marsh, A. A., Elfenbein, H. A., Ambady, N. (2003). Nonverbal "accents": Cultural differences in facial
expressions of emotion. Psychological Science, 14 (4), 373 -376 [UTD Library Download]

Naigles, L. R. (2002). Form is easy, meaning is hard: resolving a paradox in early child language. Cognition,
86, 157 - 199 [UTD Library Download]

Nelson, D. G., Egan, L. C., & Holt, M. B. (2004). When children ask, ‘‘what is it?’’ what do they want to know
about artifacts? Psychological Science, 15 (6), 384 - 389 [UTD Library Download]

Owens, R. E., Jr. (2008a). The territory. Chapter in book by Owens Language development: An introduction
(7th ed., pp. 1-27). Boston: Pearson Education. [http://bit.ly/11PbuD]

Owens, R. E. Jr. (2008b). Preschool development of language form. Chapter in book by Owens Language
development: An introduction (7th ed., pp. 151-187). Boston: Pearson Education.
[http://bit.ly/11PbuD]

Pan, B. A. & Uccelli, P. (2009). Semantic development: Learning the meanings of words. In J. B. Gleason &
N. B. Ratner (Eds.), The development of language (7th ed., pp. 104-138). Boston: Pearson
Education. [http://bit.ly/11PbuD]
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Smith, B. L., McGregor, K. K., & DeMille, D. (2006). Phonological development in lexically precocious
2-year-olds. Applied Psycholinguistics, 27, 355 - 375. [UTD Library Download]

Stoel-Gammon, C., & Dunn, C. (1985). Normal phonological development. In Normal and disordered
phonology in children (pp. 15-46). Baltimore: University Park Press. [http://bit.ly/11PbuD]

van Kleeck, A. Pragmatics: University of Texas at Austin. [http://bit.ly/11PbuD]

van Kleeck, A. (1994). Potential cultural bias in training parents as conversational partners with their
language-delayed children. American Journal of Speech Language Pathology, 3, 67-78. [UTD
Library Download]

van Kleeck, A., & Richardson, A. (1988). The role of language in development. From chapter entitled:
Language delay in the child. In N. Lass, L. McReynolds, J. Northern & D. Yoder (Eds.), Handbook of
speech-language pathology and audiology (pp. 675-681). Philadelphia: B.C. Decker, Inc.
[http://bit.ly/11PbuD]

Westby, C. (1994). The effects of culture on genre, structure, and style of oral and written texts. In G.
Wallach & K. Butler (Eds.), Language learning disabilities in school-age children and adolescents (pp.
180-218). New York: Merrill. [http://bit.ly/11PbuD]

ASHA STANDARDS ADDRESSED IN THIS CLASS (including how knowledge will be conveyed and
how knowledge and skill acquisition will be demonstrated)

Standard III-B: The applicant must demonstrate knowledge of basic human communication and
swallowing processes, including their biological, neurological, acoustic, psychological,
developmental, and linguistic and cultural bases.

Specific knowledge will be demonstrated in this class in the area of normal language and communication
development, including the impact of cultural and linguistic diversity on communication. Knowledge will be
conveyed via class readings, lectures, videotapes, and discussion. Acquisition will be demonstrated via class
discussion, homework projects, and quizzes.

Standard III-C: The applicant must demonstrate knowledge of the nature of speech, language,
hearing, and communication disorders and differences and swallowing disorders, including the
etiologies, characteristics, anatomical/physiological, acoustic, psychological, developmental, and
linguistic and cultural correlates.

Specific knowledge in this course will be focussed on the range of normal development across cultural
groups, which is foundational information for defining disordered development, and differentiating disordered
development from development that is different. This course will foster thinking about these issues
regarding:

• receptive and expressive language (phonology, morphology, syntax, semantics, and pragmatics) in
speaking, listening, modalities
• cognitive aspects of communication
• social aspects of communication

Knowledge will be conveyed via class readings, lectures, videotapes, and discussion. Acquisition will be
demonstrated via class discussion, homework projects, and quizzes.

Standard III-D: The applicant must possess knowledge of the principles and methods of
prevention, assessment, and intervention for people with communication and swallowing
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disorders, including consideration of anatomical/physiological, psychological,

developmental, and linguistic and cultural correlates of the disorders.

Speciifc knowledge will be demonstrated in this class for language development, differences, delays, and
disorders. Knowledge will be conveyed via class readings, lectures, videotapes, and discussion. Acquisition
will be demonstrated via class discussion, homework projects, and quizzes.

Standard III-F: The applicant must demonstrate knowledge of processes used in research and
the integration of research principles into evidence-based clinical practice.

One tool we will use in this course to explore language and communication development is to look together
at data sets, and think about how to best interpret them. In some cases, different data sets will appear to
“say” different things. As such, it is critically important to be able to analyze, synthesize, and evaluate
information in order to draw conclusions from direct empirical data and reason through discrepancies
presented by different data sets focused on the same area of inquiry.

Research is conducted and interpreted through a wide variety of theoretical lenses. For this reason, in this
course students will learn to analyze and evaluate theories of language development, understand empirical
evidence refuting or supporting them, and understand how they influence how research is conducted and
what is focused upon in that research.

All of the developmental information in this course will be based on empirical studies of children’s language
development. The extent to which we can “trust” this data varies, however, due to such factors as the
narrow range of children who have been study, the amount of research available, and the quality of research
available. As a result, some things we know about communication development are much more firmly
established than others. We will remain very cognizant of these issues as we explore the various topics in
the class.

Knowledge will be conveyed via class readings, lectures, videotapes, and discussion. Acquisition will be
demonstrated via class discussion, homework projects, and quizzes.

Standard III-G: The applicant must demonstrate knowledge of contemporary professional issues.

A professional issue that has become increasingly important, and will only continue to do so, relates to
having as much information as possible about cultural issues that impact communication. Because
communication is so very culturally shaped, we will be continually exploring the role of culture in each and
every dimension of communication development.

Knowledge will be conveyed via class readings, lectures, videotapes, and discussion. Acquisition will be
demonstrated via class discussion, homework projects, and quizzes.

STANDARD IV-G: The applicant for certification must complete a program of study that includes
supervised clinical experiences sufficient in breadth and depth to achieve the skills outcomes
[related to evaluation, intervention, and interaction and personal qualities]. In addition to clinical
experiences, skills may be demonstrated through successful performance on academic coursework and
examinations, independent projects or other appropriate alternative methods.
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Specific knowledge will be demonstrated in this class in the area of language. Knowledge will be
conveyed via class readings, lectures, videotapes, and discussion. Acquisition will be demonstrated via class
discussion, homework projects, and quizzes.

Students will demonstrate the following skills:

1. Ability to discuss the pervasive roles of language in many aspects of children’s development, and speculate
about the impact a language disorder might have on those dimensions of development
As measured by:
Class discussion
Successful completion of quiz items on topic
Successful completion of readings, including answering questions about them or providing
summaries or commentaries/critiques

2. Ability to define the components of language

As measured by:

Class discussion
Successful completion of quiz items on topic
Homework assignments
Successful completion of readings, including answering questions about them or providing
summaries or commentaries/critiques

3. Identify phonological processes characteristic of children’s early speech development and speech disorders in
older children
As measured by:
Ability to accurately identify phonological processes in examples of children’s speech in homework
assignment
Successful completion of quiz items on topic
Ability to identify examples of different processes discussed in class
Successful completion of readings, including answering questions about them or providing
summaries or commentaries/critiques

4. Ability to recall the sequence of development of phonological, semantic, syntactic, and pragmatic skills in
children learning English as a first language
As measured by:
Class discussion
Successful completion of quiz items on topic
Successful completion of homework assignment on MLU, semantic relations, & morphological
development
Successful completion of readings, including answering questions about them or providing
summaries or commentaries/critiques

5. Ability to describe and analyze the influence of different dialects and different first language on the development
of the phonological and syntactic subsystems of English
As measured by:
Class discussion
Successful completion of quiz items on topic

6. Ability to identify and discuss environmental influences on language development and issues in prevention
As measured by:
Successful completion of quiz items on topic
Class discussion
Successful completion of homework assignment on family interaction patterns with young children
Successful completion of readings, including answering questions about them or providing
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summaries or commentaries/critiques

7. Ability to interpret data illuminating how cultural values and beliefs shape the way in which interaction with
young children unfolds, compare and contrast the impact different cultural practices might have on interaction
patterns with young children, and debate the potential applications of this to clinical or education practices
As measured by:
Successful completion of quiz items on topic
Class discussion
Successful completion of readings, including answering questions about them or providing
summaries or commentaries/critiques

8. Ability to identify and discuss endogenous variables that influence language development
As measured by:
Successful completion of quiz items on topic
Class discussion
Successful completion of readings, including answering questions about them or providing
summaries or commentaries/critiques

9. Ability to discuss, analyze, evaluate, and explain theories of language development

As measured by:
Successful completion of quiz items on topic
Class discussion
Successful completion of readings, including answering questions about them or providing
summaries or commentaries/critiques

Field Trip Policies / Off-Campus Instruction and Course Activities

Off-campus, out-of-state, and foreign instruction and activities are subject to state law and University
policies and procedures regarding travel and risk-related activities. Information regarding these rules and
regulations may be found at the website address
http://www.utdallas.edu/BusinessAffairs/Travel_Risk_Activities.htm. Additional information is available from
the office of the school dean. Below is a description of any travel and/or risk-related activity associated with
this course.

Student Conduct & Discipline

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

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

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

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

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

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

Email Use

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

Withdrawal from Class

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

Student Grievance Procedures

Procedures for student grievances are found in Title V, Rules on Student Services and Activities, of
the university’s Handbook of Operating Procedures.

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

Copies of these rules and regulations are available to students in the Office of the Dean of Students,
where staff members are available to assist students in interpreting the rules and regulations.
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Incomplete Grade Policy

As per university policy, incomplete grades will be granted only for work unavoidably missed at the
semester’s end and only if 70% of the course work has been completed. An incomplete grade must
be resolved within eight (8) weeks from the first day of the subsequent long semester. If the
required work to complete the course and to remove the incomplete grade is not submitted by
the specified deadline, the incomplete grade is changed automatically to a grade of F.

Disability Services

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

The contact information for the Office of Disability Services is:

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

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

It is the student’s responsibility to notify his or her professors of the need for such an
accommodation. Disability Services provides students with letters to present to faculty members to
verify that the student has a disability and needs accommodations. Individuals requiring special
accommodation should contact the professor after class or during office hours.

Religious Holy Days

The University of Texas at Dallas will excuse a student from class or other required activities for the
travel to and observance of a religious holy day for a religion whose places of worship are exempt
from property tax under Section 11.20, Tax Code, Texas Code Annotated.

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

If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of
observing a religious holy day] or if there is similar disagreement about whether the student has
been given a reasonable time to complete any missed assignments or examinations, either the
student or the instructor may request a ruling from the chief executive officer of the institution, or
his or her designee. The chief executive officer or designee must take into account the legislative
intent of TEC 51.911(b), and the student and instructor will abide by the decision of the chief
executive officer or designee.

Off-Campus Instruction and Course Activities

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Off-campus, out-of-state, and foreign instruction and activities are subject to state law and University
policies and procedures regarding travel and risk-related activities. Information regarding these
rules and regulations may be found at the website address given below. Additional information is
available from the office of the school dean.
(http://www.utdallas.edu/BusinessAffairs/Travel_Risk_Activities.htm)

Study Skill Support

Students who need help with study skills, or additional help with basic writing skills are encouraged
to seek assistance at the UTD Learning Resources Center:
http://www.utdallas.edu/dept/ugraddean/lrc.html

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