Course: CRIM 6307 Extent of Crime and Measurement

Professor: Tomislav Kovandzic

Term: Summer 2009
Meetings: Wednesday, 4:00-8:00 pm
Classroom: GR 3.604

Professor’s Contact Information

Office Phone: 972.883.6847
Email Address: tkovan@utdallas.edu
Office Location: GR 2.116
Office Hours: Wednesday 1-3 pm, at other times by appointment

Student Learning Objectives

The objectives of the course will be to master the following topics well enough to
begin doing research analysis using data derived from any of the three primary
sources of crime statistics: police-based measures (e.g., UCR, NIBRS), victim
surveys (e.g., NCVS), and self-reports of criminal behavior (e.g., Monitoring the
Future, National Youth Survey).

(1) Clear understanding of how crime measures are constructed and what these
measures reflect.
(2) Types of information contained within major data sources.
(3) Measurement issues (i.e. validity and reliability) related to major data sources
of crime.
(4) Compatibility of crime measures (e.g., nature of crime, prevalence, changes
over time).
(5) How to access crime data from the internet and conduct basic descriptive
analyses (more on this below).

Course Requirements
There are no formal prerequisites for this course. I assume students have
completed the equivalent of an undergraduate course in statistics/research
methods and thus will be able to conduct a simple descriptive analysis using
some statistics program (e.g., Stata), or the on-line data analysis systems
available for many data series. Students without previous experience with Stata
are encouraged to take a tutorial. Several good Stata tutorials can be found
online through Stata’s “resources for learning Stata” web page available at
http://www.stata.com/links/resources1.html.

Assignments
Data series and data collected for specific research purposes are readily
available. Regular data series are collected in part for routine monitoring, and in
part to facilitate research. Most publications by agencies such as the Bureau of
Justice Statistics (BJS) center on monitoring, examining trends, or presenting
tabulations of crime data with selected correlates. Theory-based analyses and
explanations of crime patterns are left for researchers.

Students will prepare three analysis reports. The first analysis report will
investigate some question concerning crime frequency or prevalence using

Course Syllabus Page 1

 published tabulations or readily available aggregations of crime data, including
spreadsheets available from BJS and other sources. This report will be modeled
after “Fact Sheets” developed by Dean Adam Graycar when he was director of
the Australian Institute of Criminology (AIC). The URL for the AIC is
http://www.aic.gov.au/publications/type_factsheets.html. Based on the Australian
model, students will prepare a concise, informative graph or table of prevalence
or trends. The graph or table will be accompanied by a one-paragraph
explanation of patterns evident in the data. For example, the fact sheet might
examine trends in robbery rates in the state of Texas from 1980 to 2007. Many
variations are possible. The remaining two analysis reports will be based on
purely descriptive analyses of secondary data from the summary-based UCR
program and the National Crime Victimization Survey.

Core data series:

Police reports
• Summary-based Uniform Crime Reports (UCR)
• Supplementary Homicide Reports (SHR)
• Incident-based police reports (NIBRS)

Victim Surveys
• National Crime Victimization Survey (NCVS)
• Various supplements to NCVS

Self-report surveys
• Monitoring the Future (MTF)
• National Survey of Drug Use in Households (NSDUH)

Other data series:

Police reports
• UCR-based arrest reports

Victim Surveys
• Criminal Victimization and Perceptions of Community Safety in 12 United
States Cities, 1998
• British Crime Survey
• International Crime Victim Survey (ICVS)

Self-report surveys
• Youth Risk Behavior Survey

Surveillance data
• Drug Abuse Warning Network (DAWN)
• National Electronic Injury Surveillance System (NEISS)

Course Syllabus Page 2

Required Textbooks
Most readings can be obtained using the various electronic databases available
on-line through the McDermott library website. The following books should be
purchased:

Lynch, J. P., & Addington, L. A. (eds.). (2007). Understanding crime statistics:

Revisiting the divergence of the NCVS and the UCR. NY: Cambridge
University Press.

Miller, J. E. (2004). The Chicago guide to writing about numbers. Chicago:

University of Chicago Press. Excellent guide to thinking about and
interpreting results of data analysis. Use this to guide preparation of
tables and reports.

Acock, Alan C. (2008). A Gentle Introduction to Stata. College Station, TX: Stata
Press.

Course Schedule
The schedule can be changed or altered at the instructors’ discretion – it is the
student’s responsibility to keep track of any modifications to the schedule.
Students should do the assigned reading before coming to the class in which the
topic is scheduled to be discussed, since I will assume you have read the material
and will discuss the topic accordingly. Readings for each week are listed in two
groups. The first group includes items that describe, summarize, present
something of the history of the data source, or otherwise address key features of
the data. The first group also includes assignments from Miller (2004). The
second group includes mostly examples of empirical studies that use the data
type. Some of these are purely descriptive, presenting simple frequencies. Other
examples present more complex explanatory research. Still others focus on
methodological questions associated with particular data sources. Some use
advanced statistical techniques. All examples serve two purposes: (1) to further
your understanding about how crime is measured, and what sorts of explanatory
variables are brought to bear on these measures; (2) to give you ideas about
how to organize and conduct your research. Read selectively, but thoughtfully.

The data section indicates where data files can be found. In addition to assigned
readings, students are expected to review data documentation. Students should
also conduct on-line analysis (where possible) or download and conduct analysis
on data files. We will spend some time in class reviewing data documentation,
file structure, together with idiosyncrasies of working with particular data series.

Week 1 27 May Introduction

Read: N/A
Data: BJS and AIC websites
Week 2 3 June Basics: review principles of measurement; further
details.
Read: Read: Miller (2004); Chapters 1-2

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 James & Council, 2008. An excellent overview of how
crime is measured.
Rand & Rennison, 2002. Good brief example of
differences between the two principal measures, and
how most of these can be controlled.
Read this for its content, but also see it as an example
of what's gained by using multiple measures.
Data: BJS: Browse BJS summary tabulations and
spreadsheets. In most cases, this will be best source of
data for the first analysis report.
Week 3 10 June Fact sheet presentations.
Police-based measures.
Read: Barnett-Ryan, 2007. UCR overview.
Federal Bureau of Investigation, 2007 See especially
material under the heading, "About CIUS 2006" that
describes UCR. Very explicit caveats here. Be
prepared to discuss these. Details on reporting from
police agencies to the FBI.
Maltz, M., 2007. Also see his more detailed report on
missing UCR data (Maltz, M. D., 1999).
Maxfield, 1999. Still the best overview of what the shift
to incident-based police data means for researchers.
Data: NACJD: “Official statistics.” On this site also see the
UCR and NIBRS resource guides, together with
additional information on other sources of police data
Examples: Rosenfeld, 2007. A good example of unpacking
assaults and making inferences about change with two
measures.
Snyder, 2005. Nobody knows more about juvenile
crime than Howard Snyder. This is a creative use of
published tabulations from summary data. As such it's
a great example for your first assignment. Note his
excellent discussion of arrests as measures.
Vazquez, Stohr & Purkiss, 2005. Incident-based data at
the state level. Note how NIBRS makes it possible to
examine intimate partner violence. That's not possible
with summary-based data.
Stolzenberg, D’Alessio & Eitle, 2004. Incident-based
police data are necessary for this analysis. Why?
Messner, McHugh & Felson, 2004. Bias crimes are
virtually impossible to measure with any degree of
reliability and validity. What do you think about this
analysis of the correlates of bias crimes?
Week 4 17 June Police-based measures, continued.
Fact sheet due.
Read: Miller (2004) Chapters 4-5
Week 5 24 June Victim surveys.
Read: Rennison & Rand, 2007. A recent summary of
NCS/NCVS history and development.
Rand & Catalano, 2007. Most recent published version

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 of NCVS results.
Skogan, 1981, pp. 1–27. One of several overview
contributions by Skogan, summing up the early years of
national victim surveys in the US.
Cantor & Lynch, 2000. Excellent overview of NCVS
development and features. Less complete on limits, but
still an important article.
Data: NACJD: "Victimization." Note resource guide for the
NCVS. You can also find copies of the 1998 surveys
from 12 large cities. Some supplements to NCVS are
also available. Carefully browse the series here.
Examples: Tourangeau & McNeeley, 2003. The NCVS is quite a
complicated endeavor. This paper offers a good
overview of how various features of interviewing should
be considered. Think also about sampling.
Kindermann, Lynch & Cantor, 1997 BJS report
illustrating changes following a moderate redesign of
screening questions and a couple of other decision
rules.
Hindelang, Gottfredson & Garofalo, 1978, pp. 241–274.
A victimization classic. Compare to routine activity
theory as presented by Cohen and Felson (1979). See
also Maxfield’s introduction to a special issue of JQC
(Maxfield, 1987) and contributions therein.
Baumer, Horney, Felson & Lauritsen, 2003.
Neighborhood disadvantage. One of a growing number
of multi-level analyses of NCVS and other victim
surveys
Pease & Laycock, 1996. A good introduction to repeat
victimization that gently highlights the miserable state
of the NCVS as an instrument for policy-oriented
research.
Planty, 2007. Some estimates of undercounting
attributable to how series incidents are handled in the
NCVS.
Durose, Schmitt & Langan, 2005. The NCVS evolved to
include information on contacts with police. Skim
unless you're really interested in this topic.
Durose, Harlow, et al., 2005. Draws on several sources
of data to examine family violence. This is a terrific
example of why multiple data sources are needed. See
Rand (1997) for another example.
Week 6 1 July UCR presentations.
Read: Miller (2004), Chapters 6-7
Week 7 8 July Victim surveys, continued.
UCR report due.
Week 8 15 July Self-report surveys.
Read: Lauritsen & Laub, 2007. The authors argue that we
know a lot about the victim-offender nexus, and are
unlikely to learn more through large-scale surveys. So

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 what do we do?
Weis, 1986. One of the best comparisons of self-
reports and other ways of measuring crime.
Farrington, 2003. A good summary of the history of
self-reports. Prepared as part of a study group to
launch the recent UK series on offending.
Decker, 2005. Most people think of self-reports as
alternative ways to count crime for some specific
population or class of offenses. Self-reports are also
use in applied studies that are more interested in
situational factors of offending, rather than in offender.
Data: NACJD, and the companion ICPSR site on substance
abuse and related data. Also see websites for MTF
and NHSDUH.
Examples: Johnston, O’Malley, Bachman & Schulenberg. John E.,
2005. Report on the latest data available. Read
chapters 1 through 3, and skim methods appendixes.
Lots of other material to read if MTF strikes your
interest.
Fendrich, Johnson, Sudman, Wislar & Spiehler, 1999.
Many things, mostly situational, affect the validity of
self-report surveys. This is a good example.
Royal, 2003. Unsafe driving is an example of offending
that is widespread. Self-report surveys are best at
measuring such things.
Week 9 22 July NCVS presentations.
Week 29 July Self-reports, continued.
10 NCVS report due.

Course Syllabus Page 6

 References

Barnett-Ryan, C. (2007). Introduction to the uniform crime reporting program. In J. P.

Lynch & L. A. Addington (eds), Understanding crime statistics: Revisiting the
divergence of the NCVS and UCR (pp. 55–89). NY: Cambridge University Press.

Baumer, E., Horney, J., Felson, R., & Lauritsen, J. L. (2003). Neighborhood
disadvantage and the nature of violence. Criminology, 41, 39–72.

Bureau of Justice Statistics. (2006). Criminal victimization in the United States, 2004
statistical tables. Washington, D.C.: U.S. Department of Justice, Office of Justice
Programs, Bureau of Justice Statistics.
(Www.ojp.usdoj.gov/bjs/abstract/cvusst.htm)

Cantor, D., & Lynch, J. P. (2000). Self-report surveys as measures of crime and criminal
victimization. In D. Duffee (Ed), Measurement and Analysis of Crime and Justice
(Volume 4). Criminal Justice 2000 Vol. 4. Washington, D.C.: U.S. Department of
Justice, Office of Justice Programs, National Institute of Justice.

Decker, S. H. (2005). Using offender interviews to inform police problem solving.

Problem solving tools series. Washington, DC: U.S. Department of Justice, Office
of Community Oriented Policing Services.

Durose, M. R., Harlow, C. W., Langan, P. A., Motivans, M., Rantala, R. R., & Smith, E. L.
(2005). Family violence statistics: Including statistics on strangers and
acquaintances. Washington, D.C.: U.S. Department of Justice, Office of Justice
Programs, Bureau of Justice Statistics.

Durose, M. R., Schmitt, E. L., & Langan, P. A. (2005, April). Contacts between police
and the public: Findings from the 2002 national survey. Washington, D.C.: U.S.
Department of Justice, Office of Justice Programs, Bureau of Justice Statistics.

Farrington, D. P., Jolliffe, D., Hawkins, J. D., Catalano, R. F., Hill, K. G., & Kosterman, R.
(2003). Comparing delinquency careers in court records and self-reports.
Criminology, 41, 933–958.

Federal Bureau of Investigation. (2007). Crime in the United States 2006. Washington,
DC: U.S. Department of Justice, Federal Bureau of Investigation.
(Http://www.fbi.gov/ucr/cius2006/index.html)

Fendrich, M., Johnson, T. P., Sudman, S., Wislar, J. S., & Spiehler, V. (1999, May).
Validity of drug use reporting in a high-risk community sample: A comparison of
cocaine and heroin survey reports with hair tests. American Journal of
Epidemiology, 149(10), 955–962.

Hindelang, M. J., Gottfredson, M. R., & Garofalo, J. (1978). Victims of personal crime:
An empirical foundation for a theory of personal victimization. Cambridge, MA:
Ballinger.

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James, N., & Council, L. R. (2008). How crime in the United States is measured (Report
for Congress, January 3. Order code RL34309). Washington, DC: Congressional
Research Service, Library of Congress.
(Http://fas.org/sgp/crs/misc/RL34309.pdf)

Johnston, L. D., O’Malley, P. M., Bachman, J. G., & Schulenberg. John E. (2005).
Monitoring the Future national survey results on drug use, 1975–2004: Volume I,
secondary school students (NIH Publication No. 05–5727). Bethesda, MD:
National Institute on Drug Abuse. (Http://monitoringthefuture.org/pubs.html)

Kindermann, C., Lynch, J., & Cantor, D. (1997). Effects of the redesign on victimization
estimates [Bureau of Justice Statistics National Crime Victimization Survey Rep.].
Washington, D.C.: U.S. Department of Justice, Office of Justice Programs,
Bureau of Justice Statistics.

Lauritsen, J. L., & Laub, J. H. (2007). Understanding the link between victimization and
offending: New reflections on an old idea. In M. Hough & M. Maxfield (eds),
Surveying crime in the 21st century. Crime prevention studies, vol. 22. Monsey,
NY: Criminal Justice Press.

Maltz, M. D. (1999, September). Bridging gaps: Estimating crime rates from police data
[A discussion paper from the BJS Fellows Program]. Washington, D.C.: U.S.
Department of Justice, Office of Justice Programs, Bureau of Justice Statistics.

Maltz, M. (2007). Missing UCR data and divergence of the NCVS and UCR trends. In J.
P. Lynch & L. A. Addington (eds), Understanding crime statistics: Revisiting the
divergence of the NCVS and UCR (pp. 269–294). NY: Cambridge University
Press.

Maxfield, M. G., & Babbie, E. (2005). Research methods for criminal justice and
criminology (4th ed.). Belmont, CA: Wadsworth.

Maxfield, M. G. (1999, June). The national incident-based reporting system: Research

and policy applications. Journal of Quantitative Criminology, 15(2), 119–149.

Messner, S. F., McHugh, S., & Felson, R. B. (2004). Distinctive characteristics of

assaults motivated by bias. Criminology, 42, 585–618.

Pease, K., & Laycock, G. (1996, November). Revictimization: Reducing the heat on hot
victims. Research in Action. Washington, D.C.: U.S. Department of Justice,
Office of Justice Programs, National Institute of Justice.

Planty, M. (2007). Series victimization and divergence. In J. P. Lynch & L. A. Addington

(eds), Understanding crime statistics: Revisiting the divergence of the NCVS and
UCR (pp. 156–182). NY: Cambridge University Press.

Rand, M. R., & Rennison, C. M. (2002). True crime stories? Accounting for differences in
our national crime indicators. Chance, 15(1), 49–51.
(Http://www.ojp.usdoj.gov/bjs/pub/pdf/tcsadnci.pdf)

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Rand, M. R. (1997). Violence-related injuries treated in hospital emergency departments
[Bureau of Justice Statistics Special Rep.]. Washington, D.C.: U.S. Department
of Justice, Office of Justice Programs, Bureau of Justice Statistics.

Rennison, C. M., & Rand, M. (2007). Introduction to the National Crime Victimization
Survey. In J. P. Lynch & L. A. Addington (eds), Understanding crime statistics:
Revisiting the divergence of the NCVS and UCR (pp. 17–54). NY: Cambridge
University Press.

Rosenfeld, R. (2007). Explaining the divergence between UCR and NCVS aggravated
assault trends. In J. P. Lynch & L. A. Addington (eds), Understanding crime
statistics: Revisiting the divergence of the NCVS and UCR (pp. 251–268). NY:
Cambridge University Press.

Royal, D. (2003, October). National survey of speeding and unsafe driving attitudes and
behavior: 2002 [Volume II: Findings]. Washington, DC: U.S. Department of
Transportation, National Highway Traffic Safety Administration, Office of
Research and Technology.

Skogan, W. G. (1981). Issues in the measurement of victimization (NCJ-74682).

Washington, D.C.: U.S. Department of Justice, Office of Justice Programs,
Bureau of Justice Statistics.

Snyder, H. N. (2005). Juvenile arrests 2003. Juvenile Justice Bulletin. Washington, D.C.:
U.S. Department of Justice, Office of Justice Programs, Office of Juvenile Justive
and Delinquency Prevention.

Stolzenberg, L., D’Alessio, S. J., & Eitle, D. (2004). Multilevel test of racial threat theory.
Criminology, 4232, 673–698.

Tourangeau, R., & McNeeley, M. E. (2003). Measuring crime and criminal victimization:
Methodological issues (Chapter 2). In National Research Council., Measurement
Problems in Criminal Justice Research: Workshop Summary [Committee on Law
and Justice and Committee on National Statistics, Division of Behavioral and
Social Sciences and Education.] (pp. 10–42). Washington, D.C.: National
Academy Press.

Vazquez, S. P., Stohr, M. K., & Purkiss, M. (2005). Intimate partner violence incidence
and characteristics: Idaho NIBRS 1995 to 2001 data. Criminal Justice Policy
Review, 16, 99– 114.

Weis, J. G. (1986). Issues in the measurement of criminal careers (Chapter 1). In A.

Blumstein, J. Cohen, J. A. Roth & C. A. Visher (editors), Criminal careers and
“career criminals” volume 2 (pp. 1–51). Washington, D.C.: National Academy
Press.

Grading Policy
• Read all assigned materials before each scheduled class session; actively
participate in class discussion (20%).

Course Syllabus Page 9

 • Prepare analysis reports, present in class. In all cases, analyze and interpret
data. Do not submit a bunch of tables and assume they speak for themselves.
Use the data to tell me a theory-based theory.

1. Draw on published summary tabulations or spreadsheets to draft a fact sheet

patterned after those produced by the AIC. Present a draft fact sheet in
class, 10 June. Describe the fact sheet, who should be interested in it, and
how the data presented could be improved. Based on discussion, revise and
submit final fact sheet. (15%) 17 June
2. Using UCR summary or SHR data provided on the Bureau of Justice
Statistics website, present an original descriptive analysis comparing levels
and trends in the U.S. crime rate (chosen by you, e.g., gun homicide rate)
between 1985 to 2007 with those occurring in a metropolitan area (chosen by
you) with a population in excess of 100,000. Based on the findings, provide
at least one plausible theoretical-based explanation for the differences or
similarities observed. Present the analysis in class, 1 July. Based on
discussion, revise and submit final report. Two to three pages of text, plus
whatever tables and figures. (20%) 8 July
3. Using NCVS data, present an original descriptive and bivariate analysis
drawn from one theory. Use a dependent variable representing a single type
of victimization (e.g., burglary). Use at least five independent variables. Be
sure to link these independent variables to your theory. Explain the rationale
for your analysis and your findings. Present the analysis in class, 22 July.
Based on discussion, revise and submit final report. Three pages of text,
plus whatever tables and figures. (20%) 29 July
4. Final exam (in-class) (25%) 12 August

Course Policies
Make-up exams
A student must have a compelling reason to miss the final exam. Documentation
of the reason (e.g., doctor’s note) is needed. A student who cannot make it to the
final exam needs to either e-mail or call and leave a voice message for the
instructor before the final exam is held. In case of an emergency, when prior
notification is not possible, the absence must be discussed with the instructor
immediately after the missed exam. There will be a single make-up (date and
time to be decided later) for those who have missed the final exam (for a
compelling and documented reason).
Class Attendance
Students should attend class every day and are encouraged to ask questions.
They should be in their seats by the scheduled beginning of class and plan to stay
until the scheduled end, rather than five minutes early. Please do not disturb the
class by leaving early. If you have planned a vacation, business trip, family
reunion, wedding, etc that will require more than two absences you should take
the class when your schedule permits. Do NOT enroll and tell me this after the
fact! I do not consider any of these warranted absences.

Classroom Citizenship

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 Cell phones and pagers must be turned off before class, and audio equipment may
not be played during class, with or without headphones. Tape recorders are not
permitted during lecture.

Technical Support
If you experience any problems with your UTD account you may send an email
to: assist@utdallas.edu or call the UTD Computer Helpdesk at 972-883-2911.

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 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 printed publication, A to Z Guide, which is provided to all
registered students each academic year.

The University of Texas at Dallas administers student discipline within the

procedures of recognized and established due process. Procedures are defined
and described in the Rules and Regulations, Series 50000, Board of Regents,
The University of Texas System, and in Title V, Rules on Student Services and
Activities of the university’s Handbook of Operating Procedures. Copies of these
rules and regulations are available to students in the Office of the Dean of
Students, where staff members are available to assist students in interpreting the
rules and regulations (SU 1.602, 972/883-6391) and online at
http://www.utdallas.edu/judicialaffairs/UTDJudicialAffairs-HOPV.html

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

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

Scholastic Dishonesty, any student who commits an act of scholastic dishonesty

is subject to discipline. Scholastic dishonesty includes but is not limited to

Course Syllabus Page 11

 cheating, plagiarism, collusion, the submission for credit of any work or materials
that are attributable in whole or in part to another person, taking an examination
for another person, any act designed to give unfair advantage to a student or the
attempt to commit such acts.

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

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The copyright law of the United States (Title 17, United States Code) governs the
making of photocopies or other reproductions of copyrighted materials, including
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the institution’s copyright policy (Policy Memorandum 84-I.3-46). For more
information about the fair use exemption, see
http://www.utsystem.edu/ogc/intellectualproperty/copypol2.htm

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
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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
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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

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

In attempting to resolve any student grievance regarding grades, evaluations, or

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

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

Incomplete Grade Policy

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

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)
disabilityservice@utdallas.edu

If you anticipate issues related to the format or requirements of this course,

please meet with the Coordinator of Disability Services. The Coordinator is
available to discuss ways to ensure your full participation in the course. If you
determine that formal, disability-related accommodations are necessary, it is very
important that you be registered with Disability Services to notify them of your

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 eligibility for reasonable accommodations. Disability Services can then plan how
best to coordinate your accommodations.

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

Religious Holy Days

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

The student is encouraged to notify the instructor or activity sponsor as soon as

possible regarding the absence, preferably in advance of the assignment. The
student, so excused, will be allowed to take the exam or complete the
assignment within a reasonable time 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.

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