PSCI 4320 - The Political System of U.S
Fall 2025 Syllabus, Section 101, CRN 17424
Instructor Information
Dr. Simon Zschirnt
Associate Professor of Political Science
Email: simon.zschirnt@tamiu.edu
Office: 376 Academic Innovation Center (AIC)
Office Hours:
MWF 12:00pm-1:00pm and TR 10:00am-11:30am
Office Phone: 326-2619
Times and Location
Course Description
Additional Course Information
This course is designed to familiarize students with the dynamics and historical evolution of the institutions of American national government and with ongoing structural changes in American politics. The course is divided into 3 sections.
Section I looks at Congress and at the changing national dynamics of party competition. In this section we will examine how professionalization, partisan polarization, and changes in campaigns and political communication have transformed Congress. We will also examine the role of interest groups and the media in the legislative process. Finally, we will examine how increasing partisan polarization has transformed American political parties and elections.
Section II looks at the presidency. In this section we will examine the constitutional design of the presidency and the framers’ vision for the institution, the formal and informal powers that presidents have at their disposal, and the relationship between the president and Congress. We will also examine how changes in presidential selection and leadership have fundamentally changed the role of the presidency in the American political system.
Section III looks at the courts. In this section we will examine controversies surrounding the power of judicial review, the changing dynamics of Supreme Court appointments, and Supreme Court agenda-setting and decision-making. We will also examine the role that the Supreme Court plays in American politics and the political foundations of judicial empowerment.
If you have any questions or problems, please feel free to email me or consult with me during my office hours. My office hours this semester are Monday, Wednesday, and Friday 12:00pm-1:00pm, Tuesday and Thursday 10:00am-11:30am, or by appointment.
Student Learning Outcomes
By the end of this course you should have demonstrated through written assignments and class discussion:
1) Understanding of the historical evolution of American political institutions and of the changing dynamics of American politics
2) Recognition of the major scholarly debates on Congress, the presidency, and the courts
3) The ability to apply this knowledge to understanding and evaluating contemporary debates in American politics
Important Dates
Visit the Academic Calendar (tamiu.edu) page to view the term's important dates.
Textbooks
Group | Title | Author | ISBN |
---|---|---|---|
Required | Congress Reconsidered (13th edition) | Lawrence C. Dodd, Bruce I. Oppenheimer, Ruth Bloch Rubin, and C. Lawrence Evans | 9781071917190 |
Required | Unstable Majorities: Polarization, Party Sorting, and Political Stalemate | Morris P. Fiorina | 9780817921156 |
Required | Presidential Leadership: Politics and Policy Making (13th edition) | George C. Edwards, Kenneth R. Mayer, and Stephen J. Wayne | 9781538189474 |
Required | The Supreme Court and American Political Development | Ronald Kahn and Ken I. Kersch | 9780700614394 |
Other Course Materials
All other assigned readings are available in the "Reading Assignments" folder on the course Blackboard page.
Grading Criteria
Your grade in this course will be based upon your performance on 10 pop quizzes (10 points each), a research paper (50 points), 2 unit exams (100 points each), and a comprehensive final exam (150 points).
There are a total of 500 points possible in the course. Letter grades will be assigned at the end of the semester based upon the following scale:
448 – 500 = A
398 – 447 = B
348 – 397 = C
298 – 347 = D
< 298 = F
POP QUIZZES: Because it is essential that you come to class every session having read the assigned materials and prepared to discuss them, 11 pop quizzes will be administered over the course of the semester (your lowest score will be dropped). These quizzes will cover the reading assigned for that day and consist of 3 questions.
RESEARCH PAPER: Your research paper will examine a topic in American politics of your choosing. In writing your research paper, you should formulate a hypothesis, review the relevant literature, collect and analyze data, and draw appropriate conclusions. Consult with me as soon as possible to discuss potential topics. Research papers should be approximately 10 pages in length and are due December 1.
*** Any use of generative A.I. such as ChatGPT to write research papers is prohibited and will be considered academic misconduct ***
EXAMS: Exams will consist of essay questions drawn from lists of 5 questions that will be made available for review as study guides prior to the exam.
EXAM SCHEDULE:
Exam #1 — September 29
Exam #2 — October 27
Final Exam — December 3
Schedule of Topics and Assignments
Day | Date | Agenda/Topic | Reading(s) | Due |
---|---|---|---|---|
Mon | 8/25 | Introduction | ||
Wed | 8/27 | The Institutional Evolution of Congress | Dodd, Oppenheimer, Rubin, & Evans, Chapter 1 | |
Fri | 8/29 | Congressional Elections | Dodd, Oppenheimer, Rubin, & Evans, Chapter 3 and Chapter 4, pp. 85-94 and 103-9 | |
Mon | 9/1 | Political Parties (I) | 1) Steven S. Smith and Gerald Gamm. 2021. "The Dynamics of Party Government in Congress." In Lawrence C. Dodd, Bruce I. Oppenheimer, and C. Lawrence Evans, Congress Reconsidered (12th edition) 2) Eric Schickler and Andrew Rich. 1997. “Controlling the Floor: Parties as Procedural Coalitions in the House.” American Journal of Political Science 41: 1340-75 |
|
Wed | 9/3 | Political Parties (II) | 1) Gary Miller and Norman Schofield. 2003. “Activists and Partisan Realignment in the United States.” American Political Science Review 97: 245-60 2) Gary Miller and Norman Schofield. 2008. “The Transformation of the Republican and Democratic Party Coalitions in the US.” Perspectives on Politics 6: 433-50 |
|
Fri | 9/5 | The Legislative Process (I) | Dodd, Oppenheimer, Rubin, & Evans, Chapters 8 and 10 | |
Mon | 9/8 | The Legislative Process (II) | Lawrence C. Dodd and Scot Schraufnagel. 2012. “Congress and the Polarity Paradox: Party Polarization, Member Incivility, and Enactment of Landmark Legislation, 1891-1994.” Congress & The Presidency 39: 109-32 | |
Wed | 9/10 | Interest Groups, Lobbying, and Campaign Finance (I) | 1) Kay Lehman Schlozman, Philip Edward Jones, Hye Young You, Traci Burch, Sidney Verba, and Henry E. Brady. 2014. “Louder Chorus ― Same Accent: The Representation of Interests in Pressure Politics, 1991- 2011.” Issues in Governance Studies 65: 1-12 2) Richard L. Hall and Frank W. Wayman. 1990. “Buying Time: Moneyed Interests and the Mobilization of Bias in Congressional Committees.” American Political Science Review 84: 797-820 |
|
Fri | 9/12 | Interest Groups, Lobbying, and Campaign Finance (II) | Dodd, Oppenheimer, Rubin, & Evans, Chapter 4, pp. 94-103 | |
Mon | 9/15 | Congressional Relations with the President | 1) Dodd, Oppenheimer, Rubin, & Evans, Chapters 14 and 15 2) Mathew D. McCubbins and Thomas Schwartz. 1984. “Congressional Oversight Overlooked: Police Patrols Versus Fire Alarms.” American Journal of Political Science 28: 165-79 |
|
Wed | 9/17 | Gerrymandering and Congressional Districting | 1) Dodd, Oppenheimer, Rubin, & Evans, Chapter 5 2) Nolan McCarty, Keith Poole, and Howard Rosenthal. 2009. “Does Gerrymandering Cause Polarization?” American Journal of Political Science 53: 666-80 |
|
Fri | 9/19 | The Responsiveness of Congress | Martin Gilens and Benjamin Page. 2014. “Testing Theories of American Politics: Elites, Interest Groups, and Average Citizens.” Perspectives on Politics 12: 564-81 | |
Mon | 9/22 | Mass vs. Elite Polarization (I) | Fiorina, Chapters 1, 2, 10, and 11 | |
Wed | 9/24 | Mass vs. Elite Polarization (II) | Fiorina, Chapters 3-7 | |
Fri | 9/26 | Mass vs. Elite Polarization (III) | Fiorina, Chapters 8 and 9 | |
Mon | 9/29 | EXAM #1 | ||
Wed | 10/1 | The Framers' Design of the Presidency and Its Implications (I) | Edwards, Mayer, & Wayne, Chapter 2 and Chapter 4, pp. 83-93 | |
Fri | 10/3 | The Framers' Design of the Presidency and Its Implications (II) | Stephen Skowronek. 1986. "Notes on the Presidency in the Political Order." Studies in American Political Development 1: 286-302 | |
Mon | 10/6 | Presidential Power | 1) Edwards, Mayer, & Wayne, Chapter 5 2) William G. Howell. 2005. “Unilateral Powers: A Brief Overview.” Presidential Studies Quarterly 35: 417-39 |
|
Wed | 10/8 | Presidential Selection (I) | 1) Edwards, Mayer, & Wayne, Chapter 3, pp. 53-55 2) James Ceaser. 1978. “Political Parties and Presidential Ambition.” Journal of Politics 40: 708-39 |
|
Fri | 10/10 | Presidential Selection (II) | Edwards, Mayer, & Wayne, Chapter 3, pp. 55-81 | |
Mon | 10/13 | The Public Presidency | Edwards, Mayer, & Wayne, Chapter 6 | |
Wed | 10/15 | The President as Chief Executive (I) | Edwards, Mayer, & Wayne, Chapter 8 | |
Fri | 10/17 | The President as Chief Executive (II) | Edwards, Mayer, & Wayne, Chapter 10 | |
Mon | 10/20 | The President as Commander in Chief (I) | Edwards, Mayer, & Wayne, Chapter 14, pp. 461-63 and 475-89 | |
Wed | 10/22 | The President as Commander in Chief (II) | Edwards, Mayer, & Wayne, Chapter 14, pp. 463-75 | |
Fri | 10/24 | Presidential Relations with Congress | 1) Edwards, Mayer, & Wayne, Chapter 11 2) Jon Bond, Richard Fleisher, and Michael Northrup. 1988. “Public Opinion and Presidential Support.” Annals of the American Academy of Political and Social Science 499: 47-63 |
|
Mon | 10/27 | EXAM #2 | ||
Wed | 10/29 | The Supreme Court and the Power of Judicial Review (I) | William van Alstyne. 1969. “A Critical Guide to Marbury v. Madison.” Duke Law Journal 1969: 1-47 | |
Fri | 10/31 | The Supreme Court and the Power of Judicial Review (II) | Kahn & Kersch, Chapter 2 | |
Mon | 11/3 | Judicial Appointments (I) | 1) Kahn & Kersch, Chapters 3 and 4 2) Frederick Liu. 2008. “The Supreme Court Appointments Process and the Real Divide between Liberals and Conservatives.” Yale Law Journal 117: 1947-56 |
|
Wed | 11/5 | Judicial Appointments (II) | Lawrence Baum. 2013. "The Selection of Judges." In American Courts: Process and Policy (7th edition) | |
Fri | 11/7 | Supreme Court Agenda-Setting | 1) Kahn & Kersch, Chapter 1 2) C. Scott Peters. 2007. “Getting Attention: The Effect of Legal Mobilization on the US Supreme Court’s Attention to Issues.” Political Research Quarterly 60: 561-72 |
|
Mon | 11/10 | Supreme Court Decision-Making | 1) Thomas Walker, Lee Epstein, and William Dixon. 1988. “On the Mysterious Demise of Consensual Norms in the United States Supreme Court.” Journal of Politics 50: 361-89 2) Jeffrey Segal, Lee Epstein, Charles Cameron, and Harold Spaeth. 1995. “Ideological Values and the Votes of US Supreme Court Justices Revisited.” Journal of Politics 57: 812-23 |
|
Wed | 11/12 | Judicial Impact | Gerald Rosenberg. 2008. The Hollow Hope: Can Courts Bring About Social Change? (2nd edition). Chapters 1, 2, and 6 | |
Fri | 11/14 | The Supreme Court in the American Political System | 1) Howard Gillman. 2002. “How Political Parties Can Use the Courts to Advance Their Agendas: Federal Courts in the United States, 1875-1891.” American Political Science Review 96: 511-24 2) Mark Graber. 1993. “The Non-Majoritarian Difficulty: Legislative Deference to the Judiciary.” Studies in American Political Development 7: 35-73 |
|
Mon | 11/17 | American Constitutionalism (I) | Stephen Griffin. 1990. “Constitutionalism in the United States: From Theory to Politics.” Oxford Journal of Legal Studies 10: 200-20 | |
Wed | 11/19 | American Constitutionalism (II) | Kahn & Kersch, Chapter 6 | |
Fri | 11/21 | Modern Constitutional Politics | Kahn & Kersch, Chapters 5 and 10 | |
Mon | 11/24 | American Legal Culture | Robert Kagan. 2001. Adversarial Legalism: The American Way of Law (1st edition). Chapters 1 and 7 | |
Wed | 11/26 | THANKSGIVING BREAK | ||
Fri | 11/28 | THANKSGIVING BREAK | ||
Mon | 12/1 | Judicial Empowerment | 1) J. Mark Ramseyer. 1994. “The Puzzling (In)Dependence of Courts: A Comparative Approach.” Journal of Legal Studies 23: 721-47 2) Ran Hirschl. 2000. “The Political Origins of Judicial Empowerment Through Constitutionalization: Lessons from Four Constitutional Revolutions.” Law & Social Inquiry 25: 91-149 |
RESEARCH PAPER |
Wed | 12/3 | FINAL EXAM |
University/College Policies
Please see the University Policies below.
COVID-19 Related Policies
If you have tested positive for COVID-19, please refer to the Student Handbook, Appendix A (Attendance Rule) for instructions.
Required Class Attendance
Students are expected to attend every class in person (or virtually, if the class is online) and to complete all assignments. If you cannot attend class, it is your responsibility to communicate absences with your professors. The faculty member will decide if your excuse is valid and thus may provide lecture materials of the class. According to University policy, acceptable reasons for an absence, which cannot affect a student’s grade, include:
- Participation in an authorized University activity.
- Death or major illness in a student’s immediate family.
- Illness of a dependent family member.
- Participation in legal proceedings or administrative procedures that require a student’s presence.
- Religious holy day.
- Illness that is too severe or contagious for the student to attend class.
- Required participation in military duties.
- Mandatory admission interviews for professional or graduate school which cannot be rescheduled.
Students are responsible for providing satisfactory evidence to faculty members within seven calendar days of their absence and return to class. They must substantiate the reason for the absence. If the absence is excused, faculty members must either provide students with the opportunity to make up the exam or other work missed, or provide a satisfactory alternative to complete the exam or other work missed within 30 calendar days from the date of absence. Students who miss class due to a University-sponsored activity are responsible for identifying their absences to their instructors with as much advance notice as possible.
Classroom Behavior (applies to online or Face-to-Face Classes)
TAMIU encourages classroom discussion and academic debate as an essential intellectual activity. It is essential that students learn to express and defend their beliefs, but it is also essential that they learn to listen and respond respectfully to others whose beliefs they may not share. The University will always tolerate different, unorthodox, and unpopular points of view, but it will not tolerate condescending or insulting remarks. When students verbally abuse or ridicule and intimidate others whose views they do not agree with, they subvert the free exchange of ideas that should characterize a university classroom. If their actions are deemed by the professor to be disruptive, they will be subject to appropriate disciplinary action (please refer to Student Handbook Article 4).
TAMIU Honor Code: Plagiarism and Cheating
As a TAMIU student, you are bound by the TAMIU Honor Code to conduct yourself ethically in all your activities as a TAMIU student and to report violations of the Honor Code. Please read carefully the Student Handbook Article 7 and Article 10 available at https://www.tamiu.edu/scce/studenthandbook.shtml.
We are committed to strict enforcement of the Honor Code. Violations of the Honor Code tend to involve claiming work that is not one’s own, most commonly plagiarism in written assignments and any form of cheating on exams and other types of assignments.
Plagiarism is the presentation of someone else’s work as your own. It occurs when you:
- Borrow someone else’s facts, ideas, or opinions and put them entirely in your own words. You must acknowledge that these thoughts are not your own by immediately citing the source in your paper. Failure to do this is plagiarism.
- Borrow someone else’s words (short phrases, clauses, or sentences), you must enclose the copied words in quotation marks as well as citing the source. Failure to do this is plagiarism.
- Present someone else’s paper or exam (stolen, borrowed, or bought) as your own. You have committed a clearly intentional form of intellectual theft and have put your academic future in jeopardy. This is the worst form of plagiarism.
Here is another explanation from the 2020, seventh edition of the Manual of The American Psychological Association (APA):
“Plagiarism is the act of presenting the words, idea, or images of another as your own; it denies authors or creators of content the credit they are due. Whether deliberate or unintentional, plagiarism violates ethical standards in scholarship” (p. 254). This same principle applies to the illicit use of AI.
Plagiarism: Researchers do not claim the words and ideas of another as their own; they give credit where credit is due. Quotations marks should be used to indicate the exact words of another. Each time you paraphrase another author (i.e., summarize a passage or rearrange the order of a sentence and change some of the words), you need to credit the source in the text. The key element of this principle is that authors do not present the work of another as if it were their own words. This can extend to ideas as well as written words. If authors model a study after one done by someone else, the originating author should be given credit. If the rationale for a study was suggested in the discussion section of someone else's article, the person should be given credit. Given the free exchange of ideas, which is very important for the health of intellectual discourse, authors may not know where an idea for a study originated. If authors do know, however, they should acknowledge the source; this includes personal communications (p. 11). For guidance on proper documentation, consult the Academic Success Center or a recommended guide to documentation and research such as the Manual of the APA or the MLA Handbook for Writers of Research Papers. If you still have doubts concerning proper documentation, seek advice from your instructor prior to submitting a final draft.
TAMIU has penalties for plagiarism and cheating.
- Penalties for Plagiarism: Should a faculty member discover that a student has committed plagiarism, the student should receive a grade of 'F' in that course and the matter will be referred to the Honor Council for possible disciplinary action. The faculty member, however, may elect to give freshmen and sophomore students a “zero” for the assignment and to allow them to revise the assignment up to a grade of “F” (50%) if they believe that the student plagiarized out of ignorance or carelessness and not out of an attempt to deceive in order to earn an unmerited grade; the instructor must still report the offense to the Honor Council. This option should not be available to juniors, seniors, or graduate students, who cannot reasonably claim ignorance of documentation rules as an excuse. For repeat offenders in undergraduate courses or for an offender in any graduate course, the penalty for plagiarism is likely to include suspension or expulsion from the university.
- Caution: Be very careful what you upload to Turnitin or send to your professor for evaluation. Whatever you upload for evaluation will be considered your final, approved draft. If it is plagiarized, you will be held responsible. The excuse that “it was only a draft” will not be accepted.
- Caution: Also, do not share your electronic files with others. If you do, you are responsible for the possible consequences. If another student takes your file of a paper and changes the name to his or her name and submits it and you also submit the paper, we will hold both of you responsible for plagiarism. It is impossible for us to know with certainty who wrote the paper and who stole it. And, of course, we cannot know if there was collusion between you and the other student in the matter.
- Penalties for Cheating: Should a faculty member discover a student cheating on an exam or quiz or other class project, the student should receive a “zero” for the assignment and not be allowed to make the assignment up. The incident should be reported to the chair of the department and to the Honor Council. If the cheating is extensive, however, or if the assignment constitutes a major grade for the course (e.g., a final exam), or if the student has cheated in the past, the student should receive an “F” in the course, and the matter should be referred to the Honor Council. Additional penalties, including suspension or expulsion from the university may be imposed. Under no circumstances should a student who deserves an “F” in the course be allowed to withdraw from the course with a “W.”
- Caution: Chat groups that start off as “study groups” can easily devolve into “cheating groups.” Be very careful not to join or remain any chat group if it begins to discuss specific information about exams or assignments that are meant to require individual work. If you are a member of such a group and it begins to cheat, you will be held responsible along with all the other members of the group. The TAMIU Honor Code requires that you report any such instances of cheating.
- Student Right of Appeal: Faculty will notify students immediately via the student’s TAMIU e- mail account that they have submitted plagiarized work. Students have the right to appeal a faculty member’s charge of academic dishonesty by notifying the TAMIU Honor Council of their intent to appeal as long as the notification of appeal comes within 10 business days of the faculty member’s e-mail message to the student and/or the Office of Student Conduct and Community Engagement. The Student Handbook provides more details.
Use of Work in Two or More Courses
You may not submit work completed in one course for a grade in a second course unless you receive explicit permission to do so by the instructor of the second course. In general, you should get credit for a work product only once.
AI Policies
Your instructor will provide you with their personal policy on the use of AI in the classroom setting and associated coursework.
TAMIU E-Mail and SafeZone
Personal Announcements sent to students through TAMIU E-mail (tamiu.edu or dusty email) are the official means of communicating course and university business with students and faculty –not the U.S. Mail and no other e-mail addresses. Students and faculty must check their TAMIU e-mail accounts regularly, if not daily. Not having seen an important TAMIU e-mail or message from a faculty member, chair, or dean is not accepted as an excuse for failure to take important action.
Students, faculty, and staff are encouraged to download the SafeZone app, which is a free mobile app for all University faculty, staff, and students. SafeZone allows you to: report safety concerns (24/7), get connected with mental health professionals, activate location sharing with authorities, and anonymously report incidents. Go to https://www.tamiu.edu/adminis/police/safezone/index.shtml for more information.
Copyright Restrictions
The Copyright Act of 1976 grants to copyright owners the exclusive right to reproduce their works and distribute copies of their work. Works that receive copyright protection include published works such as a textbook. Copying a textbook without permission from the owner of the copyright may constitute copyright infringement. Civil and criminal penalties may be assessed for copyright infringement. Civil penalties include damages up to $100,000; criminal penalties include a fine up to $250,000 and imprisonment. Copyright laws do not allow students and professors to make photocopies of copyrighted materials, but you may copy a limited portion of a work, such as article from a journal or a chapter from a book for your own personal academic use or, in the case of a professor, for personal, limited classroom use. In general, the extent of your copying should not suggest that the purpose or the effect of your copying is to avoid paying for the materials. And, of course, you may not sell these copies for a profit. Thus, students who copy textbooks to avoid buying them or professors who provide photocopies of textbooks to enable students to save money are violating the law.
Students with Disabilities
Texas A&M International University seeks to provide reasonable accommodations for all qualified persons with disabilities. This University will adhere to all applicable federal, state, and local laws, regulations and guidelines with respect to providing reasonable accommodations as required to afford equal education opportunity. It is the student's responsibility to register with the Office of Student Counseling and Disability Services located in Student Center 126. This office will contact the faculty member to recommend specific, reasonable accommodations. Faculty are prohibited from making accommodations based solely on communications from students. They may make accommodations only when provided documentation by the Student Counseling and Disability Services office.
Student Attendance and Leave of Absence (LOA) Policy
As part of our efforts to assist and encourage all students towards graduation, TAMIU provides
LOA’s for students, including pregnant/parenting students, in accordance with the Attendance Rule (Section 3.07) and the Student LOA Rule (Section 3.08), which includes the “Leave of Absence Request” form. Both rules can be found in the TAMIU Student Handbook (URL: http://www.tamiu.edu/studentaffairs/StudentHandbook1.shtml).
Pregnant and Parenting Students
Under Title IX of the Education Amendments of 1972, harassment based on sex, including harassment because of pregnancy or related conditions, is prohibited. A pregnant/parenting student must be granted an absence for as long as the student’s physician deems the absence medically necessary. It is a violation of Title IX to ask for documentation relative to the pregnant/parenting student’s status beyond what would be required for other medical conditions. If a student would like to file a complaint for discrimination due to his or her pregnant/parenting status, please contact the TAMIU Title IX Coordinator (Lorissa M. Cortez, 5201 University Boulevard, KLM 159B, Laredo, TX 78041,TitleIX@tamiu.edu, 956.326.2857) and/or the Office of Civil Rights (Dallas Office, U.S. Department of Education, 1999 Bryan Street, Suite 1620, Dallas, TX 75201-6810, 214.661.9600). You can also report it on TAMIU’s anonymous electronic reporting site: https://www.tamiu.edu/reportit.
TAMIU advises a pregnant/parenting student to notify their professor once the student is aware that accommodations for such will be necessary. It is recommended that the student and professor develop a reasonable plan for the student’s completion of missed coursework or assignments. The Office of Equal Opportunity and Diversity (Lorissa M. Cortez, lorissam.cortez@tamiu.edu) can assist the student and professor in working out the reasonable accommodations. For other questions or concerns regarding Title IX compliance related to pregnant/parenting students at the University, contact the Title IX Coordinator. In the event that a student will need a leave of absence for a substantial period of time, TAMIU urges the student to consider a Leave of Absence (LOA) as outlined in the TAMIU Student Handbook. As part of our efforts to assist and encourage all students towards graduation, TAMIU provides LOA’s for students, including pregnant/parenting students, in accordance with the Attendance Rule and the Student LOA Rule. Both rules can be found in the TAMIU Student Handbook (https://www.tamiu.edu/scce/studenthandbook.shtml).
Anti-Discrimination/Title IX
TAMIU does not discriminate or permit harassment against any individual on the basis of race, color, sex, religion, national origin, age, disability, genetic information, veteran status, educational programs, or employment. If you would like to file a complaint relative to Title IX or any civil rights violation, please contact the TAMIU Director of Equal Opportunity and Diversity/Title IX Coordinator, Lorissa M. Cortez, 5201 University Boulevard, Killam Library 159B, Laredo, TX 78041,TitleIX@tamiu.edu, 956.326.2857, via the anonymous electronic reporting website, ReportIt, at https://www.tamiu.edu/reportit, and/or the Office of Civil Rights (Dallas Office), U.S. Department of Education, 1999 Bryan Street, Suite 1620, Dallas, TX 75201-6810, 214.661.9600.
Incompletes
Students who are unable to complete a course should withdraw from the course before the final date for withdrawal and receive a “W.” To qualify for an “incomplete” and thus have the opportunity to complete the course at a later date, a student must meet the following criteria:
- The student must have completed 90% of the course work assigned before the final date for withdrawing from a course with a “W”, and the student must be passing the course;
- The student cannot complete the course because an accident, an illness, or a traumatic personal or family event occurred after the final date for withdrawal from a course;
- The student must sign an “Incomplete Grade Contract” and secure signatures of approval from the professor and the college dean.
- The student must agree to complete the missing course work before the end of the next long semester; failure to meet this deadline will cause the “I” to automatically be converted to an “F”; extensions to this deadline may be granted by the dean of the college. This is the general policy regarding the circumstances under which an “incomplete” may be granted, but under exceptional circumstances, a student may receive an incomplete who does not meet all of the criteria above if the faculty member, department chair, and dean recommend it.
WIN Contracts
The Department of Biology and Chemistry does not permit WIN contracts. For other departments within the college, WIN Contracts are offered only under exceptional circumstances and are limited to graduating seniors. Only courses offered by full-time TAMIU faculty or TAMIU instructors are eligible to be contracted for the WIN requirement. However, a WIN contract for a course taught by an adjunct may be approved, with special permission from the department chair and dean. Students must seek approval before beginning any work for the WIN Contract. No student will contract more than one course per semester. Summer WIN Contracts must continue through both summer sessions.
Student Responsibility for Dropping a Course
It is the responsibility of the student to drop the course before the final date for withdrawal from a course. Faculty members, in fact, may not drop a student from a course without getting the approval of their department chair and dean.
Independent Study Course
Independent Study (IS) courses are offered only under exceptional circumstances. Required courses intended to build academic skills may not be taken as IS (e.g., clinical supervision and internships). No student will take more than one IS course per semester. Moreover, IS courses are limited to seniors and graduate students. Summer IS course must continue through both summer sessions.
Grade Changes & Appeals
Faculty are authorized to change final grades only when they have committed a computational error or an error in recording a grade, and they must receive the approval of their department chairs and the dean to change the grade. As part of that approval, they must attach a detailed explanation of the reason for the mistake. Only in rare cases would another reason be entertained as legitimate for a grade change. A student who is unhappy with his or her grade on an assignment must discuss the situation with the faculty member teaching the course. If students believe that they have been graded unfairly, they have the right to appeal the grade using a grade appeal process in the Student Handbook and in the Faculty Handbook.
Final Examination
All courses in all colleges must include a comprehensive exam or performance and be given on the date and time specified by the Academic Calendar and the Final Exam schedule published by the Registrar’s Office. In the College of Arts & Sciences all final exams must contain a written component. The written component should comprise at least 20% of the final exam grade. Exceptions to this policy must receive the approval of the department chair and the dean at the beginning of the semester.
Mental Health and Well-Being
The university aims to provide students with essential knowledge and tools to understand and support mental health. As part of our commitment to your well-being, we offer access to Telus Health, a service available 24/7/365 via chat, phone, or webinar. Scan the QR code to download the app and explore the resources available to you for guidance and support whenever you need it. The Telus app is available to download directly from TELUS (tamiu.edu) or from the Apple App Store and Google Play.