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2515
DOCUMENTS OF THE GENERAL FACULTY
PROPOSED CHANGES IN THE REQUIREMENTS FOR THE BACHELOR
OF SCIENCE IN HUMAN DEVELOPMENT AND FAMILY SCIENCES IN THE COLLEGE
OF NATURAL SCIENCES CHAPTER IN THE UNDERGRADUATE CATALOG,
2004-2006
On January 17, 2003, Dean Mary Ann Rankin of the
College of Natural Sciences filed with the secretary of the Faculty
Council the following proposed changes in the requirements for
the Bachelor of Science in Human Development and Family Sciences
in the College of Natural Science chapter in The Undergraduate
Catalog, 2004-2006. The dean and the College of Natural Sciences
Course and Curriculum Committee approved the proposal on November
18, 2002. The secretary has classified this proposal as legislation
of exclusive application and primary interest to a single college
or school.
The edited proposal was received from the Office of Official Publications
on April 15, 2003, and was sent to the Committee on Undergraduate Degree
Program Review from the Office of the General Faculty on April 23, 2003.
The committee forwarded the proposed changes to the Office of the General
Faculty on may 6, 2003, recommending approval. The authority to grant
final approval on behalf of the General Faculty resides with the Faculty
Council.
If no objection is filed with the Office of the General Faculty by the
date specified below, the legislation will be held to have been approved
by the Faculty Council. If objection is filed within the prescribed period,
the legislation will be presented to the Faculty Council at its next
meeting. The objection, with reasons, must be signed by a member of the
Faculty Council.
To be counted, a protest must be received in the Office of the General
Faculty by May 16, 2003.
<signed>
John R. Durbin, Secretary
The Faculty Council
This legislation was posted on the Faculty Council Web site (http://www.utexas.edu/faculty/council/)
on May 7, 2003. Paper copies are available on request from the Office
of the General Faculty, FAC 22, F9500.
2516
PROPOSED CHANGES IN THE REQUIREMENTS FOR
THE BACHELOR OF SCIENCE IN HUMAN DEVELOPMENT AND FAMILY SCIENCES
IN THE COLLEGE OF NATURAL SCIENCES CHAPTER IN THE UNDERGRADUATE
CATALOG, 2004-2006
| On page 427, in the section DEGREES, under
the heading BACHELOR OF SCIENCE IN HUMAN DEVELOPMENT
AND FAMILY SCIENCE, make the following changes. |
BACHELOR OF SCIENCE IN HUMAN DEVELOPMENT
AND FAMILY SCIENCES
{No change to introductory text}
PRESCRIBED WORK
COMMON TO BOTH OPTIONS
{No change to requirements 1 through
4}
| 5. |
Six semester hours of coursework in biology and/or
chemistry: and six additional hours chosen from the following
fields: astronomy, biology, chemistry, computer sciences, geological
sciences, mathematics, nutrition, and physics. Courses designed
for nonscience majors may not be counted toward this requirement;
students should consult the Department of Human Ecology for
a list of courses that may be counted. |
{No change to requirements 6 and 7}
Rationale: This change allows students
to pursue science courses from biology and chemistry,
providing students with more flexibility in course
choice.
| 8. |
No fewer than thirty-nine but no more than forty-eight semester
hours in the Department of Human Ecology, including Human Development
and Family Sciences 304, 312, 313, 113L, 333L, [652F or
two sections of 335,] and 260[,]; six
hours chosen from Human Development and Family Sciences 352,
652F, and 355; and Nutrition 311. |
{No further changes}
Rationale: This change creates more flexibility
for the students. Currently, students are required to take HDF
652F, a twenty hour per week for one semester applied practicum,
or two sections of HDF 355, a ten hour per week for one semester
research practicum. Due to the nature of the differences of these
programs, students are forced to choose between research and
applied experiences. HDF 652F, due to its extensive outside commitment
of hours, limits additional courses students can take, and forces
some to consider extending their academic career another semester
for just this one course. In addition, students are choosing
the research or applied practicum based on which one fits into
their schedule, not based on which one best meets their career
and academic needs and goals. Faculty found that students enrolled
in their practicum may or may not have an interest in the chosen
topic or site. This change allows students to 1) break the applied
practicum into two semesters; 2) gain experience in an applied
and a research practicum setting; and 3) take courses that they
find most relevant for their career and academic goals.
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